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Goal: To understand numbers, ways of representing numbers, relationships among numbers, and number systems. To create and use representation to organize, record, and communicate mathematical ideas.

Objective: The student will be able to understand the place-value structure of the base-ten number system and be able to represent and compare whole numbers. The student will be able to recognize equivalent representations for the same number and generate them by composing numbers.

Age Range: 3-5

Organization: The student will be divided into heterogeneous groups of four. The group should contain multiple intelligence levels. The teacher will review place value before the activity. The student will perform the activity in the heterogeneous groups, and the teacher will present a brief summary at the conclusion of the lesson.

Materials:

Game board

Pencil

Dice

Place Value Mat

Place Value Tracking Worksheet

Candy or Popsicle sticks to symbolize ones and tens.

Rubber bands

Procedure:

1.Explain to the students that they will be playing a math game today.

2.Briefly review place value with the students.

3.Instruct the students how to play the game by demonstrating.

4.Roll a dice and place that number on the worksheet in the appropriate place. Then count out that number of Popsicle sticks and place them on the place value mat.

5.Roll the dice again and record the number on the tally sheet. For example, if your first roll landed on five and the second a nine, you should have 5 + 9 in the spot Roll # 2. Place nine Popsicle sticks in the ones column. When you reach at least ten ones, ask the students what you should do now. They should respond by instructing you to bundle ten ones together with the rubber band and move it to the tens column.

6.Ask the class if the total number is correct so far. Also, question the students to find if anyone arrived at the answer a different way. Some students may have added the numbers from the tally sheet to arrive at the answer.

7.Inform the students that they are ready to play the game in their work groups. The winner will be the person who has the highest total at the end of the game.

8. For closure, have each group record their winners total on the blackboard. Some students may have larger numbers because of the bonus spaces. Ask the student why that person won.

Adaptations: This game can be adapted for students with special needs by using large dice four-inch dice found at educational stores, a larger game board, and larger items to symbolize tens and ones. These changes can help modify the game for motor difficulties or visually impaired students.

Delayed learners play the game using only the place value mat. These students would continually add Popsicle sticks and regroup them in tens. Advanced learners can use a more difficult game board that includes the hundreds place.

An adaptation for spatial intelligence is to design their own game board or addition game.

Evaluation: The teacher will observe the students and check of understanding on a by walking the room during the activity. The teacher will check to see if the students reached a goal described on the evaluation sheet. The tally sheets will also be turned in to check for understanding through completeness and accuracy.


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