math partitioning games

Set Partitioning1-10

Fact Families

ByCheryl Noack & Shawna Poage

6+3=9

3+6=9 9-6=39-3=6

Fact Family

Triangle

TEKS: Math (2.5) (C) Use patterns and relationships to develop strategies to remember basic addition and subtraction facts. Determine patterns in related addition and subtraction number sentences (including fact families) such as

6+3=9, 9-3=63+6=9 9-6=3 9

6 3

Students make “fact families using the numbers in the triangle.

Game 1

Fact Family Triangle

The purpose of the game is for students to become familiar with basic fact families with sums 1-10 using addition and subtraction.

Materials needed: 2 decks of cards using A-10 and Triangle Boards using 8 ½ x 5 ½ construction paper containing 3 numbers.

10

6

4Students learn basic math facts in addition and

subtraction as they flip over 3 cards at a time to match the fact family numbers on the triangle boards.

Part-Part-Whole 2nd Grade Fact Families

FACT FAMILY TRIANGLE

Directions:Each player gets a deck of cards A-10 and shuffles them up. Players select 3 triangle boards and place them in front of both players. Each player lays their shuffled cards in a pile. Each player lays out 3 cards face up. The goal of the game is to select cards that are face up to make fact families using the numbers on the triangle board: 2 addition and 2 subtraction. There are some boards that only require 2 addition and 1 subtraction. The first player to complete all the fact families for each board by placing the correct cards under the board wins that board. A new board is selected to replace the ones that are taken. The winner of the board places the used cards at the bottom of their stack.Example: 6+3=9 3+6=9 9-3=6 9-6=3

TEKS: (2.5) (C) Use patterns and relationships to develop strategies to remember basic addition and subtraction facts. Determine patterns in related addition and subtraction number sentences (including fact families) such as 8+2=10, 2+8=10, 10-2=8, 10-8=2

Number Family

Rummy2nd Grade

TEKS: (2.3)(A) Recall and apply basic addition and subtraction facts;(2.5)(C) Use patterns and relationships to develop strategies t0 remember basic addition and subtraction facts. Determine patterns in related addition and subtraction number sentences (including fact families).

Part-Part-Whole Set Partitioning 1-10

Game 2

Number Family Rummy

Purpose: Students will learn the relationships of numbers using addition and subtraction.

Materials: Use a deck of 40 cards: Four suits of A-10. The goal is to make families of three cards that are related by addition or subtraction.

7+3=10 3+7=10 10-3=7 10-7=3

Directions: Shuffle the deck and deal 6 cards to each player. Place the remaining cards face down in a pile. If you have any families of cards, place them aside. If you don’t, you may draw from the pile and discard one of your own. The first player to get rid of all 6 cards (2 families) is the winner. (The ace equals one.)

You Don’t

Belong!TEKS: (2.5) (C) Use patterns and relationships to develop strategies to remember basic addition and subtraction facts. Determine patterns in related addition and subtraction number sentences (including fact families) such as:

4 +1=5 5-4=11+4=5 5-1=4

The “2” on the yellow strip in the photo does not belong in this fact family!

Purpose: Students will understand the relationships in numbers by adding and subtracting a set of numbers that belong in a “fact family.”

Game 3

10 1 8 2Materials: 25 strips ofconstruction paper with three numbers thatare in a fact family and one that does not belong! 2 decks of playing cards using: A-10 only. (A =1) 2nd Grade

You Don’t Belong!

Directions: Each player gets 1 deck of cards A-10. Each player selects a strip containing four numbers. Players turn over 3 cards face-up from their shuffled stack of cards. The first person that identifies the number that does not belong and makes a complete fact family wins that round and takes the strip. The used cards are placed at the back of the winner’s deck and another strip is picked from the stack without looking.

TEKS: (2.5) (C) Use patterns and relationships to develop strategies to remember basic addition and subtraction facts. Determine patterns in related addition and subtraction number sentences (including fact families)

“1” does not belong in this “fact family”

Materials: Deck of cards (88 cards) – Using two regular decks, you will remove the Jokers, Kings, and Jacks. You will only keep

the remainder of the cards for the game. Turn the Queens into zeros. (Use blank labels to cover the faces of the Queens and draw the 0’s in the corners where the Q’s were.) The Ace’s are counted as 1’s. The cards will then have numbers #0-10 for each suit.

Two number mats – see the picture of the number mats on the following page.

Dry erase board – I drew the lines and signs on the board ahead of time in permanent ink.

Directions: Number of Players: 2

Game set up – Deal out five cards to each player and make sure each player also gets one mat. Place the draw pile in the middle.

Game play – Players check their hand for number combinations that can be used to make a number (1 – 10 ) on the mat. Players draw one card from the pile when it is their turn. The first player to make a number pair for each number (1-10) on their mat wins. See the example for further explanation of gameplay.

Game 4: Fact Family FeudTEKS:

(1.5) Patterns, relationships, and algebraic thinking. The student recognizes patterns in numbers and operations. The student is expected to:

(E) identify patterns in related addition and subtraction sentences (fact families for sums to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, and 5 – 3 = 2.

Example:

For example, if a player had a 2 and a 3 they could place the pair on their mat under the number 5. They would then use the dry erase board to prove their fact family, by writing in the number combinations on each line.

Example: Fact Family Feud

The winner is the one who

fills their board first!

10 8 2Materials:

Deck of cards (88 cards) – Using two regular decks, you will remove the Jokers, Kings, and Jacks. You will only keep the remainder of the cards for the game. Turn the Queens into zeros. (Use blank labels to cover the faces of the Queens and draw the 0’s in the corners where the Q’s were.) The Ace’s are counted as 1’s. The cards will then have numbers #0-10 for each suit.

Two game mats – see the picture of the game mats on the following page.

One Polyhedral dice (numbered 1-10) – Change a dice with numbers 0-9. Use a permanent marker to draw a 1 on the face showing a 0 in order to turn it into a 10.

Game 5: Slap Facts


Game set up – Each player gets a mat, the draw deck is set in the middle.

Game play –The youngest player begins by rolling the dice. The number rolled will be used for the entire round. (The rest of the gameplay is similar to slap jack.) Players take turns flipping over the top card from the deck and placing it into the discard pile face up. Players slap numbers that they need to collect to fill in their fact family mat for the number that was rolled on the dice. The first player to fill in the four number combinations on their mat wins the round.

TEKS: (1.5) Patterns, relationships, and algebraic thinking. The student recognizes patterns in numbers and operations. The student is expected to:


Example: Slap FactsExample:

At the beginning of the player 1 rolled a 10.

Player 1: Player one decides to slap number 7 when she sees it. She did this because she knows 7 combines with 3 to make 10. Once she picks a “Fact Family” to use she only slaps numbers that belong to that set of numbers (7, 3, or 10). After slapping the cards she places them on her mat.

Player 2: Player two chooses to slap number 8 when he sees it. He did this because he remembered 8 combines with 2 to make 10. Once he picks a “Fact Family” to use he only slaps numbers that belong to that set of numbers (8, 2, or 10). After slapping the number he needs, he places the cards on his mat.


fills their board first!

10 8 2

Game 6: Fact Family Go Fish

Materials: Deck of cards (40 cards) – Using one regular card deck, you will remove the Jokers, Queens, Kings, and Jacks. You will

only keep the remainder of the cards for the game. The Ace’s are counted as 1’s. The cards will then have numbers #1-10 for each suit.

One game mat – see the picture of the game mats on the following page.


Game set up – Each player gets five cards, a mat, and the rest of the draw deck is between the players.

Game play (Play is similar to Go Fish.) – Players begin by determining if they have any sets in their hand. ** If a player has a set, they must prove it by using the game board. If the three cards are truly a fact family, they may be laid down face up near the player as a set. Player one then asks player two for a specific numbered card. If player two has the number, they must give it to player one. If player two does not have the number they say “go fish.” The player who makes the most sets of fact families is the winner.

**See the example for further explanation.

TEKS:(1.5) Patterns, relationships, and algebraic thinking. The student recognizes patterns in numbers and operations. The student is expected to:


Example: Fact Family Go FishExample:

Players check their hands for a set. (A set is a collection consisting of all three numbers that make up a specific fact family.) Player one thinks they have a set.

When a player thinks they have a set, they must prove it by placing the cards on the game board. The game board helps the players check to see if the numbers are truly a fact family. If the three numbers work in all four combinations, the three numbers are a fact family.


makes the most sets!

Links to More Partitioning Info…Games & Activities

http://www.uni.edu/coe/special-programs/regents-center-early-developmental-education/ceestem/games/math-games/addition-ga-20

http://www.theschoolbell.com/Links/math/number_families/main/index.html

http://www.proteacher.org/a/189622_part_part_whole.html

http://teachmath.openschoolnetwork.ca/kindergarten/ppwk.htm

http://www.brokenhilld.det.nsw.edu.au/card_games.htm

Articles Kling, G. (2011, September). Fluency With Basic

Addition. Teaching Children Mathematics, 80-88. Retrieved March 2012, from http://www.nctm.org/publications/article.aspx?id=30696

http://www.nctm.org/publications/article.aspx?id=30696

Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding It Up: Helping Children Learn Mathematics. (M. L. Committee, & N. R. Council, Eds.) The National Academies Press. Retrieved from http://www.nap.edu/openbook.php?record_id=9822&page=182























http://www.nap.edu/openbook.php?record_id=9822&page=182



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