[et_pb_section bb_built=”1″ fullwidth=”off” specialty=”off”][et_pb_row][et_pb_column type=”2_3″][et_pb_text _builder_version=”3.0.85″ background_layout=”light”]<\/p>\n
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Addition and Subtraction<\/strong><\/p>\n Home Run Derby Math<\/a>. Students choose an operation (addition, subtraction, or multiplication), estimate the answer to a math problem presented on a baseball scoreboard, and then click “hit”. The closer the estimate, the farther the baseball player hits the ball. Note that using a comma in one’s answer results in a strike.<\/p>\n Multiplication and Division<\/strong><\/p>\n Home Run Derby Math<\/a>. Students choose an operation (addition, subtraction, or multiplication), estimate the answer to a math problem presented on a baseball scoreboard, and then click “hit”. The closer the estimate, the farther the bseball player hits the ball. Note that using a comma in one’s answer results in a strike.<\/p>\n Multiplication and Division Facts<\/strong><\/p>\n The Multiplication Game<\/a>. Students play against the computer or another person. When play begins, one arrow is on one of the numbers (1-9). Player 1 moves the 2nd arrow to any number (1-9). The product of those two numbers is then covered on the gameboard, in one color. Player two then moves the 1st arrow to any number, covering a new product in another color. Try to be the first to cover four numbers in a row.<\/p>\n Moles<\/a>. Players click the mole that is holding the correct answer. Students choose one of two modes: select (click on the mole holding the correct expression) or enter (type the answer and then select the mole holding the matching expression). Students also select the level of difficulty (easy, medium or hard), changing the number of moles and the amount of time per problem. After, the game provides statistics including information about errors.<\/p>\n Wade\u2019s Workout<\/a>. Help Wade get in shape by punching the correct answer to a given multiplication question. (Or by choosing food for him to eat, weights for him to lift, or umbrellas along his run.) Students can work on specific facts or three sets of mixed problems. During each round, the game keeps track of the number of right\/wrong answers.<\/p>\n Knights of Math<\/a>. Players select a level (that correlates to the sets of facts it tests) and then choose the correct answers to given multiplication problems. With each correct answer, a piece of the kingdom is placed on the screen. After 60 correct answers, students can design their own kingdom.<\/p>\n Multiplication Grand Prix<\/a>. Video-game-like practice of the multiplication combinations. A problem is posed, and the player has to click on the correct answer (of 4 choices) to get the race car to drive faster. Players can play against each other or the computer. After, the game provides statistics including information about errors.<\/p>\n Tug Team Tractor Multiplication<\/a>. Video-game-like practice of the multiplication combinations. A problem is posed, and the player has to click on the correct answer (of 4 choices) to get the tractor to tug faster. Players can play against each other or the computer. After, the game provides statistics including information about errors.<\/p>\n Meteor Multiplication<\/a>. A product is displayed on the spaceship and the player must shoot the correct expression (displayed on the meteors). If the player is incorrect the meteors will continue to advance towards the spaceship until they collide. After, the game provides statistics including information about errors.<\/p>\n Drag Race Division<\/a>. Video-game-like practice of the division combinations. A problem is posed, and the player has to click on the correct answer (of 4 choices) to power the car. Players can play against each other or the computer. After, the game provides statistics including information about errors.<\/p>\n Demolition Division<\/a>. Students are given a quotient and have to shoot down the car that displays the corresponding division expression. If students do not solve the problems fast enough, they will be shot down themselves. After, the game provides statistics including information about errors.<\/p>\n All Four Operations<\/strong><\/p>\n The Arithmetic Game<\/a>. Choose numbers to complete the equation below the board. Note that some of the equations include more than one operation (eg. _ + _ \u00f7 _ = 9), so order of opertions is involved.<\/p>\n Rational Numbers<\/strong><\/p>\n Tug Team: Bike Fractions<\/a>. In this video-game-like game, players compare two fractions and select the symbol (<, =, >) that accurately describes the comparison. Players can play against each other or the computer. After, the game provides statistics including information about errors.<\/p>\n Fraction Game<\/a>. Students draw a fraction card and then move that amount on one or more fraction lines. The goal is to move all of the markers to the right side of the line (1).<\/p>\n Matching Fractions, Decimals, Percents<\/a>. A concentration game played with 16, 20 or 24 fraction, decimal, and percent cards. Students find pairs of cards that are equivalent. (From NRICH.)<\/p>\n Patterns, Functions, and Change<\/strong><\/p>\n Function Machine<\/a>. Students have to guess the rule the machine is using to change numbers as they pass through it. The machine collects data about the numbers that have gone into and out of the machine. They guess the rule by entering the operation and the number (e.g. x 10 would mean the machine multiples every number that goes through it by 10). (From PBS’s Cyberchase Games.)<\/p>\n Geometry and Measurement<\/strong><\/p>\n Point of View<\/a>. Students select the different characters and create the point of view for each individual character until all four have been figured out. If students are having difficulty they can receive hints to help them determine the answer. (From PBS’s Cyberchase Games.)<\/p>\n Sal\u2019s Sub Shop<\/a>. Students use a ruler to cut a sub roll to a specific measurement; then make the sub. (Note: You can turn the sound off.)<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″][et_pb_cta admin_label=”Learn More” title=”Learn More” url_new_window=”off” use_background_color=”off” background_layout=”light” text_orientation=”left” use_border_color=”on” border_color=”#005285″ custom_button=”off” button_icon_placement=”right” header_text_color=”#005285″ custom_padding=”20px|20px|20px|20px” saved_tabs=”all” _builder_version=”3.0.85″]<\/p>\n Online games for Grades K-1<\/a><\/p>\n Online games for Grades 2-3<\/a><\/p>\n Games and Activities to Do Offline<\/a><\/p>\n [\/et_pb_cta][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" Counting, Numbers, Ordering<\/strong><\/p> Five Frame Activities <\/a>and Ten Frame Activities<\/a>. 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.<\/p> Concentration<\/a>. 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.)<\/p> Whack a Mole<\/a>. 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.<\/p> The Number Track<\/a>. 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.<\/p> Addition and Subtraction<\/strong><\/p> How Many Under the Shell?<\/a> 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.<\/p> Save the Whale<\/a>. 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.<\/p> Add to 10<\/a>. 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).<\/p> Flight for Fuel<\/a>. 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.<\/p> Geometry<\/strong><\/p> Concentration<\/a>. 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.<\/p> Data<\/strong><\/p> Guess My Button<\/a>. 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).<\/p> Pattern<\/strong><\/p> The String of Beads<\/a>. Students make a copy a given repeating pattern.<\/p>