Post on 28-Jan-2019
transcript
i4731
START
Highway 1010
125 miles
55 miles
28 miles
112 miles
64miles
150 miles
15 miles
73 miles
100 miles
Out of Gas!
No miles gained.
Flat Tire! No miles gained.
Speeding Ticket! Lose
15 miles.
One Lane Road!
5 miles
#13434 (i4733)—Kids Learn Mathematics Games, 3–5 Activity Guide © Teacher Created Materials28
Highway 10What You Need • Highway 10 game board
• Highway 10 game cards
• spinner (Divide the spinner into 4 parts and write the
numbers 1–4 on it.)
• game markers (one pattern per player)
• pencils and paper
Object of the Game • Be the fi rst player to travel 500 miles along Highway 10.
Setting up the Game • Place the game board in the middle of all the players.
• Shuffl e the 18 cards and place them facedown in a pile within easy reach of all the players.
• Each player places a game marker on START.
• Decide whether to play the regular level or challenge level.
How to Play the Game • Th e shortest player goes fi rst. Th en, play passes to the left.
• For each turn, draw the top card from the deck.
• Everyone solves the problem.
• Compare your answers. Decide who solved the problem correctly.
• Everyone who has solved the problem correctly gets to spin the spinner and move. You can move
in any direction on the board. Once you start in one direction with a spin, you must continue that
way.
• You cannot earn the same mileage more than once. So, if you land on “150 miles” once, that’s it.
You cannot earn 150 miles again.
• Regular level: You can only move your piece.
• Challenge level: You can choose to not move your piece and instead move another player’s piece
the number you spun. Th is is a way to make other players lose miles.
• Place the card in a discard pile. Once you run out of cards, shuffl e the discard pile and use the
cards again.
How to Win the Game • Th e fi rst player to travel a total of 500 miles along Highway 10 wins!
Game Instructions (cont.)
i4731
Highway 1010
© Teacher Created Materials #13434 (i4733)—Kids Learn Mathematics Games, 3–5 Activity Guide 29
Ruta 10Qué necesitas • tablero de Ruta 10
• cartas de Ruta 10
• ruleta (Divide la ruleta en 4 partes y escribe los
números del 1 al 4 en ella.)
• marcadores del juego (un patrón por cada jugador)
• lápices y papel
Objeto del juego • Ser el primer jugador en viajar 500 millas por la Ruta 10.
Montar el juego • Coloca el tablero en medio de todos los jugadores.
• Baraja las 18 cartas y colócalas boca abajo en un montón al alcance de todos los jugadores.
• Cada jugador coloca un marcador del juego en INICIO.
• Decide jugar el nivel regular o el de reto.
Cómo jugar • El jugador más bajo va primero. Luego, el juego pasa al jugador de la izquierda.
• Para cada turno, saca la carta superior de la baraja.
• Todos resuelven el problema.
• Comparen sus respuestas. Decidan quiénes resolvieron correctamente el problema.
• Todos los que hayan resuelto correctamente el problema pueden girar la ruleta y mover su
marcador. Puedes moverlo en cualquier dirección en el tablero. Una vez que empieces en una
dirección con un giro, debes seguir en esa dirección.
• No puedes ganar la misma cantidad de millas más de una vez. Por lo tanto, si llegas en “150
millas” una vez, no hay oportunidad de ganar esos puntos otra vez.
• Nivel regular: Solamente puedes mover tu marcador.
• Nivel de reto: Puedes elegir no mover tu marcador y en vez de eso, mover el marcador de otro
jugador el número que giraste. Esta es una manera de hacer que los otros jugadores pierdan
millas.
• Coloca la carta en un montón de cartas descartadas. Una vez que se acaben las cartas, baraja el
montón de cartas descartadas y úsalas de nuevo.
Cómo ganar el juego• El primer jugador en viajar un total de 500 millas por la Ruta 10, ¡gana!
Game Instructions (cont.)
i4731
Highway 1010
© Teacher Created Materials #13434 (i4733)—Kids Learn Mathematics Games, 3–5 Activity Guide 3
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Research About Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5How to Use Th is Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Using the Computer Games CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Response to Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Diff erentiating the Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Standards Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Standards Correlations Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Game Instructions (English and Spanish) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Climbing Denali . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Escalando Denali . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Pop, Pop, Popping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Pa, pa, palomitas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Shopping Spree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18De compras . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Mining for Millions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Minar para millones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21In the Forest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Dentro del bosque . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23On a Dig . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24A excavar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Pet Rescue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Rescate de las mascotas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Highway 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Ruta 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Contents of the Resource CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Table of Contents
#13434 (i4733)—Kids Learn Mathematics Games, 3–5 Activity Guide © Teacher Created Materials4
Welcome to Kids Learn Mathematics Games. In this kit you will fi nd everything you need to provide
fun, educational games for students to practice mathematics skills. Th is kit provides eight diff erent
games for students to play, with each one focusing on a diff erent skill to improve overall mathematics
success. All of the games are standards based, which means they were written with the mathematics
standards for grades three through fi ve. Each game has been designed for play with up to four players.
Not only are there eight diff erent games, but there are four copies of each game so that many students
can play at the same time. And, the Computer Games CD contains even more games to play! Th is CD
has four additional games for students. All of the games have directions that are easy to follow, and the
directions are provided both in English and Spanish. Th e directions are printed here in this book (you
can copy them for students if you wish and/or read the directions aloud to students). Th e directions
can also be printed from the Resource CD. Furthermore, the directions are printed right on the back
of the game boards, so that students can read the directions as a group before they start playing the
games.
We’ve made the games easy for storing—we know how busy you are! Each game comes with its own
envelope to store all of the game pieces. Stickers are provided to place on each envelope to help you
(and the students) know just what is needed for that game. Th e stickers are color-coded, with one
color for each game, so that it is easy for you to see which games you are choosing from the kit.
All you need to do is assemble each game with the easy-to-follow instructions available on page 8.
Once set up, the games are ready for your students to play. Our goal is to provide your students with
an engaging way to learn the skills they need to be successful in school. We think learning should be
fun, and we want your students to enjoy learning!
—Teacher Created Materials
Introduction
#13434 (i4733)—Kids Learn Mathematics Games, 3–5 Activity Guide © Teacher Created Materials6
How To Use This Kit
OverviewEach kit contains the following:
8 game boards (4 copies of each)
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70¢ Goggle
s
$0.40Sunglasses
$1.41Mask
92¢Toy Car
Move
Back 2
$0.88Shoelaces
84¢Yo-yo
55¢Toy Ball
$1.63Games
Move
Back 2
64¢Necklace
En
ter
ExitStart
50¢
Pen
s$1.8
9F
ram
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6S
po
on
91¢
Pig
gy
Ban
k
$0.7
8S
tuff
ed
An
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65¢
Zip
per
75¢Notebook
$1.00Pillow
$0.68Pet Rock
Move
Ahead 2$1.27
Doll
73¢Pencils
$0.94Gum
97¢Water Gun
$0.86Beads
$1.7
2T
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lan
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Ice
Cre
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Ah
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287¢
Can
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Wallet
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Move
Forward
2 Spaces
i4731
Move
Forward
1 Space
Move
Backward
1 Space
Move
Forward
2 Spaces
Move
Backward
2 Spaces
Move
Forward
3 Spaces
Move
Backward
2 Spaces
6 5 4 3 2 1
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START
Highway 1010125
miles
55
miles
28
miles112
miles
64
miles
150
miles
15
miles
73
miles
100
miles
Out
of Gas!
No miles
gained.
Flat Tire!
No miles
gained.
Speeding
Ticket!
Lose
15 miles.
One Lane
Road!
5 miles
i4767—Kids Learn Reading Games, 3–5 Punchouts
© Teacher Created Materials
i4757—Kids Learn Reading Games, K–2 Punchouts
© Teacher Created Materials
Game Markers
game cards (4 sets, one for each game)
game markers
envelopes and stickers to assemble the games
Activity Guide
Computer Games CD Resource CD
i4732—Kids Learn Mathematics Games, 3–5 Punchouts
© Teacher Created Materials
In the Forest Game Cards
Set 4
In the Forest Question
10
In the Forest Question
13
In the Forest Question
16
In the Forest Question
11
In the Forest Question
14
In the Forest Question
17
In the Forest Question
12
In the Forest Question
15
In the Forest Question
18
Subtract to find the difference between these two decimal numbers.
92.3 – 45.2
Add the following numbers to find the sum.
4,234 + 729
Lana collected 99 cans from each of her 17
classmates for recycling. How many cans did
she have in all?
The Yum Yum Candy store had 3,256 lollipops
in one bin and 2,459 lollipops in another bin.
How many lollipops are there in the store?
Find the difference. 1,462 – 1,084 = ________
Find the difference. 9,976
– 5,792
Iris has 58 marbles. She wants to buy bags to
hold her marbles. Each bag can hold a total of
6 marbles. What is the smallest number of bags
she can buy to hold all of her marbles?
What fraction must be added to 34 of a pizza to make 1 whole pizza?
Mr. Wan needs help in the
library. He has 67 books to put away in boxes. Each box can hold 8
books. He has asked you
to get the boxes. What is the smallest number
of boxes you can get to hold all of the books?
i4732—Kids Learn Mathematics Games, 3–5 Punchouts
© Teacher Created Materials
Shopping Spree
1
Shopping Spree
4
Shopping Spree
7
Shopping Spree
2
Shopping Spree
5
Shopping Spree
8
Shopping Spree
3
Shopping Spree
6
Shopping Spree
9
Shopping Spree Game Cards
Set 2
The students in room 7
brought in 367 cans for
the canned food drive.
Mrs. Martinez brought
in 12 more cans. How
many total cans did
room 7 bring in for
the food drive?
How many more 3rd
graders like yellow
than green?
Blue
Green
Orange
Yellow
Red
= 20
Students
On which date was
attendance the lowest?
150
140
130
120
110
1000
Oct. 7 Oct. 8 Oct. 9 Oct. 14 Oct. 15 Oct. 16
Draw a shape that
is similar to the
hexagon below.
This chart shows the
train schedule. Ruby is
waiting for the train to
Connecticut. Right now,
the time is 1:45 P.M. How
long will Ruby wait for the
next train to Connecticut?
Connecticut: 1:00 P.M., 2:15 P.M., 3:30 P.M.
New York: 5:30 P.M., 6:30 P.M., 7:00 P.M.
Boston: 7:00 P.M., 8:30 P.M., 10:00 P.M.
What is the length
of side x?
What is the perimeter
of this rectangle?
9 cm
6 cm
If the perimeter of a right
triangle is 37 cm long, how
long is the perimeter of a
congruent right triangle?
Are these shapes
similar or congruent?
i4732—Kids Learn Mathematics Games, 3–5 Punchouts
© Teacher Created Materials
Pet Rescue Game CardsPet Rescue
10
Pet Rescue
13
Pet Rescue
16
Pet Rescue
11
Pet Rescue
14
Pet Rescue
17
Pet Rescue
12
Pet Rescue
15
Pet Rescue
18
Set 2
Rosa has a set of plastic zoo animals and fence pieces. She wants to
fence off an area for the tigers. Each plastic fence piece is 4 inches long.
How many fence pieces will Rosa need to fence
off a square area with a perimeter of 48 inches?
How many grams of fiber are there in 4 servings
of creamed corn?Creamed Corn Nutrition Facts
1 serving = 125 gEach serving contains 1 g fat
15 g carbohydrates 2 g fiber
A large can of green beans weighs 500 grams. How many cans of green
beans weigh 2 kg?
Which city received five votes less than San Antonio?
2 4 6 8 10 12
AustinFort WorthGalvestonHoustonSan Antonio
Jeremy, Nita, and Ming are playing a number
guessing game. Jeremy’s number is 4,800 more
than Nita’s number. Nita’s number is 1,200 less than Ming’s number. Ming’s
number is 6,200. What is Jeremy’s number?
Students should take the same number of jars of
________ and ________ paint to the art room.
2 4 6 8 10 12
RedBlue
GreenYellow
Purple
How many lines of symmetry can be drawn
on this rectangle?
Whose string is half as long as Stella’s?Length of String for Science Experiment
5 10 15 20 25 30 35 40
CecilDenise
ErinMike
Stella
Using the information provided in the table,
who owns only a cat? Cat Dog BirdJoel✓
✓Connie✓
Marcus
✓✓
Javier✓
✓
i4732—Kids Learn Mathematics Games, 3–5 Punchouts
© Teacher Created Materials
In the Forest Game Cards
In the Forest AnswerIn the Forest Answer
In the Forest Answer
In the Forest AnswerIn the Forest Answer
In the Forest Answer
In the Forest AnswerIn the Forest Answer
In the Forest Answer
Set 2
47.1 4,963 1,683 cans
5,715 lollipops
378
4,184
10 bags
14
9 boxes
i4732—Kids Learn Mathematics Games, 3–5 Punchouts © Teacher Created Materials
Pet Rescue
1
Pet Rescue
4
Pet Rescue
7Pet Rescue
2
Pet Rescue
5
Pet Rescue
8Pet Rescue
3
Pet Rescue
6
Pet Rescue
9
Pet Rescue Game CardsSet 4
Frederick started his homework at 4:35 P.M.
and finished at 6:10 P.M. How long did it take him to complete his homework?
What type of angle is shown below?
The Roma family is taking a car trip to the mountains. Their trip will be 274 miles
one way. They stop for gas and snacks at a gas station along the way. When they
get back in the car, the family has 62 miles more to travel. How far have
the Romas traveled when they arrive at the store?
What is the perimeter of an equilateral triangle that is
6.2 cm long on each side?
What is the next number in the pattern?
21, 31, 41, 51, ________
Michelle rode her scooter from 8:55 A.M. until 11:10 A.M. How
long did she ride?
What is the area of a rectangle that is 7 inches long and 4 inches wide?
Which line segment is parallel to line
segment RT?
Which geometric shape will be created using reflective symmetry
to complete the drawing below?
i4732—Kids Learn Mathematics Games, 3–5 Punchouts
© Teacher Created Materials
Climbing Denali Question
1
Climbing Denali Question
4
Climbing Denali Question
7
Climbing Denali Question
2
Climbing Denali Question
5
Climbing Denali Question
8
Climbing Denali Question
3
Climbing Denali Question
6
Climbing Denali Question
9
Climbing Denali Game Cards
Set 3Round 765 to the nearest 10.
Which drink was least popular?
What fraction of the shapes are white?
What fraction of the squares are black?
Round 471 to the nearest 100.
Sasha has 6 flowers. She gives an equal
number of flowers to 2 friends. How
many flowers does each friend get?
What is the next number in the sequence?3, 6, 9, 12, ____
Which piece of equipment won the most votes?
Type
of E
quip
men
t
5 10
15 20 25
See-SawClimbing GymSlide
SwingsPlayhouse
84 ÷ 7 =
i4732—Kids Learn Mathematics Games, 3–5 Punchouts
© Teacher Created Materials
Shopping Spree
1
Shopping Spree
4
Shopping Spree
7
Shopping Spree
2
Shopping Spree
5
Shopping Spree
8
Shopping Spree
3
Shopping Spree
6
Shopping Spree
9
Shopping Spree Game Cards
Set 1
The students in room 7
brought in 367 cans for
the canned food drive.
Mrs. Martinez brought
in 12 more cans. How
many total cans did
room 7 bring in for
the food drive?
How many more 3rd
graders like yellow
than green?
Blue
Green
Orange
Yellow
Red
= 20
Students
On which date was
attendance the lowest?
150
140
130
120
110
1000
Oct. 7 Oct. 8 Oct. 9 Oct. 14 Oct. 15 Oct. 16
Draw a shape that
is similar to the
hexagon below.
This chart shows the
train schedule. Ruby is
waiting for the train to
Connecticut. Right now,
the time is 1:45 P.M. How
long will Ruby wait for the
next train to Connecticut?
Connecticut: 1:00 P.M., 2:15 P.M., 3:30 P.M.
New York: 5:30 P.M., 6:30 P.M., 7:00 P.M.
Boston: 7:00 P.M., 8:30 P.M., 10:00 P.M.
What is the length
of side x?
What is the perimeter
of this rectangle?
9 cm
6 cm
If the perimeter of a right
triangle is 37 cm long, how
long is the perimeter of a
congruent right triangle?
Are these shapes
similar or congruent?
i4732—Kids Learn Mathematics Games, 3–5 Punchouts
© Teacher Created Materials
Pop, Pop, Popping Game Cards
Set 1
Pop, Pop, Popping Question
10
Pop, Pop, Popping Question
13
Pop, Pop, Popping Question
16
Pop, Pop, Popping Question
11
Pop, Pop, Popping Question
14
Pop, Pop, Popping Question
17
Pop, Pop, Popping Question
12
Pop, Pop, Popping Question
15
Pop, Pop, Popping Question
18
What is the next number in the sequence?32, 27, 22, 17, ____
Which number means five thousands, seven hundreds, three tens, and two ones?
What time is shown on this clock?
7 x _____ = 28
36 ÷ 4 = _____
Which type of pet do most students have at home?
How many sides does this hexagon have?
How many students do not have a pet at home?
How much water is in this jug?
16 oz.
8 oz.
ource CDroducible resource materials.
Climbing Denali This game needs: • Climbing Denali game board • Climbing Denali game cards (36) • 4 different game markers (one per player) • Spinner
• Pencils and paper for each player
In the Forest This game needs: • In the Forest game board • In the Forest game cards (36) • 4 different game markers (one per player) • Spinner
• Pencils and paper for each playerPop, Pop, Popping This game needs:
• Pop, Pop, Popping game board • Pop, Pop, Popping game cards (36) • 4 different game markers (one per player) • Spinner • Pencils and paper for each player
On a Dig This game needs: • On a Dig game board • On a Dig game cards (36) • 4 different game markers (one per player) • Spinner
• Pencils and paper for each player Shopping Spree This game needs: • Shopping Spree game board • Shopping Spree game cards (18) • 4 different game markers (one per player) • Spinner
• Pencils and paper for each player
Pet Rescue This game needs: • Pet Rescue game board • Pet Rescue game cards (18) • 4 different game markers (one per player) • Spinner
• Pencils and paper for each player Mining for Millions This game needs:
• Mining for Millions game board • Mining for Millions game cards (18) • 4 different game markers (one per player) • Spinner • Pencils and paper for each player
Highway 10 This game needs: • Highway 10 game board • Highway 10 game cards (18) • 4 different game markers (one per player) • Spinner
• Pencils and paper for each player
spinner
#13434 (i4733)—Kids Learn Mathematics Games, 3–5 Activity Guide © Teacher Created Materials10
Th e RTI model supports the idea that teachers should look for curricular intervention designed to
bring a student back up to grade level as soon as he or she begins having diffi culties. “RTI has the
potential then to allow disabilities to be identifi ed and defi ned based on the response a child has to the
interventions that are tried” (Cruey 2006). Depending on the levels of diffi culty they are having with
the mathematics curriculum, students are classifi ed as Tier 1, 2, or 3. Specifi c defi nitions of these tiers
diff er from state to state, but the following are general descriptions. Following these descriptions are
suggestions for ways to use the Kids Learn Mathematics Games for RTI in Tiers 1 and 2. Because
a one-on-one, focused approach to intervention is needed for Tier 3, another type of intervention
resource should be used for these students.
Tier 1Tier 1 students are generally making good progress toward the standards but may be experiencing
temporary or minor diffi culties. Th ese students may struggle in only a few of the overall areas of
mathematics concepts. Th ey usually benefi t from peer work and parental involvement. Th ey would
also benefi t from confi dence boosters when they are succeeding. Any problems that do arise should be
diagnosed and addressed quickly in order to ensure that these students continue to succeed.
Using Kids Learn Mathematics Games in Tier 1:
Use Kids Learn Mathematics Games with the entire class as a supplement to the core curriculum.
Th e games provide practice in key skills that students need.
Tier 2Tier 2 students may be one or two standard deviations below the mean on standardized tests.
Th ese students are struggling in various areas, which aff ects their overall success in the mathematics
classroom. Th ese students can usually respond to in-class diff erentiation strategies with focused,
small-group instruction. Th ese students may not need the help of student study teams.
Using Kids Learn Mathematics Games in Tier 2:
Work with a small group of students that need focused instruction on a particular skill. Frequently
monitor their progress using quizzes or other assessments that are a part of your mathematics
program. Students who do not respond to intervention should move to Tier 3.
Tier 3Tier 3 students are seriously at risk of failing to meet the standards as indicated by their extremely and
chronically low performance on one or more measures of a standardized test. Th ese students are often
the ones who are being analyzed by some type of in-house student assistance team in order to look for
overall interventions and solutions. In the classroom, these students are having diffi culties with most
of the assignments and failing most of the assessments.
Reference CitedCruey, G. 2006. Response to intervention: A new model for identifying disabilities. http://specialneedseducation.suite101.
com/article.cfm/response_to_intervention_ (accessed July 11, 2007).
Response to Intervention
© Teacher Created Materials #13434 (i4733)—Kids Learn Mathematics Games, 3–5 Activity Guide 11
Below-Grade-Level StudentsBelow-grade-level students will probably need concepts to be made more concrete for them. Th ey
may also need extra work with vocabulary. By receiving extra support and understanding, these
students will feel more secure and have greater success.
• Allow partners to work together.
• Pull a small group of students together and defi ne the vocabulary words needed to play the game.
• Partner students who might not be able to read the text on the game cards with students who can.
• Provide students with a lower-level kit, if this is an option.
• Play the game with the students in a small group so you can guide them through playing the game.
English Language LearnersStudents who are English language learners are learning concepts and language simultaneously. Th ey need
to have context added to the language. Although they may have acquired social language skills (BICS), the
language of school is very academic in nature. One of the most important keys to success with ELLs is to
ensure that they acquire the necessary vocabulary for greater comprehension of the content (CALP).
• Provide pictures to support the words in the games.
• If students are Spanish speakers, provide students with the Spanish versions of the instructions.
For students who speak other languages, see if another student in class can act as the translator.
(Note: It is important not to rely on these dual-language students to be translators all of the time,
but occasional translating of instructions is okay.)
• Model how to play the game before students start playing.
• Audio record the game’s directions so students can listen to them before playing or as needed.
• Number the steps on the game board. Students can follow the numbers to complete the game.
Above-Grade-Level StudentsAll students need a fi rm foundation in the core knowledge of the curriculum. Th ese students usually
learn the concepts very quickly. Th e games can be adapted to be appropriate for individual students.
• Have students skip the games that they have already mastered.
• Assign only the most diffi cult questions.
• Provide students with a higher-level kit, if this is an option.
• Have students design their own games (or questions for the games provided) to reinforce skills,
instead of using the ones included in the program.
• Have students critique the games using a simple assessment guide like a self-made rubric,
checklist, or a short answer. Th ey can provide solutions for making the game more challenging.
• If possible, remove a key piece of information from the game to make them think harder.
• Change the questions in the game so that they are answering higher-level questions.
Differentiating the Games