**What better way to consolidate skills than with a game? **

Research has proven that when students work in a team, they feel safe and will discuss mathematical concepts more frequently than if they are put in a purely competitive environment (Johnson and Johnson, 1989). However, with the addition of the competitive element, this learning becomes fun! When one team competes against another team the perfect combination of optimal learning and fun occurs. This combination of **Cooperation** and **Competition** makes learning fun while consolidating key concepts.

The combination of cooperation and competition is found in the strategy called “Teams-Games-Tournament” (Devries et al, 1980) in which one pair of students competes against another pair of students. The first team selects a card from a deck of cards and answers the matching question from a question booklet (see below). The student records his/her answer on an activity sheet. The 2 students work cooperatively to obtain an answer. If correct they get a point, if not the other team can get the rebound point. Then team 2 selects a card, discusses the answer and so on.

The question booklet is made up of 4 sections:

Spades 12 questions Subtract Mixed numbers with DIFFERENT denominator

Clubs 12 questions Subtract Mixed numbers with DIFFERENT denominator

Hearts 12 questions Subtract Mixed numbers with same denominator but NO regrouping needed

Diamonds 12 questions Subtract Mixed numbers with SAME denominator but REGROUPING required

Below is an example of a student response sheet. Students hand these in at the end of the period, to increase accountability and to ensure they have a record of the work for their notes.

This resource is available on Teachers Pay Teachers, you can click here to have a look at the product.

Package includes:

* Rationale: how to use the product in the classroom

* Student Instruction handout

* Practical Tips for Teachers

* Answer key for all 48 questions

* 2 blank student response sheets

* Student sample response sheet

**Each suit is a different level of difficulty!**

**Also great for MILESTONES review! **

JUST PRINT AND GO!

STUDENTS SELF CHECK THEIR WORK……….60 MINUTE ACTIVITY

Purchaser comments:

“Loved that the game was **constantly changing** and **not just repetition**.” Rating: 4.0

“Great product!” February 21, 2018

“Thank you, a great game for unit review and differentiating. **Each suit is a different level of difficulty – thanks.”**

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A great game for learning subtraction of mixed numbers. Can be used as:

* Game for 1,2 or 4 players

* Peer Tutoring Game

* Homeschooling

* Stations

* Worksheets

* Differentiation

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I frequently offer { FREEBIES } and {FREE PRODUCT UPDATES } to my followers.

I am looking forward to hearing from you!

Thank you for visiting

MatheMatters by *Jacquie*

References

Devries, D., R. Slavin, G. Fennessey, K. Edwards, and M. Lombardo. Teams-Games-Tournament: The Instructional Design Library. Volume 37. Educational Technology Publications. New Jersey. 1980.

Johnson, D and R Johnson. Cooperation and Competition. Theory and Research. University of Minnesota. Interaction Book Company. 1989.

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48 Questions

Differentiated

Fun

Rigorous

These resources are a great way to review a math concepts including:

- Multiplying Fractions
- Dividing Fractions
- Adding Fractions
- Subtracting Fractions
- Subtracting Integers
- Solving Equations
- Exponent Rules

Just click on the above links to access the resources and the amazing Valentine’s Day sale!

This resource is FREE! This resource has had 44, 969 Downloads, a proven great resource! INTEGERS: Add, Subtract, Multiply and Divide

Enjoy,

Jacquie

]]>The game suggested here, gives students the practice with working with mixed fractions and reduced fractions, 48 questions. The game can be played with one other person or can be played solo. Students can check their own answers. The student uses a deck of playing cards, shuffle the deck and draw one card. The booklet of questions are grouped by type of card drawn and the student answers the corresponding question from the booklet. An answer sheet is provided and a full set of instructions.

Here are some comments from those who have used the product:

**Just tried this out today – instructions were great – I handed out the hand out to the kids, and it went well. thanks**

**Great practice and fun too!**

**Great addition to my unit. Thanks**

**Used it on a Friday – work like a charm! kids had fun, and they worked…. win – win **

**Wow- a lot of fun, yet curriculum too – thanks.**

Here is a link to the product. 48 Questions Dividing Fractions Game

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This is the only game that my students ask for, time and time again. No kidding! Whether it is grade 9 math or the grade 12s. They will say, “What was that card game we played last year, can we play it again, it helped me learn”!

I have to confess that this game is my favorite also. It takes a lot of time to prepare, but once it is created, it can be used over and over again. The reason it is a successful strategy is because it combines competition with co-operation. Johnson and Johnson (The Nuts and Bolts of Cooperative Learning) cite the research behind this powerful combination of strategies.

The teaching strategy is Teams Games Tournament and was developed by Slavin in the 1960s, but has held the test of time. Here is a link to a pre-made resource on Solving equations and it is EDITABLE.

The game can be differentiated also, which is very valuable for diverse classes. The students play 2 against 2. The first pair selects a card from a set of playing cards, and then reads the corresponding question from the prepared question booklet. So if a 7 of Diamonds is pulled, there is a question in the package next to 7 of Diamonds. All four students answer the question, but the first team has the first chance to gain the point if they are correct. An answer sheet is provided in the package. Then the next team goes, and the process repeats itself. I then have a round 2 where the winners of round 1 are paired up, and the non-winners are paired up for another round. The differentiates the games also.

The game I developed has each suit with a different topic:

12 questions: One step: add/subtract or dividing

12 questions: Two step: add/subtract followed by multiply or divide

12 questions: Two step with fractions in question, answer whole #

12 questions: Two step with fractions in question, answer fraction

– Early Finishers

– Math Centers

– Game format:1, 2 or 4 players

– Worksheet

– Peer Tutoring

– Homeschooling

– Stations

– Differentiated Learning

– Student Activity when you are away from the Classroom!

A rigorous 60 MINUTE activity. CHAOS-FREE Math Game { Students Self Check Answers }

Quotes from TpT purchasers:

“Creative, nothing like it! Lots of questions, kids had fun and practiced at the same time”

“I left this for my student-teacher, and it worked very well – thanks for the clear instructions. kids had fun too!”

“My students love this activity.”

JUST PRINT AND GO

{ Classroom Ready } { Student Tested } { Student Approved }

You might also like:

1. Exponent Rules Activity { EDITABLE } 8.EE.A.1 { 48 Questions Chaos-Free Game }

2. Subtracting Integers { EDITABLE } 7.NS.A.1 { 48 Questions Chaos-Free Game }

3. Flip Book { Solving Equations } Elimination, Substitution and Graphing

4. Arithmetic Sequences { EDITABLE } { 48 Questions Chaos-Free Game }

5. Distributive Property {EDITABLE } 7.EE.A.1 { 48 Questions Chaos-Free Game }

Enjoy and Happy Teaching,

Jacquie

]]>**Remember That Math Is Cumulative:**Math courses follow a natural progression – each one builds upon the knowledge you’ve gained and mastered from the previous course. If you are finding it tough to follow new concepts in class, pull out your old math notes, look up ideas on YouTube or TeacherTube and review previous material to refresh yourself.

**Review Notes The Night Before Class :**Go over the lesson’s notes, highlight them, make a study booklet or flash cards. Sometimes your teacher can help you at lunch with these skills. Click here for FREE instructions on how to make a foldable for studying.

**Do Homework…Even When It’s Not Assigned:**The thought of doing homework every night may seem annoying, but if you want to succeed in math, it is important that you continuously practice and master the problem-solving methods.

**Read Ahead To Stay Ahead:**If you want to lessen your in-class workload or the time you spend on homework, use your free time after school or on the weekends to read ahead to the chapters and concepts that will be covered the next time you are in class. Some teachers give unit outlines and plans, so use them to your benefit!

** **

**Review Your Old Tests, Quizzes, Notes and Classroom Examples:**The work you do in class, for homework, and on quizzes can offer clues to what your midterm or final exam will look like. Use your old tests and classwork to create a personal study guide for your upcoming exam.

**Learn to Work By the Clock:**This is a popular study tip for people taking timed exams; especially standardized tests. If you only have 40 minutes for a 100-point test, then you can optimally spend 4 minutes on each 10-point question.

**Maximize Your Resources to Get Help:**If you’re having a hard time understanding concepts in class, then be sure to get help outside of class. Ask your friends to create a study group.

**Talk To Yourself:**When you are reviewing problems for an exam, try to explain out loud what strategy and methods you used to get your solutions. There is pedagogic research that indicates you learn while explaining the answers to someone else, or saying it out loud! Maybe you are an auditory learner, check here for a quiz.

**Teacher Website**: Some teachers have websites where class notes, upcoming reminders are located here. Please use the site to get caught up and check for news.

**GRIT:**Remember that sticking with the work, practicing and not giving up are all major indicators of being successful in math class, and any endeavor in life! Here are some extra practice math games for Grade 5-8.

A question a day.

What does this do? Breaks the barriers between students – when they get to know the interests of other students, what they like and don’t like, it all adds up.

Here is a collection of 55 questions, you can use one each day!

“Great bellwork or small group discussions for when classes just need to talk!”

A QUESTION A DAY HELPS TO:

* build community

* build trust

* build a safe environment

* questions are non-threatening and inclusive for the students

* add interest and variety to the class environment

* involve all students

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HOW TO USE THE PRODUCT:

* students are given the Question of the Day by the teacher

* can project on SmartBoard, projector, Google Classroom or on a Clicker System

* students can share with a partner

* share in a small group

* share with the class

* use a random name generator program such as the one on a SmartBoard or on a computer to select a few students to share their responses with the class

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FORMAT:

* created in PowerPoint, one question per page in PowerPoint saved as a pdf document

* slides are square

* convenient to use on a SmartBoard or Print Capture into PowerPoint or any other program

* pdf

* square size

* could be print captured and loaded to Google Classroom

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You might also like:

1. Exponent Rules Activity: 48 Questions EDITABLE 8.EE.A.1; STUDENTS SELF CHECK

2. Subtracting Integers { 48 Questions } FUN GAME with Answers

3. Flip Book { Solving Equations } Elimin, Subst and Graphing Techniques are included

4. Arithmetic Sequences {48 Questions } Game / Activity

5. Algebra: Add, Multiply, Distributive Property {EDITABLE } 48 Questions GAME

I often provide { FREEBIES } and { PRODUCT UPDATES } to my followers!

Thank you for visiting

MatheMatters by Jacquie

]]>Why do two negatives make a positive…..here are two methods that are clear for the students to understand. Let’s consider the following two examples.

Example 1: 5 – 4

Example 2: 5 – (-4)

Conceptualizing Example 1 is fairly straight forward… we can think of 5 as let’s say, we have 5 dollars, and then -4 represents losing 4 dollars, so all in all we have 1 dollar left, hence the answer of 1. Many students find it useful to use a number line to visualize this as well. When negative we go left on the number line. So staring at 5 on the number line, we then go LEFT another 4 units and end up at 1.

However, Example 2 looks similar BUT is totally different!

There are two methods that I have found to be useful to explain the meaning behind the deep understanding of 5-(-4). The first method is to create a logical chain of mathematical processes.

If we start with 5 and subtract 3, this is represented as 5-3, on the number line we can see the answer is 2

Then we subtract 2, so **5-2 = 3**

Next we subtract 1, so **5-1 =**** 4 ** ** **

Next we subtract 0, so **5-0 = 5**

When we look at the **PATTERN, ** we can see that for the final answer we are** increasing by ONE unit.**.. so following the pattern

5-(-1) the result would be one more than 5,

so the solution would be** 5-(-1)=6**

Then we ask, what prcess is happening to arrive at 5-(-1) = 6? The simplified form would be 5+1=6

So it follows that:

**5-(-2) = 7**

**5-(-3) = 8**

**5-(-4) = 9**

This method was explained to me by Dr. Barrie Bennett, my M.Ed. professor at the University of Toronto, Canada. He exaplained it this way….

If a postitive represents you liking something and a negative represents you hating something….

+(+4) represents you like to like so like overall you LIKE so, +4

+(-4) represents you like to hate so you overall you hate so, -4

-(-4) represents you hate to hate so overall you LIKE so, +4

This was a great way to relate the integers to a personal method the students could use! Thank you Dr. Barrie Bennett!

After the chlid understands the concept, it’s time to practice. There are many practice sheets online, the fact is that students need to reinforce ideas once they are learned. If you are looking for a fun game that the whole family or class can play, here is a FREE game on Integers.

**FREE MATH RESOURCE**

Do you have other ways to teach why a subtracting a negative is a postive? We’d love for you to share!

Thanks for visiting our Math blog!

Jacquie

<a href=”https://www.teacherspayteachers.com/Store/Mathematters-By-Jacquie”><img src=”https://www.teacherspayteachers.com/img/settings/silver.large.badge.png”alt=”Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh, Homeschooler, Staff, Not Grade Specific – TeachersPayTeachers.com” align=”absmiddle” height=”44px” width=”172px” /></a>

[contact-form] ]]>All students have different learning styles; knowing one’s preferred learning style helps in a student’s meta-cognition. As a classroom teacher, if I am aware of the class distribution of styles, I CAN ensure I cover all the bases! There are many online tools to survey the students, the categories may vary, but essentially include: VISUAL, TACTILE AND AUDITORY.

Today I had my students fill in the survey, tally up where they stood as far as learning styles go and we discussed the learning strategies that go along with each style. As predicted not one of the 30 students had just ONE style alone. I then gave each student 4 blue sticker dots, they were then asked to place dots in the category that best describes their learning style, I told them they did not have to put all 4 in one category, they could spread them out! When you look closely, some even split up the dots to ensure an accurate depiction of their style!

This chart is on my front chalk board now – I constant reminder to me to ensure I always consider the 3 types of learning styles, and a reminder to all of my students to be mindful of their style also. Of interest was the fact that the class was almost equally split between the two learning styles!

For a one page handout of the instructions on how to run this activity, please contact me, I’d love to help you set this up in your classroom!

[contact-form]Happy Teaching,

Jacquie

]]>- Group A draws a card from a deck of cards.
- All 4 students answer the corresponding question which is provided in the resource booklet.
- Team A checks the answer, if correct they get one point.
- If incorrect, Team B has the opportunity to win a REBOUND point.
- Next, Team B draws the next card and the process repeats until the teacher calls time and Team B has the last chance to draw the card so it is a fair process.
- FUN part – Jacks are WILD, so the game can turn at any time!
- Then, the teacher pairs up winners to play other winners in teams of 2, and the other students are paired up for the last round.
- When the teacher calls TIME, the final champs are declared!

Full directions, question booklets and answers are provided in the resource below. This resource is fully EDITABLE so you can adjust it for your students if necessary.

CHAOS FREE MATH GAME – Classroom Ready – Differentiated – Teachers/Student Tested – Answers included

STUDENTS SELF CHECK THEIR WORK……….60 MINUTE ACTIVITY

JUST PRINT AND GO !

Click on the image above to see more details about this fun yet effective classroom resource!

This activity covers:

* multiplying a fraction by a fraction, then simplifying the answer to a fraction or mixed number

* multiplying a mixed number by a mixed number, then simplifying the answer to a mixed or whole number

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Package includes:

* rationale: how to use the product in the classroom.

* student Instruction handout

* practical Tips for Teachers

* a package of 48 editable questions divided into the following categories

12 fraction x fraction questions

12 fraction x mixed number questions

12 mixed number x mixed number

12 mixed number x mixed number

* answer key for all 48 questions

* 2 blank student response sheets

* student sample response sheet

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A great game for learning multiplication of fractions and mixed numbers. Can be used as:

* Game for 1,2 or 4 players

* Peer Tutoring Game

* Home Schooling

* Stations

* Worksheets

* Differentiation

————————————————————————–

This is a Teams-Games-Tournament in which one pair of students competes against another. The first team selects a card from a deck of cards and answers the matching question on the activity sheet(example 4 of hearts). The 2 students work cooperatively to obtain an answer. If correct they get a point, if not the other team can get the rebound point. Then team 2 selects a card, discusses the answer and so on. It is cooperative because the 2 students work together, yet competitive because it pits one team against another. The students have fun and get the math work done.

I am looking forward to hearing from you!

Thank you for visiting

MatheMatters by Jacquie

Reference on the research behind this strategy

*Cooperative Learning: Theory Research and Practice* by Robert E. Slavin. Published by Allyn and Bacon, 1990.

If so, you need to try this Teams Games Tournament strategy for reviewing important concepts. The game has 48 questions dealing with

- multiplying powers
- dividing powers
- power to the power
- combination questions

The students pair up, then compete against another pair of students. The first group draws a card from a deck of playing cards, let’s say they draw a 4 of diamonds. They then go into the question booklet and answer the question that is next to the 4 of diamonds in the package. ALL 4 students answer the question, then the group who drew the card has first chance at the point. If they get it wrong, the next group can have the chance for the rebound point. Then the other group draws a card and the process continues.

This game combines Cooperative Learning + Competition = Fun Learning.

Check out the Resource below

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