Math Star Board Game

Lesson #10018

Create board games to review concepts and reinforce learning.

Students play a game to review mathematical operations and gain fluency. Create basic to complex problems. Incorporate fractions, decimals and equations for single and multi-step scenarios. The teacher can time students to test for speed and fluency. Assign points for correct answers and reward the winning team with incentives. Challenge students to create their own problems according to skill level.

Students will play a math game to explore order of operations and algebraic thinking.

14740-LG-Ellison SureCut Die - Star, Puffy - Large A10184-Sizzix Bigz Die - Star, Puffy

Supplies Used: Adhesive Letters & Numbers, Blue Cardstock (15" x 15"), Colored Construction Paper, Glue, Marking Pens

The teacher will die-cut the materials for student use prior to the lesson.

  1. Cut nine 5" x 5" squares of construction paper from three different colors.
  2. Center and die-cut nine Puffy Stars using the same squares. Separate the Stars from the square pieces.
  3. Adhere the squares to a 15" x 15" piece of blue chipboard or cardstock.
  4. Create problems with corresponding solutions. Using white adhesive numbers or marking pen, label each blue space with a solution (Figure A).
  5. Using black adhesive stickers or marking pen, label each Star with the problem (Figure B).
  6. Match each problem with the corresponding solution on the game board (Figure C).

  • Figure A

  • Figure B

  • Figure C

Mathematics, Grade 3: Operations & Algebraic Thinking

3.OA 7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Mathematics, Grade 3: Number & Operations in Base Ten

3.NBT 3. Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 80, 5 60) using strategies based on place value and properties of operations.

Mathematics, Grade 5: Operations & Algebraic Thinking

5.OA 1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

Mathematics, Grade 6: Ratios and Proportional Relationships

6.RP.3. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

Mathematics, Grade 6: Expressions & Equations

6.EE.1. Write and evaluate numerical expressions involving whole-number exponents.

Mathematics, Grade 7: Ratios and Proportional Relationships

7.RP.2. Recognize and represent proportional relationships between quantities.

Mathematics, Grade 7: The Number System

7.NS.2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

Mathematics, Grade 7: Expressions & Equations

7.EE.1. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.

Source: Common Core State Standards - Math Content

Math: Number Sense and Operations

Grades 3-8: Instructional programs from Pre-Kindergarten through grade 12 should enable all students to understand meanings of operations and how they relate to one another.

  • In grades 3-5, all students should identify and use relationships between operations, such as division as the inverse of multiplication, to solve problems.
  • In grades 6-8, all students should understand the meaning and effects of arithmetic operations with fractions, decimals and integers.

Math: Algebra

Grades 3-8: Instructional programs from Pre-Kindergarten through grade 12 should Understand patterns, relations, and functions.

  • In grades 3-5, all students should represent and analyze patterns and functions, using words, tables, and graphs.
  • In grades 6-8, all students should relate and compare different forms of representation for a relationship.

Standards are listed with permission from Principles and Standards for School Mathematics, copyright 2000 by the National Council of Teachers of Mathematics (NCTM). NCTM does not endorse the content or validity of these alignments.

Source:Principles and Standards for School Mathematics

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