**Game: Addition War**

**Goal**: 1 – The learner will read write, model, and compute with rational numbers

**Materials**: directions; a deck of cards with 4 each of the numbers 1 through 10 (available on-site); paper (preferably graph paper); pencil

Procedure: In problem solving, it might be helpful to think about solutions and answers as two different things. An answer is the final result to a problem, while a solution presents both the answer and the strategy by which it was found.

- Follow the directions on the worksheet, playing several rounds with the student.

- This activity is excellent for basic practice until student commits the basic facts to memory.

Materials 1 deck of cards with 4 each of the numbers l through 10

Number of players 2-4

Object of the game To collect the most cards.

Directions Shuffle the cards and place the deck number-side down on the

playing surface.

Each player turns over 2 cards and calls Out the sum of the 2 numbers. The player with the largest sum wins the round and takes all the cards. In case of a tie for the largest sum. each tied player turns over 2 more cards and calls ouT the sum. The player with the highest sum wins the round and takes all the cards from both plays.

Answers can be checked with an Addition Table or with a calculator.

Play continues until there are too few cards left for each player to have another turn. The player who took the most cards wins. Or, players may toss a penny to determine whether the player with the most or the fewest cards wins.

Variation Each player turns over 3 cards and finds the sum.

Advanced version Players turn over 4 cards, form two 2-digit numbers, and find the sum. Players should consider how they form their numbers since different arrangements have different sums. For example, a player turns over 2, 5, 7, and 4. 74 + 52 has a greater sum than 25 + 47.

**Game: Subtraction War**

**Goal**: 1 – The learner will read write, model, and compute with rational numbers

**Materials**: directions; a deck of cards with 4 each of the numbers 1 through 10 (available on-site); paper (preferably graph paper); pencil

**Objective(s)**: The learner will compute with rational numbers (Goal 7).

**Materials**: directions; a deck of cards with 4 each of the numbers 1 through 10 (available on-site); paper (preferably graph paper); pencil

**Procedure**: In problem solving, it might be helpful to think about solutions and answers as two different things. An answer is the final result to a problem, while a solution presents both the answer and the strategy by which it was found.

- Follow the directions on the worksheet, playing several rounds with the student.

- This activity is excellent for basic practice until student commits the basic facts to memory.

Materials 1 deck of cards with 4 each of the numbers l through 10

Number of players 2-4

Object of the game To collect the most cards.

Directions Shuffle the cards and place the deck number-side down on the playing surface.

Each player turns over 3 cards, finds the sum of any two of the numbers, then finds the difference between the sum and the third number. The player with the largest difference takes the cards.

Example:

A 4, 8, and 3 are turned over. There are 3 combinations that will result in a positive number.

4 + 8 = 12: 12 - 3 = 9

3 + 8 = 11: 11 - 4 = 7

3 + 4 = 7 : 8 - 7 = 1

Advanced version Players turn over cards, form two 2-digit numbers, and find the difference. Players should consider now they form their numbers. 75 - 24 has a greater difference than 57 - 42.

**Game: Multiplication War**

**Goal**: 1 – The learner will read write, model, and compute with rational numbers

**Materials**: directions; a deck of cards with 4 each of the numbers 1 through 10 (available on-site); paper (preferably graph paper); pencil

**Procedure**: In problem solving, it might be helpful to think about solutions and answers as two different things. An answer is the final result to a problem, while a solution presents both the answer and the strategy by which it was found.

- Follow the directions on the worksheet, playing several rounds with the student.

- This activity is excellent for basic practice until student commits the basic facts to memory.

Materials 1 deck of cards with 4 each of the numbers l through 10

Number of players 2-4

Object of the game To collect the most cards.

Directions Shuffle the cards and place the deck number-side down on the playing surface.

The game is played the same way as Addition Top-it, except that players find the product of the numbers instead of the sum. The player with the largest product wins the round and takes all the cards.

Answers can be checked with a Multiplication Table or with a calculator.

Variation: Players turn over 3 cards. form a 2-digit number and multiply by the remaining number.

**Game: Division War**

**Goal**: 1 – The learner will read write, model, and compute with rational numbers

**Materials**: directions; a deck of cards with 4 each of the numbers 1 through 10 (available on-site); paper (preferably graph paper); pencil

**Procedure**: In problem solving, it might be helpful to think about solutions and answers as two different things. An answer is the final result to a problem, while a solution presents both the answer and the strategy by which it was found.

- Follow the directions on the worksheet, playing several rounds with the student.

- This activity is excellent for basic practice until student commits the basic facts to memory.

Materials 1 deck of cards with 4 each of the numbers l through 10

Number of players 2-4

Object of the game To collect the most cards.

Directions Shuffle the cards and place the deck number-side down on the playing surface.

Each player turns over 3 cards and uses them to generate division problems as follows.

Choose 2 cards to form The dividend. Use the remaining card as the divisor.

Divide and drop the remainder. The player with the largest quotient wins the round and takes all the cards.

Advanced version Turn over 4 cards and choose three of them to form a 3-digit number. Divide it by the remaining number. The arrangement of the numbers may result in a greater quotient. For example: 462/5 is greater than 256/4, but 654/2 is even greater.