Tablecloth Game Board

Lesson #12189

Create a great game board with a blanket, tablecloth or beach towel.

Grade Level:

Pack this simple game board with you anywhere you go to enjoy a game of chess or checkers. The game board comes together with squares, and the moveable pieces are soft, layered shapes. Children and adults will love the ease of playing a fun game any place, calculating moves and strategizing at the same time!

16674-SM-Ellison SureCut Die Set - Geometrics, Small (4 Die Set) - Small A11024-Sizzix Bigz Die - Shapes, Layered #2
Beach towel, blanket or tablecloth, Construction paper, Craft foam, Double-sided tape, Felt (self-adhesive), Pencil, Scissors
Beach towel, blanket or tablecloth, Construction paper, Craft foam, Double-sided tape, Felt (self-adhesive), Pencil, Scissors

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

  1. Cut a 16" x 16" square template using construction paper. Fold in half both vertically and horizontally to mark the middle of the tablecloth.
  2. Open the template and lay on a blanket, tablecloth or beach towel.
  3. Die-cut the 2" squares from the Geometrics set using self-adhesive felt in two assorted colors.
  4. Peel the backing off the squares, and place them in a checkerboard pattern, eight squares across and eight squares up for a total of 64 squares (use the paper template as a guide for placement).
  5. Die-cut the Layered Shapes in assorted colors of craft foam for the game pieces.
  6. Use double-sided tape to layer two shapes together to create double-thick game pieces that are easy to manipulate.
  7. With this soft, moveable game board, you can bring the inside to the outdoors, while students practice their various skills (Main Photo).

Fine Arts-Visual Arts
NA.VA.K-4.6 Making Connections Between Visual Arts and Other Disciplines
Achievement Standard:

  • Students identify connections between the visual arts and other disciplines in the curriculum


Make sense of problems and persevere in solving them.

  • Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary.

Reason abstractly and quantitatively.

  • Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.


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