A cute Addition game for practising – Doubles, Doubles + 1, Doubles + 2, Facts to 10 & Facts to 20
Bump – Printable & Video Game
Addition Game – Bump – with Zebras:
Two players race around the outside track answering algorithms as they go. On giving the correct answer the students place one of their counters on the algorithm’s answer in the center of the board. The game is ideal for practicing Addition Basic Facts and for developing number strategies.
What You Need:
2 Players 1 Bump Board 2 playing pieces (eg counters, coins, small rocks, game pieces) 5 transparent counters per player 1 die marked 1-6
Players sit facing the board with their 5 counters in hand. Each player chooses a different tree as their starting point on the board and places their game piece on it.
NB The students must decide if they go around the board clockwise or anticlockwise. (For no other reason but to provide a context to learn the terms ‘clockwise’ and ‘anti-clockwise’) hehehehe
How to Play:
1. The student with the longest name goes first.
2. Player One throws the die and moves their counter the corresponding number of spaces.
3. Player One answers the algorithm they land on aloud and places a counter on the sum of the two numbers in the middle of the board.
4. Player 2 then repeats steps 2 & 3.
The Bump Rule:
If the answer to an algorithm is already covered by the opposite color, the current player may BUMP the counter off the board and return it to their opponent’s hand. The current player then places their counter on the answer.
The Locked-In Rule:
If a player already has one of their counters on an answer and answers an algorithm that requires them to put another counter on that space, they can. The player places the second counter on top of their first to make a pile of two. This space is then ‘locked in’ and pieces cannot be bumped from the board or have any more counters added to them.
Many students have learned the phrase ‘doing sums’ and apply this term to all algorithms.
NB There is no such thing as, ‘Doing sums’.
You do an ‘addition algorithm’ and the answer to an addition algorithm is the ‘sum’ i.e. The sum is the answer to an addition algorithm NOT a whole class of things. *Author puts soapbox away* 🙂
Why might it be a good idea for the players to check each other’s answers for accuracy?
How to Win:
The first player to use up all their counters wins the game.
– Have the students drop the die onto a piece of A4 paper to eliminate, ‘wild throws’ and the disruptions they cause. If the die rolls off the piece of paper then the player misses a turn.
– Have students drop the die onto an A4 piece of felt to cut down noise. If a die goes off the mat the turn is disallowed.
Conduct Number Talks Before and After the Game:
A ‘Number Talk’ is a 5 to 15-minute class discussion. It focuses on the efficient use of number strategies to solve problems. The teacher and students talk about problem-solving strategies to explore and expose the group to new ways of thinking. The talks serve to deepen mathematical understandings and develop computational fluency.
A Possible Number Talk Strategy:
Write up any algorithm the students may encounter during the playing of the game eg 5+6=
– have the students discuss honestly with a partner how they would solve it. – how would your teacher want you to solve it? Why? – 5+5+1 or 6+6-1 which strategy do you like? Why? – Do you have another way of working this out that is quick and accurate? Share it with us?
Base Number Talks on Observed Behaviours:
– When you see a lot of ‘Counting On’ to solve the algorithms, encourage the practicing of efficient number strategies. – The game flows well when you use Skip Counting when going around the board. True or False? Explain your answer. – ‘Efficient’ means getting to the answer as fast as possible and the use of Mathematical strategies will help you achieve this aim. When you throw a 6 do you count by ones or twos? Which one is quickest and still accurate? Demonstrate. – How could you skip count if you threw a 5? 2+2+1, 1+2+2, 2+3. Is this faster than counting one at a time? – Tell your partner what strategy you could use for when you throw a 4.
Possible Journal Reflections:
I enjoyed playing the Math game today because _____________
I did not enjoy playing the Math game today because __________
While playing the Math game today I figured out ________
After playing this Math game I now can __________
Based on the way I felt today in Math I need to __________
What did you discover about your use of Addition strategies while playing this game?
On a scale from 1 to 10 I rated my Math work a ______ today because________
Included in this Download:
1 Doubles Board
1 Doubles + 1 Board
1 Doubles + 2 Board
1 Facts to 10 Board
2 Facts to 20 Boards
1 Video Game Version (for Windows)
Teaching Notes Possible Math Journal Reflections
::: PLUS ::: a PowerPoint file to aid the teaching of the game and Number Talks.