## Counting, Numbers, Ordering

Five Frame Activities and Ten Frame Activities. Students click on the number that tells how many chips arranged are on a five- or ten-frame; use chips to build a given number on a 5- or 10-frame; click on the number that shows how many more circles would fill the 5- or 10-frame; and use 5- or 10-frames to solve addition problems.

Concentration. Players try to match numbers (1-6 or 1-10) and the amounts they represent. The cards can be face-up or face-down. (This game can also be played with shapes and shape names, see Geometry below.)

Count Your Chickens. A basic counting game, though the arrangements encourage the player to see and use rows and groups to figure out how many. Some number of animals appears and the game asks, “How many [dogs]?” The player clicks which of three numbers represents the total number. (This game requires Adobe's Shockwave download.)

Snakes and Ladders. The traditional game, for 1 player or 2, by the BBC. Players roll a 1-6 die to see how many squares to move. (This game requires Adobe's Shockwave download.)

Whack a Mole. In the basic version, the starting number (0) is displayed at the top of the screen. The player clicks on the number that comes next (1) when they see a mole labeled with that number pop out of a hole. The game can also be set to begin counting from any number up to 100 and so that players have to count by a number, rather than by 1's. For example, count by 2's starting with 0. K-1 students will benefit from practice counting by 1 from 0, or from any number (e.g. 12, 37), and may enjoy exploring counting by 2s, 5s, and 10s, from 0.

Spooky Sequences. A line of numbered ghosts appears, one without a number label. Players type the number that should be on that ghost. K-1 students will benefit from playing with numbers to 10, 30, or 100, and from the version that focuses on counting back by 1’s from a number up to 40. (From Oswego City School District.)

The Number Track. Players complete a number track that goes to 20 by placing 5 numbers (or 10, or all of them) in the appropriate empty spaces. Students can also design their own game.

Higher and Lower. Players put 5 cards in order. The cards have objects, words, or numbers on them. Choose numbers to 10, 20, or 100.

Mend the Number Sequence. In this game from the BBC, several numbers on a 100 chart are missing and laying to the right of the board. A character pops up in an empty square and asks “Where is it?” The player has to move the correct number to the empty square. (This game requires Adobe's Shockwave download.)

## Addition and Subtraction

Count Hoot’s Number Games. Players solve a variety of addition and/or subtraction problems, including unknown change problems (4 + ? = 6 and 6 - ? = 2). Level 1 presents problems with totals to 6 using the dots on ladybugs’ shells and Level 2 uses numerals and totals to 9. Level 3 is involves facts to 20. From the BBC. (This game requires Adobe's Shockwave download.)

How Many Under the Shell? Players choose a number of shells to play with. The game counts out the shells and then an octopus hides some. The game counts how many are showing, and players use that information to determine how many are hidden.

Save the Whale. Given two labeled pipes of 10, side by side, the player has to complete the partially filled in one (e.g. if it has 6 links, the player needs to drag the one with 4 links up) to save the whale.

Math Lines: Add to 10. The player needs to shoot a ball labeled with a number 1-10. If it hits the number that sums with it to make 10, both balls disappear (i.e. try to shoot the 7 so that it hits a 3).

Ghost Blaster. Videogame-like practice with 2-addend combinations of any number up to 99. The players choose a target number and then try to be the first to click when they see two ghosts (labeled with numbers) that equal the target number. K-1 students will benefit from playing with numbers to 10 or so. (From Oswego City School District.)

Flight for Fuel. This videogame-like game provides practice with addition of two or more addends. Players try to collect an exact amount of fuel (e.g. 11) by gathering bits at a time (+4, +3, etc.) without going over.

## Geometry

Concentration. The player tries to find matches between shapes and shape names. The cards can be face-up or face-down. The computer will read the words aloud if requested.

Tangram Puzzles. Students arrange a set of 2-D shapes to form a picture. Young students will do better with sites that provide the outlines of the puzzle they are to solve, rather than just a small picture of the completed puzzle, and may need help learning how to turn shapes to change their orientation. Try Playhouse Puzzles by Invention at Play (3 puzzles), Tangram Puzzles from PBS Cyberchase Games (20 puzzles, be sure to click "lines on"), or Tangrams (14 puzzles, click on the pictures at the bottom of the window). (The PBS site requires Adobe's Shockwave download.)

## Data

Guess My Button. Students try to figure out which button the computer has chosen by asking yes/no questions. Young students will need help with the reading, with determining the different attributes, and with the logistics of playing (e.g. how to ask a question, how to process the feedback from the computer).

Guess My Rule with Attribute Blocks. The computer chooses a rule -- for example, all the blocks in the oval are/should be small (or squares or blue). Students try to figure out the secret rule based on which Attribute Blocks (different shapes that are large/small and different colors) fit the rule, and by placing additional shapes and getting feedback (clicking "Check"). If the shape does not fit the rule, the computer removes the shape from the oval and says "Try again." If the shape does fit the rule, but all of the shapes that fit the rule are not yet in the oval, it leaves the shape where it is and says "Try again." Once all of the blocks have been correctly placed, the computer says "Correct! All the blocks inside are [small]." Young students may need help with the reading, with determining the different attributes, and with the logistics of playing (e.g. how to ask a question, how to process the feedback from the computer).

## Pattern

The String of Beads. Students make a copy a given repeating pattern.

Color Patterns. Students finish a partially completed pattern. (Note that some of the patterns might be quite complex for K-1 students.)