Teach Through Games: Math Magic Mixer

Age level: Upper Elementary, Middle School

Description: Originally designed as a travel game, this is a teaching game that I always keep in my teacher-bag now (along with a traditional deck of playing cards.) As pictured below, the Magic Mixer has one black dice in the center, then six dice surrounding it. To play the game as described in the instructions, the player rolls the Magic Mixer between his/her palms, then places it on a flat surface. Then the player adds up the numbers on the two black dice to find the “target sum.” Finally, the player uses the numbers on the other dice to create an equation (using addition, subtraction, multiplication and/or division) to reach the target sum. The game can also be played with multiple players trying to reach the target sum simultaneously, and the first player to reach it calling out “stop!”

Skills & Modifications: While I have played the game as directed, I have also found that it is incredibly easy to make simple modifications to meet the skill level of your student. For each skill listed below, there are descriptions of how to modify the rules for different skill levels.

• Addition/Subtraction/Multiplication/Division – The game is designed to practice all of these skills. Each turn may require the learner to use the skills in different combinations. For learners who have not mastered all of these skills, I may give an instruction such as “add the green number and the orange number” before they roll the Magic Mixer. This type of instruction can be used for all types of number sentences, though you may have to wait until after the learner has rolled the Magic Mixer to give an instruction for subtraction or division.
• Long Division – This is also a great tool for practicing long division. For this activity, I will instruction the learner to divide the center black dice by one of the other colored dice. For example, I might say, “Divide by the yellow dice.” The learner then rolls the Magic Mixer. If the center dice says “50” and the yellow dice says “4,” then the learner will complete long division for 50 divided by 4.
• Comparing Numbers – This looks similar to the long division modification described above, except for this activity I will tell the learner to compare two outer dice, such as “compare the blue dice and the pink dice.” After the learner rolls the Magic Mixer, then he/she will write a number sentence using < or >.
• Simplifying Fractions – I have also used this with one student to practice simplifying fractions. The center dice is the denominator and then I choose a color and verbally instruct the learner to use it as the numerator, or I use a worksheet such as the one shown below. The learner fills in the numerator and denominator based on what he/she rolled on the Magic Mixer.

Pros: This is a great item if you have students that throw dice or if you’re in a location where dice easily roll under furniture. It’s also very easy to modify the game to meet the specific needs of your learner. This is also a great tool for learners who are motivated by sensory activities because they may be reinforced by rolling the Magic Mixer between their palms on each turn.

Cons: The plastic casing for the dice has not held up well between traveling in the bottom of my teacher-bag and being handled my multiple students. I have had to do some repair work with super glue.

Cost: $9.99 You should invest in this game if: you are looking for motivating ways to practice math skills, you are a parent searching for fun ways to practice math skills over vacations or breaks from school, or you are a classroom teacher looking for a math center activity.

ABLLS: R9, R10

VB-MAPP: N/A

Teach Through Games: Sumoku by Blue Orange

Age level: Early Elementary, Upper Elementary

Description: Arrange your tiles in a crossword-style pattern so that each row and column adds up to a multiple of the “key number” determined by a roll of the dice. This a great game for practicing and expanding on multiplication skills.

Skills & Modifications: Based on materials alone, there is a great number of tasks you could practice with this game. Below I have listed what I have used it for in the past. It should be noted that I rarely use the game as intended because very few of my students are at a level in which they are able to multiply or understand the concept of multiples.

• Multiplication – The game is designed to arrange numbers in rows that add up to a multiple of the “key number” which determined by rolling the dice.
• Addition – For many students, I do not use the dice provided in this game. Instead, I will write a number down, such as 12. They must use the tiles in front of them to come up with as many number sentences as they can that add up to 12.
• Skip-Counting – When student are first learning how to skip count, I may use this as a simple manipulative. For example, I would pull out all the 3 tiles, then have the student touch each tile as he/she counts by threes.
• Listener Responding – These tiles are also great for practicing listener skills that require two components, because each tile has a different color. For example, I could ask the student to find a green five, or to give me two yellow eights.

Pros: It’s a small game, great for traveling with. I appreciate that these materials look more age-appropriate for older learners who still need practice with low-level skills.

Cons: This is definitely not a game that should be used to introduce new skills as it may require too many prompts for the student to play independently without frustration.

Cost: $16.99 Should I buy this? As a teacher, I think these are fun manipulatives to have. Students are motivated by the colorful tiles.

ABLLS: 

VB-MAPP: 

Teach Through Games: Make ‘N’ Break

Age level: Preschool, Early Elementary, Upper Elementary
Description: A beat-the-clock game for building structures based on picture cards, this game is easy to play, easy to differentiate, and highly motivating for students.
Skills & Modifications: As described in the When section, before I ever read the instructions to a game, I always looks at all the materials included in a game to brainstorm ways I could use them to meet the individual needs of my students. This game includes a dice with only the numbers 1-3, a timer with levels 1-3 (each level making the timer run for longer) and a two separate buttons for starting and stopping the timer, 10 rectangular blocks of different colors, 80 cards with three separate skill levels for building structures using the blocks, and counters for 1, 10, and 25. If you’re a teacher, there are innumerable ways to use these materials!

• Block imitation – For some students, I only use the cards and the blocks to practice building structures based on a picture. It is wonderful that the cards are already differentiated for me, so I can meet the students at his/her current skill level.
• Accepting Losing A Game – For students who struggle with losing a game or not doing well on their turn, this is great practice for having them accept not finishing the structure before the timer goes off. You can use the timer as prescribed by the game, or you can use the timer as a “current functioning level” for your student by providing simple cards to create but setting the timer for a briefer amount of time.
• Alike & Different – Sometimes I will build a structure that is slightly different from the one pictured on the card and have the student describe how the two are alike and different, or I will have the student find the difference if he/she has made an error. At other times, I will just use the blocks and build two different structures, then have the learner describe for me how they are alike and different, which also connects with teaching…
• Prepositions – It’s easy to use just the blocks for having students practice receptive and expressive language skills with prepositions. For receptive skills, I may ask the student a questions such as “What color is UNDER the red block?” For expressive skills, I may ask the student to describe the location of the blocks.
• Measurement – For early learners, when we first introduce measurement and the concept of units of measurement, we don’t typically start with tools such as rulers. We start by having the student measure with common objects, such as paperclips. I love to use the rectangle blocks as a comparison to measurements with paper clips. They’re easy to manipulate and provide a clear demonstration of how important it is to use the same unit of measurement.
• Addition/Multiplication – When first introducing addition or multiplication facts, I’ll use the dice as a way to practice drills for increasing fluency with sums and facts. I’ll have a number card out (such as an 8 written on an index card) and the student will roll the dice. He/she will have to add or multiply (depending on the skill your practicing) by the number that shows up on the dice. I like that the numbers only go up to 3 since sometimes the learner has not yet been introduced to equations with higher numbers.
• Skip Counting – When students are first practicing skip counting, I will sometimes use the counters for practicing counting by 10s or 25s. It can also be a good link to multiplication when you introduce multiplying by 10s.
• Mand for missing items – For students who are able to tact (label) colors but do not mand (request) items that are missing, this can be a good activity for practice. To do this, I place the picture card in front of them and the blocks they need except for one. They have to ask me for the block in order to complete the structure.
• Anything requiring a timer – I appreciate that this timer is a little more abstract and can be leveled based on your needs. I use this timer sometimes, especially if a learner is already motivated by the game, and has a positive association with this particular timer.

Pros:  For early learners or learners with deficits in gross motor skills, I love that the blocks are large enough for them to grasp easily. The game is highly motivating for a range of students and easy to modify based on your student’s current functioning level. It also is easy to differentiate among 2 or more learners if you are playing as a group.
Cons: This could be considered a pro or a con based on your student, but the timer is quite loud when it runs, which may be distracting for some students as they try to build their structure or complete any other task you may have given them.
Cost: $29.95 Should I buy this? This is a bit pricey, but you can find it cheaper on amazon or ebay sometimes. As a teacher, there are multiple uses for it so I wouldn’t hesitate to make the purchase if it fits for your students. If you’re a parent, I think it’s a great game for students with autism or other developmental delays because it’s so easy to modify based on your child’s needs. It should also be noted that there are multiple versions of this game that may be more appropriate for your student, such as Make ‘N’ Break Mini, Make ‘N’ Break Junior, or Make ‘N’ Break Extreme.
ABLLS:  B12, B23, C51, G22, G35, K15, R15, R16, R20
VB-MAPP:  Mand 6, Play 6

Teach Through Toys: Move & Learn Math Activity Mats

Age level: Preschool, Early Elementary, Upper Elementary
Description: This set of “activity mats” contains large circular mats that can be spread around a room. Each mat has a number 0-9, and there are two of each number. The set also contains rules for ten different games you can play with the mats. The games practice a broad range of skills including multiplication skills, place value, and subtraction.
Modifications: All of the games in this set are designed for grades 1-4. However, it is quite simple to modify the activities for lower level learners. For example, you can have your students order the mats from smallest to largest, jump to a number that is more or less than the one the student is currently standing on, have your student find a number you have just named, or give your students objects to count out and place on each number (placing four cars on the number four.) For higher level learners, you can practice algebraic thinking by responding to questions such as “5 x __ = 20″ or fractions by responding to questions such as “Jump to the denominator for the fraction 3/5.”
For students working on interacting with peers, I will have the student give directions to a peer (such as “Jump to a number that is bigger than four.” and respond to directions from the peer. Depending on the student’s skill level, I will have them generate their own directions or I will provide directions for them to engage in the interaction.
Skills: Number Identification, Sequencing, Comparing Numbers, Addition, Subtraction, Multiplication, Division, Algebraic Thinking, Gross Motor Skills, Listening Skills, Manding
Pros: The biggest pro is that you can easily modify the materials for any skill level. I also love that you can practice such a wide range of math skills with a gross motor activity. This is great for your learners who struggle with maintaining attention, remaining seated during instruction, or holding a pencil. You can also play with more than one student, but easily differentiate it based on each student’s goals. This is especially great when working with siblings.
Cons: It is somewhat limiting to only have mats that go up to 9.
Cost: My set it discontinued. Should I buy this? However, Lakeshore Learning has a set that does have the numbers 1-20 with game cards. It is $40, which is a bit steep but you can create this game on your own. If it is a tool you think you will use frequently, it may be worth it to make the purchase because the mats are motivating for students, they are durable, and they have a non-slip surface on the bottom. Lakeshore also now has this product which has a variety of materials for gross motor activities involving math skills.
ABLLS: R6, R7, R8, R9, R10, R13, R14, R17, R18, R20, R29
VB-MAPP: Listener Responding 8, Social Behavior 9, Social Behavior 10, Math 11, Math 12, Math 14, Math 15

Teach Through Books: Math Art

Age level: Early Elementary, Upper Elementary (specifically designed for grades 2, 3, and 4)
Description: This book is exactly what it sounds like: art projects centered on teaching and providing visual models of math concepts. It’s fantastic for visual learners. For each project, it includes materials needed, an introduction to the lesson, step-by-step instructions for completing the project with illustrations of each step, and an assessment. All necessary blackline masters are also included with the book.
Modifications: Individual modifications may be necessary dependent upon the project and your student’s skill level. Modifications may include hand-over-hand prompting, other physical prompts, the teacher/parent holding one item while the student manipulates it (for students with poor motor skills), or having the student imitate you as you complete each step of a sample. A major modification I’ve made with some projects included in the book is to break it up over several sessions and/or days. For example, there is an art project related to parallel and perpendicular lines that I worked on with one student for about ten minutes a day for two weeks until she completed it. It’s important to consider your student’s frustration tolerance when planning how to implement the project.
Skills: Time, Money, Addition, Fractions, Measurement, Symmetry, Place Value, Graphs, Percent, Multiplication, Division
Pros: This book includes projects that I have not seen in other places. The projects incorporated end with a permanent product that can be referred to again and again as the student learns new skills (especially because math skills build upon previously learned skills so frequently.) Moreover, for many students who may resistant to completing math work, art projects such as these increase motivation to learn the skill. Although this book is not designed for special education,  I can’t stress enough how wonderful it is to have meaningful, age-appropriate art activities to help our students with special needs master math skills.
Cons: Sometimes the projects can be tedious for students with delays in gross motor skills, attention, or sequencing skills. To account for this, projects must be broken down over several sessions and/or days as mentioned in the modifications section.
Cost: $20 Should I buy this? It is a good purchase, especially if you are a teacher who will be able to use it with multiple students.
ABLLS: R18, R20, R21, R22, R23, R24,
VB-MAPP: N/A

Teach Through A Deck of Cards: Salute

Age level: Early Elementary, Upper Elementary
Description: I use card games a lot with my students. In fact, I always have a deck of cards in my bag. Today’s card game is a simple game to practice addition, multiplication, and basic algebraic thinking.
You need three players to play this game, one “captain” and two players. All the facecards should be removed from the deck, but the aces remain in to represent one.  The captain deals all the cards to the two players. When the captain says “Salute”, both players lift the card from the top of their respective decks and hold it up to their foreheads, with the card facing out so the other player can see it. The captain states the sum (or product if you’re practicing multiplication) of the two cards. The two players try to be the first to guess the two addends (or factors.) The player who responds correctly first gets to keep both cards. The player with the most cards at the end of the game wins.
Modifications: This game is really limited just to addition or multiplication skills. There aren’t many modifications I’ve used with this particular game, other than the basic modification (mentioned on the When page) of utilizing a time limit. In this modification, instead of playing until the deck of cards runs out, you play until the timer buzzes. Another modification is to deal out cards to all three players, and trade turns being the captain so that all students get to practice both skills (adding/multiplying and algebraic thinking) during the game.
Skills: Single-digit addition or multiplication, basic algebraic thinking
Pros: The rules are pretty simple to follow, and students tend to enjoy the “secret” or “code-breaking” aspect of the game.
Cons: The game requires three players. Depending on your environment, this may not be always be possible. I have sometimes played with four players, but this becomes more difficult since each round one player is not engaged in play. Sometimes I will give that student an extra job, such as math checker.
Cost: Free (unless you don’t own a deck of cards…) Should I buy this? If you don’t have a deck of cards, you should buy one! There are so many great games out there, and there will be many more listed here.
ABLLS:
VB-MAPP: N/A