\º Vetroit Riblic 5chools | \535 Vrmacy | .\\5 Acklame two \5463, S. B UNIVERSITY OF MICHIGAN PRIMARY ARITHMETIC GAMES Published by the Authority of the BOARD OF EDUCATION City of Detroit 1923 - º in ºnly Ui Mºhº LP . U 3 \ 5 SST • UA S. DETROIT PUBLIC SOHOOLS D“Y's ºr PRIMARY ARITHMETIC GAMES Published by the Authority of the yev, sºv, BOARD OF EDUCATION == City of Detroit 1923 Copyright, 1923, by Nila B. Smith. The right to print or modify this work for use in Detroit has been assigned - to the Board of Education, City of Detroit. 8-23–1M–C–PPS DETROIT PUBLIC SCHOOLS Contributing Members Hildegarde Bachmier Madeline Bowman Beatrice Camp Edith Cooney Leonore Craig Rosemarie A. Dacey Stella Gaffney Viola Hardiman Helen King Ida Labert Dorothy Labert Catherine Liphardt Agnes H. Mackie Geraldine May Theresa McCarthy Crete McCarty Willa McKenzie Blanche Murray Cornelia Morrison Mathilda Niemann Gertrude Newman Ruth Rodda Etta Shutz Theresa Watters Bessye Watson Instructor—Nila B. Smith DETROIT PUBLIC SCHOOLS 5 INTRODUCTION The games described in this bulletin were adapted or originated for the purpose of providing primary pupils with a type of drill in arithmetic which would be so interesting to them that they would enjoy carrying it on for the pleasure of playing a good game, rather than for the sake of the drill in itself. The most distinctive feature of these games is that they were so planned as to permit all pupils in the class to actively participate in the drill work simultaneously. The provision for this multiple activity makes for the maximum amount of drill work for each individual in a given time. e The games are of three types, (a) development games; (b) games to be used as practice exercises or for checking purposes and (c) a combination of (a) and (b). In some cases the arithmetical content is derived from the scoring of the game, in others from the competitive activity in the game itself and in still others it results from a combina- tion of the scoring together with the game activity. All of the games contributed were originally tried out, but in the editing many were changed considerably and have not been tried out in the revised forms. Teachers are asked to experiment with these games, to make any minor adjustments necessary in using them with their particular groups and to contribute to the procedures described any ideas of their own which they think will improve the games as a whole. The arithmetic games described in this pamphlet were prepared by members of Teachers College Evening Session classes in Primary Arithmetic. . - 6 PRIMARY ARITHMETIC GAMES NUMBER TYPE OPERATION GRADE 1 Development and practice........Counting and addition.......................... I—II 2 Development.............................. Counting and subtraction.................... I-A—II-B 3 Testing........................................ Telling time.......... ... II-A—III-B 4 Practice and testing.................. Telling time.......... • * * * * II-A—IIIB, 5 Testing........................................ Any operation................................. . . . . . . . II–III - 6 Practice and checking.............. Counting and addition.......................... I-II 7 Development.............................. Counting..............…. I 8 Practice...................................... Addition.......... II-A—III 9 Testing........................................ Any operation...............................….... II–III 10 Testing........................................ Applied problems—any operatioſk.... II-A—III 11 Practice and testing.................. Any operation........................................ II–III 12 Practice and testing.................. Any operation........................................ II-A—III–IV 13 Practice and testing.................. Subtraction.............................................. II-A—III 14 Testing........................................ Any operation........................................ III–IV 15 Testing........................................ Multiplication........................................ III 16 Testing........................................ Any operation...............................….... II–III 17 Testing........................................ Applied problems—any operationſ. II–III–IV 18 Testing........................................ Bridging the 10's................. • *............... II–III - 19 Testing........................................ Any operation.......... y............................. II–III 20 Practice and testing.................. Division................... ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . III–IV 21 Practice and testing.................. Any operation........................................ II-A—TIII–IV 22 Practice and testing.................. Any operation........................................ II–III-B 23 Practice...................................... Any operation........................................ II–III 24 Practice and testing.................. Applied problems—any operation...!?... II-A—III–IV 25 Testing........................................ Addition............................................... II 26 Practice and testing.................. Any operation........................................ III–IV 27 Testing........................................ Multiplication............ f's III 28 Testing........................................ Any operation.............................. * - - - - - - - - - II—III. 29 Practice and testing.................. Any operation........................................ II–III 30 Practice and testing.................. Multiplication........................................ II–III 31 Practice and testing.................. Any operation........................................ II * 32 Practice and testing.................. Any operation........................................ II–III–IV 33 Testing........................................ Any operation........................................ II–III 34 Testing........................................ Any operation........................................ II–III 35 Testing........................................ Any operation........................................ II–III 36 Practice and testing........... .......Multiplication........................................ II–III 37 Testing...................... • . . . . . . . . . . . . . . . . . Any operation...................... .* * * * * * * * * * * * * * * * * * II-A—III 38 Testing........................................ Any operation........................................ II–III 39 Testing........................................ Any operation........................................ II–III 40 Testing........................................ Any operation........................................ II-A—III-B 41 Practice and testing..................Any operation........................................ II–III 42 Practice and testing.................. Any operation................ ........................ II–III 43 Testing........................................ Any operation........................................ II–III 44 Testing........................................ Multiplication......... • - - - - - - - - - - * * * * * * * * * * * * * * * * * * * * III-B 45 Practice and testing.................. Multiplication........................................ II-A—III-B 46 Practice and testing.................. Any operation........................................ II-III 47. Development and practice........ Counting by 1's, 2's, 3’s, etc.............. I–II 48 Practice and testing.................. Addition or subtraction........................ II–III 49 Testing.......... • *. . . . . . . . . . . . . . . . . . . . . . . . . . . Any operation................................... ..... II—III 50 Practice and testing..................Any operation........................................ II-A—III DETROIT PUBLIC SCHOOLS \ 7 .* 1. THE BUTTON RACE. - - Q}/ Material: Buttons and rulers or flat sticks. Game: Children arrange themselves in a line along one side of the room. Each places a certain number (any number named by teacher) of buttons on his ruler. At a given signal children race toward the opposite wall. Scoring: The first child to reach the opposite wall receives a score of 10 plus the number of buttons remaining on his stick. The next child in order receives 10 plus the number of buttons on his stick, etc. Each child writes his name and score on the board and the procedure is repeated, the children racing back to the first wall. The second scores are added to the first, etc. At the end of the time the total scores can be found for rows or teams as the chil- dren desire. * 2. THE FOX AND CHICKEN GAME. Material: Poem: Mother hen has chickens 10. The sly old fox comes from his den. He tries to catch our chickens ten. Game: Divide the class into two sections. Call ten children to the, front of the room; another child is hidden behind the door to act as the sly old fox. The children cover their eyes. Then the sly old fox steals out and carries off several of the chickens. The chil- dren wake up, count the number remaining and tell how many the fox carried off. t tº Scoring: Two score keepers, one representing each side, stand at the board and keep score. The teacher (or a captain) alternates in calling upon pupils from each side to give answers. A score of 1 is given for each correct response. Note: This game may be used with numbers greater than ten by changing the rhyme or omitting it entirely. … 3. watch FACTORY GAME. Material: Children search in catalogs for clocks and open-face watches. Paste these on the blackboard. Have half as many watches or clocks as there are pupils in the class. Number them No. 1, No. 2, etc. 8 - PRIMARY ARITHMETIC GAMES Game: Appoint two watch testers for each watch, a headtester and his assistant. The head tester reports the time indicated by the watch as watch No. 1--6:30 O. K. His assistant writes this down on a slip of scratch paper. Thus these two have an opportunity to check up on each other. As soon as two people have finished with one watch they move on to the next one. When each pair of pupils has reported on all of the watches, pupils take their seats. One of the pupils reads his report and others check up on theirs. In case of a disagreement, the class find the watch whose time is disputed and decide upon the correct answer. Scoring: A point of 1 is given for each correct list. The half of the class or the row earning the highest score wins. 4, watch MAKERS GAME (2nd Day) Material: A small circle drawn on board for each child. Above each circle write the time each clock is to be started. Game: Children put Roman Numerals in correct places; insert hands to designate the time indicated. Children move to next clock and correct next child’s work. If correct, place O. K. below watch. Scoring: According, to rows or teams as desired. 5. LOTTO GAME. - ^ sº Material: Each child is provided with a card upon which there are several combinations or separations or both. Letter cards or small slips of paper are used to cover the combinations or separa- tions, as in the game of lotto. Game: A child at the board calls out an answer and writes it on the board. The children who have the corresponding combination or separation, cover it with one of the slips. The game continues until some child has four consecutive combinations or separations covered. This child then stands and reads his combinations or separations, giving also the answers. The other children watch to see if these answers correspond with those on the board. Scoring: If the child has his four answers correct, he receives a score for his row and becomes the scorer for the next game. The time extension of this game is open to the discretion of the teacher. DETROIT PUBLIC SCHOOLS 9 6. GROUP REcognition GAME. Material: Have groups of dots covering the various combinations on flash cards. On the back of each card print the figure indicating : the total number of dots on the opposite side. For instance the card having two groups of five dots each printed upon on side, would have the figure 10 printed on the opposite side. There should be half as many sets of cards as there are pupils to play the game. Game: Teacher sets a time limit in keeping with the number of cards in the pack. sº Children who are to play the game are divided into two teams. At a given signal pupils face each other and play game in pairs, one child flashing the “dot” side of the card to his partner opposite him who gives the answer. (In flashing cards, the time of exposure should be equal to the time it takes to count to 5.) The one flashing the card checks the other's reply by the number on the back of the card, and if correct gives the card to his partner. He then flashes the next card to his partner, etc. When the signal to stop is given, pupils change places and the pupil who has been giving answers now flashes the cards while his partner gives the answers. Scoring: At the end of each half of the game, pupils who have been answering count the numbers of cards they have won. As each child gives his answer it is written on the board by the teacher. The column is then added by the class for the purpose of finding the total score of the team. At the end of the game the team earning highest number of cards wins. 7. SCRAMBLE. Material: Kernels of Corn. Game: Children stand in a circle and play they are chickens. The teacher scatters a handful of kernels of corn on the floor before them. Children gather kernels as fast as possible. When all kernels are picked up each child counts the number he has gathered. If the floor is not clean, newspapers may be spread down for the kernels to be dropped upon. Scoring: The child having the largest number of kernels in each trial, scores one for his row. - 10 PRIMARY ARITHMETIC GAMES 8. DOMINO GAME. 5 2 3 7 4 5 l - 3 Material: Teacher makes one set of cards like those in the illustration covering any set of combinations she deems best. Each child makes his own set from this pattern. - Game: Children play the game in exactly the same way as dominoes. Scoring: Scoring is carried on in the same way as in playing dominoes. - 9. SIMON SAYS “THUMBs UP." Material: Flash cards. Game: The teacher stands before the class and shows the num- ber cards. A pupil stands and gives the combinations. The class sits with “thumbs up.” When a mistake is made, all thumbs are to turn down. The last to turn thumbs down stands to give the combinations and the first to do it has the privilege of showing the cards. - Scoring: If you wish to keep score in this game, 5 points may be given to the one who turns thumbs down first. The goal of the game is to see who can get 100 points first. {\º & 10. GAME witH APPLIED PROBLEMs. -Nº Material: Have one applied problem for each pupil and a few extra copies. By “applied” problem is meant one such as this, “If John earned 25 cents a week for each of 3 weeks, how much would he earn altogether?” On back of problem card should be the abstract example to correspond as: 3x25c=75c. - sº Game: Divide the pupils into groups of 4. Each group may be . given a name or a team number as you wish. Each group takes its place before the set of problems assigned to it. At a signal from the teacher, 2 pupils begin at opposite ends of their set of problems and work toward the center continuing to work until they meet. One of the other two pupils in the group stands behind each of the chil- S- DETROIT PUBLIC SCHOOLS 11 dren working and acts as checker and scorer. The two pairs of children, change places and those who have been working now become checkers and scorers while the other two have a trial at racing. When all the pupils in any two groups of 4 have had a chance to “race,” these two groups may exchange places and repeat' the game with different sets of examples. Scoring: When a child has finished his race, the scorer gives him a score of 1 for each correct answer. The score is accumulative as he moves to different sets of examples. Pupil having highest score at the end of the game wins. r 11. LOTTO (Variation.) Material: Two sets of flash cards, preferably of contrasting color to differentiate the teams. The combinations on one set are duplicated on the other. A large square is drawn on the floor. This is divided into as many smaller squares as there are children in a team. An answer to one of the flash card combinations is placed in each square. - * Game: Children are divided into teams e. g.: Grays and Blues. Each child is given 4 or 5 flash cards bearing combinations. The children are seated in a circle around the diagram on the floor and the game begins. As the teacher calls an answer, the two players race to the place the card bearing the right combinations in the square containing the answer. The first one succeeding is designated the winner. The game continues until all squares are filled. - Scoring: The slips are counted and the winning team is deter- mined. Children in each team exchange cards and game may con- tinue as before if time allows. l 12. GETTING ACROSS THE LINE. Material: Place upon the blackboard several examples of this type for each group of four pupils: g 66666 66666 19375 48% Lower numbers placed in any order not c ë. Game: Divide the pupils into groups of 4. Each group may be given a name or a team number as you wish. Each group takes its 12 PRIMARY ARITHMETIC GAMES place before the set of problems assigned to it. At a signal from the teacher 2 pupils begin at opposite ends of their set addition of prob- lems and work toward the center continuing to work until they meet. One of the other two pupils in the group stands behind each of the children working and acts as checker and scorer. The two pairs of children change places and those who have been working now become checkers and scorers while the other two have a trial at racing. When all the pupils in any group of 4 have had a chance to “race,” these two groups may exchange places and repeat the game with different sets of examples. (This game may be used for addition and substraction, and may be revised for multiplication and division.) Scoring: When a child has finished his race, the scorer gives him a score of 1 for each correct answer. The score is accumulative as he moves to different sets of examples. Pupil having highest score at the end of the game wins. 13. SUBTRACTION GAME. Material: Have a set of twenty cards for every two pupils, as 18 16 14 17 9 || 17 4. 8 7 IO 6 6 9 8 24 10 7 16 14 9 13 12 6 6 8 6 6 6 Game: Arrange pupils in pairs. Give each pair of pupils a pack- age of cards. Each has pencil and paper to keep his score. Jack lays cards on his desk, face down and shuffles them. Each pupil draws out seven cards; then holds his cards so that his partner cannot see them. Ruth lays the cards on the desk and subtracts 18–9. She puts 9 on her score for this play. From the cards in his hand, John matches this card. Any card containing an “18” or a “9” will do, as 9–6. Subtracting the number he gets a score of 3. Thus the game pro- ceeds. If at any time, Ruth cannot match the card played, Jack will be entitled to two plays. The game ends when one of the players no longer has cards. * e - Scoring: Each score is ascertained and the child having the lower total wins the game. DETROIT PUBLIC SCHOOLS 13 214. THE BROWNIE'S RACE. Material: Each child is provided with a slip of paper. There are four sections of the blackboard set aside for different teams as “Team 1,” “Team 2,” “Team 3,” etc. The section for each team is divided into ten spaces for perpendicular lines. Each of these 10 spaces is numbered as 10,9,8,7, etc., down to 1. Game: The teacher dictates an example: The children work quietly and rapidly, the first one finishing presents his example to the teacher. If it is correct he writes his name in space 10 in the section under team 1, the next in order writes his name in space 9 in the same section and so on until there is a name in each of the ten spacs set aside for “Team 1.” The spaces for “Team 2” are used by the next 10 pupils and so on until the spaces in the three or four Sec- tions have been used. Thus class is divided into teams, each of which contain pupils grouped according to their speed. A bright pupil who can be excused from drill is appointed to act as teacher for each group of 10. This leader is provided with a card upon which the teacher has written several problems with their answers. He dictates these problems to his group and checks up their results as they come to him. Pupils write their names in the space for their respective teams, in the order in which they finish. Scoring: As soon as every one in a group has written his name 1n a space, each pupil sets down the number of the space in which his name is written as “9,” “7,” etc. This constitutes his score for that trial. Names are then erased and another problem is dictated, etc. At the end of the game each individual in the team adds up all of his scores. The one having the highest total is winner of the team. 15. MULTIPLICATION GAME. Jove, Material: 1. Scratch paper and pencil for children. 2. Cards containing answers to the multiplication tables. Game: Place cards on the table. One child comes to the table and selects a number as 24, which he reads to the other children. They write everything in multiplication they can that equals 24, as 3 × 8 = 24, 4 × 6 = 24, 2 × 12 = 24, 24 × 1 = 24. The brightest pupils who do not need drill may act as helpers in checking the answers of the others. ** Scoring: The first one who writes all correctly has made a score 14 PRIMARY ARITHMETIC GAMES for his row. This is repeated several times to see which row will have highest score. 16. CARD PASSING GAME. Material: Pack of combination flash cards. Each child has chalk and stands at blackboard. Game: Teacher stands at one end of the line with the entire pack of cards. At a signal the cards are passed rapidly down the line until each child has one. Teacher says: “Write”—each child turns and writes combination and answer on board. Teacher says “Pass.” Each child passes his card to his neighbor at his right and takes one from his neighbor at the left. The child at the extreme right receives his card each time from the teacher, and the child at the extreme left places his card on the ledge by his side. The game continues 1apidly. O Scoring: Children move down one and correct neighbor's work. In case of an argument pupils appeal to teacher, or to reliable pupils who act as “teachers' helpers.” Winning teams may be ascertained, from highest number of 100% marks. gº \ . V\ \ . * 17. RACING GAME -\sº ($ * * Q’s N." S- Material: Two slips of paper for each pupil, one containing 3. problem, the other the corresponding answer. Game: Let each row be a team. Provide each with a piece of paper upon which one of the problems is written. Upon each front desk place the answer cards to the problems given out to that par- ticular row. Spread these out, number side up, and providing one more answer than there are numbers so that the last child will be obliged to choose. © s At a signal from the teacher, the first child in each row matches his card with the answer and takes both cards to his desk. He must be seated before the one back of him has a turn. When they reach their seats, children must lay their cards on the edge of their desks in plain sight. If some one has taken a wrong answer, then the pupil looking for it walks down the row till he finds 1t. - º wº Scoring: After a limited time, signal is given for the game to stop, and the score of each row is taken. Each child choosing the DETROIT PUBLIC SCHOOLS 15 right card scores a point for his side. Answer cards are again placed on front seat and children who had answers right change seats, leav- ing the card which they have used on the desk, for the one who comes to that seat. Those who missed remain in seats and again try finding answer to the combination missed. Row having highest score at end of the total time wins. 18, BRIDGING THE 10'S Material: Cards containing several sets of numbers such as: || 3 || 13 || 23 || 4 || 14 || 24 etc. Paper and pencil for each child. Game: Give each pupil one of the cards described above. Place a number on the board with the symbol of operation to be performed as “add 3.” . - If the first set of numbers on a pupil’s card is 3, 13, 23 he writes 6, 16, 26, if the second number is 4, 14, 24, he writes 7, 17, 27, etc. Scoring: Children change cards and papers and check. In case of a disagreement the two work the problems together. They may come to the teacher as final appeal if necessary. Points may be scored individually, by sections or teams; as elected by pupils. • 19. B4 GAME Material. Set of flash cards having combinations on one side and . answers on the opposite side. Game: Children number lines on paper 1 to 50, or as high as you have numbers of flash cards for drill. Teacher stands and flashes one card after another putting them on the desk in order as children write the answers. When finished children exchange papers. One reads answers and teacher checks on back of cards. Scoring: Children are scored for perfect papers by rows or teams. • 16 PRIMARY ARITHMETIC GAMES 20. DIVISION GAME Material: Each child is provided with scratch paper and pencil. Game: Children divided into teams. No whispering. No ques- tions. Penalty 1 point off. - Teacher dictates a series of problems such as 268 divided by 2, or according to difficulty desired. First child who finishes puts paper on the teacher's desk, second on top of first, etc. until all are finished. Scoring: First paper if correct scores as many points as there are children in a team, i. e. “9,” second paper “8,” etc. If answer is incorrect, paper is discarded. Children set down scores as teacher calls them off. Everyone adds to find total. Team having highest total wins. * N 21. TIMED GAME ON combinations. Addition, Subtraction, Multiplication, Division. Material: Watch, slip of paper. Game: The teacher passes out slips of paper. Then she dic- tates a number of combinations which the children write. At a given signal all begin to write answers. At another signal all stop. The time allowance depends upon the number of combinations and their difficulty. Scoring: The children exchange papers. The leader reads the correct answers and the children score them. The teacher collects the 100% papers and rechecks. The rows having all 100% papers get a point. The points are kept from day to day for a period of two or three weeks, and the children are very interested in seeing which row will have the most points at the end of this time. Note: The combinations which were most often missed are used in the games and drill work during the oral number period which follows. & 22. POSTMAN Material: Set of cards bearing combinations with answers printed on the back. Separate set of cards bearing the answers alone. Game: Class is divided into 4 sections, 2 of which act as “post- men,” the other two as “houses.” Each postman is provided with three DETROIT PUBLIC SCHOOLS 17 answer cards, each “house” with 3 combination cards. The two teams of postmen come to the front of the room, At a signal from the teacher pupils in their seats or the two teams of “houses” flash one of their cards with the combination side toward the postman. If a postman sees a combination corresponding to the answer on one of his cards he runs to the house and delivers his “letters” that is: gives the answer card to the pupil holding theºsombination. The “house” makes sure that the letter belongs there by comparing the answer card with the answer on the back of his combination card. If the two are not the same he gives the letter back to the postman. Teacher gives another signal, and “houses” flash another card, etc. As soon as a postman has delivered all of his letters, he stands in a corner of the room designated to his team. As soon as a “house” has received as many “letters” as he has combination cards he may stand in the corner of the room designated to his team. - Scoring: The team of postmen and the team of houses who are first to have all their members standing are the winning teams. Note: The teacher may divide her class so that the two com- peting teams of the postmen will be composed of the slower mem- bers at one time and of the faster ones at another time. e 23. GUESSING GAME Game: Children stand in a */ One child leaves the room. The children remaining then agree upon a certain combination as “6×4=24.” The child returns and takes his place in the center of the ſcircle. He repeats one table of 4's as 4×4=16. Children repeat each combination until child guesses “6×4” then all change places and the child in the center tries to secure a place in the circle. - Scoring: A system of scoring for this game may be devised by the teacher if desired as an incentive for drill game. 18 PRIMARY ARITH METIC GAMES # x ^N. 24. MATCHING PAPERs Ö Material: Curtain or newspaper arranged to cover a section of the blackboard. - Four or five applied problems under the curtain on the black- board. Four or five slips of paper for each pupil. Game: Divide the class into two sections. At a given signal from the teacher the curtain or paper is raised to expose the problems. Every one begins working at his seat, placing one problem on each slip. As soon as a pupil in one team has finished he comes to the front of the room and waits until some one from the other team has finished, when he too, comes to the front of the room and the two compare their slips. If the answers are not the same they work the problems together to find out which is right. If necessary they finally appeal to the teacher or a “key” on her desk. The pupil who has the problem correct takes the other one's paper. If both have it correct each keeps his own paper. Continue this procedure till the teacher gives a signal to stop. Scoring: Each team counts the number of correct papers it has. Side having highest number of correct papers wins. 25. “I AM THINKING OF’” GAME Material: Scratch pad and pencil for each child. N. Game: One child stands before the group and says: “I am think- of two numbers that make “7.” Each child writes a combination whose answer is “7” on paper. The child giving the “guess story”. calls up the first one ready to give the combination he has written. The child giving combination chosen has a turn to be “teller” of the game. \ * Scoring: Row represented in front of room greatest number of times in time allowed is the winner of game. DETROIT PUBLIC SCHOOLS 19 | Nº. BLACKBOARD GAME Material: Scratch paper and pencil. Game: Divide group into several teams. Send head one in each team to board facing the class. Teacher writes a problem on board behind pupils standing. At a given signal pupils turn and work the problem covering the answer with their eraser as they set the figures down. Children at seats also work the problem. One at seat finishing first rises, comes to the leader of his group who allows him to “peek” at his answer under the eraser and check his result with it. Then the second child in each team goes to the blackboard and the game proceeds. Scoring: Team having highest score wins. 27. TABLE RACE gº Material: Slip of paper on each front desk. Game: Room is divided into two teams or rows may play against each other. Child in front seat begins a table then passes the paper over his head to the next one who writes the next one in order as 10X3=30, next child 9X3=27, etc. until each child has written one. Have best pupil in back seat. He checks work and passes the paper forward. When a child finds his work checked he must correct it before passing paper on. - -- Scoring: The row having its list back to the front first wins. N. 28. MATCHING RACE e Material: A large circle is drawn on the board in which is writ- ten about fifteen combinations or separations. Three slips of paper are given to each child, on which are written answers to the combina- tions or separations. Have duplicate answers, one for each term. Game: The class is divided into teams. These teams are placed equi-distant from the circle. - One child is placed at the large circle. He points to one of the combinations or separations. The children who have these answers 20 PRIMARY ARITH METIC GAMES race to the large circle to place the answer after the corresponding combination or separation. Scoring: The child who succeeds in placing the correct answer after the combination or separation wins a point for his team. The other chldren will keep watch to see that the correct answer is placed. . The child showing exceptional ability may be chosen as score keeper. (This may be used as an incentive for the slower pupils.) 29. EQUATION GAME Material: Small cards upon which are written three equations as 3X5= 5X9– 4×7= One card for each child. Game: Place on front desks enough cards for children in that row. First child takes a card, runs to board, copies equations, writes answers and runs back to his seat. He gives cards to second child. The second child goes to board, corrects any mistake the first has made and proceeds as first child has done. Two rows may play at a time. Scoring: The row finishing first with no mistakes left wins the game. Have scorer put mark under number of row as 1. 2. 3. 4. 5. . 1. 1. 1. 30. MULTIPLICATION COMBINATION RACE Material: Chalk and eraser for each row. Game: First child in each row runs to the blackboard and writes a multiplication combination. When he returns he hands the chalk to the next pupil in the row who runs to the board and using the same multiplier, writes any other combination except the one next in order, etc.- If the last one written is incorrect in any case the next pupil must correct it. Scoring: The row first to get a complete table on the board, is declared the winner. DETROIT PUBLIC SCHOOLS 21 31. FLASH CARD GAME Material: Flash cards with numbers 1 to 20. Game: Divide class into two sections. Give one card to each child. Place a number on the board with operation to be performed; as Add 3. Children “add 3” to number on card, quickly set the answer down on a slip of paper and hold it up facing the teacher. Process can be repeated with varied numbers and operations, as add 4, subtract 2, etc. • The team in which the most children are first to hold up the correct answer, receive a score. Those who do not hold up the cor- rect answer set the combination down for future study. tl £7 32. DEAF AND DUMB (UAE. g W.J. Material: Pad and pencil. Explanation of terms “Deaf and Dumb.” (Can neither talk or hear and if we wish them to under- stand we must write.) Gapme: Teacher writes problem of board. First child finished in each row brings paper to teacher or compares it with a “key” on her desk. If correct, he proceeds to correct those in his row. If not, the next child through has opportunity to score his row. Scoring: Greatest number of 100% papers in a row designates the winner. - • 33. MISSING LINKS Material: Cards, each of which contain several examples of this kind: ?)(8=24, 2–H6=12, etc., using any operations or numbers de- sired. The cards should be numbered 1, 2, 3, etc. Also have a set of answer cards numbered to correspond with the combination cards. Game: Divide class into teams. Pass each child a combination card face downward. Lay the answer cards on teacher's desk ar- ranged in order 1, 2, 3, etc. At a given signal, cards are turned over and pupils begin. Continue working until the signal is given to stop. Pupils exchange papers. Teacher quickly passes out answer cards, and children check up on each other's work. Score: Team earning the highest score wins. 22 PRIMARY ARITHMETIC GAMES 34. TABLE DRILL Material: A pencil and slip of paper for each child. Game: Let each child number paper from 1-10 or 1-20 as you wish. At a given signal all take their pencils and at a certain time teacher gives combination as No. 1 is 3X5, No. 2 is 3X12, etc. or teacher may show combinations on flash cards. They write the answer after each number is given omitting any they do not know and going on with the next. When all are given, children change papers and the correct answers are given as they should appear after each number. - Scoring: Children check and mark score allowing five for each one correct. We divide the class in this and the side having the most perfect paper wins. - - e- 35. PROGRESSIVE RACE . Material: . Five flash cards for each group of four pupils in class. Answers should be on back of flash cards. - Game: The class is divided into groups of four children each; two pupils, one teacher, and one judge. Each teacher holds five num- ber combination flash cards. The two children race and the judge aids teacher in deciding which child answered first in case of disagree- ment. At a given signal the race begins. The child winning is the teacher the next time, and the loser is judge. The signal is given again and the game continues. After the set has been used three or four times, the different groups may exchange sets. . - - Scoring: The child who has won the greatest number of times may act as teacher the next time the game is played. 36. GOING TO JERUSALEM Material: A slip of scratch paper at each-desk. Children are provided with pencils. Game: Played in the same way as “Going to Jerusalem.” When signal for the children to be seated is given each child writes a four figure number on the slip he finds as–2312. . At the next stop he multiplies the number found on his slip by “4” or whatever table is DETROIT PUBLIC SCHOOLS 23 being drilled upon and signs his initials. At the next stop child cor- - rects the problem he finds and signs his initials. Scoring: Leaders correct the papers and scores are added to see which row or which half of the room has the highest score. • s 37. JUDGE AND JURY. Material: Slip of paper for the judge bearing combinations to be drilled upon, as 9×8–72, 6×7=42, 3X8=24, etc. Game: . Divide the class into two groups. One group who are jurymen come forward and sit around the judge. The rest of the class are witnesses, The judge questions the witness as 9×8–? Witness answers, 9X8=72. Jurymen shake heads in approval or disapproval. Entire witness stand is questioned. Then class change groups, those missing in first trial remain witnesses a second time. Scoring: Group having fewest remaining for second trial is declared the winner of the case. 38. FOLLOW THE POINTER Material: On the blackboard the teacher places four rows of exercises with six exercises in each row. Keep each operation in a separate column, e. g. 6-H7, 11–6, 9X3, 18–3–3. Each child has paper and pencil. Game: Let the children select two captains, who choose sides and appoint a score-keeper and a pointer. The pointer points to 5 exercises and all others write the answers. The pointing should be done rapidly. < * Scoring: The pointer reads the correct answers and all others check their papers. Those on each side having 5 right stand. One point per pupil is counted for all children standing. The pointer keeps his place until he makes one mistake. The total score is read at the end of fifteen minutes and the side having the higher number wins. To vary this scoring, change the points per pupil from 2 to 10. 24 PRIMARY ARITHMETIC GAMES W t 39. VALENTINE Box GAME Material: One set of cards with questions. One set of cards with answers. One box. 4. Game: Teacher has a box into which she puts combination cards, giving the answer cards to children. She then flashes a card from the box, the child having the correct answer comes and gets or claims his “valentine.” She then collects the combination cards and children change their answer cards with the other children. The teacher flashes the combination cards. This time those having combi- nation cards corresponding to answers held up come and put them in the box or mail their valentines so the postman may pick them up. - Scoring: The side being able to claim or deliver all their valen- times wins the game. 40, FLASH CARD MULTIPLICATION GAME . Material: 1. Scratch paper and pencils for the children. 2. Pack of multiplication flash cards and a watch for the teacher. Game : Place the flash cards along the chalk ledge. Children are at seats and at a given signal begin work in order, writing the answers on their papers. The time allotment is varied according to grade and difficulty of work. Scoring: One child reads the answers while the rest of the chil- dren correct their own or their neighbor's papers. One point is taken off for each illegible figure. The child having the highest number correct wins for his row. In case of a tie both rows score. Records may be kept from day to day as desired. This game may be success- fully used with the other operations. DETROIT PUBLIC SCHOOLS 25 41. BALL GAME Material: A rubber ball for each group of 4 children in the class. - Game: Arrange children in groups of 4. The child who has the ball faces two other children who are to race in answering ex- amples given by this child. Behind him stands a capable pupil who acts as “judge” and, score-keeper. The child holding the ball gives an example such as “4X9,” then he bounces the ball. The one of the pupils facing him, who can give the correct answer before the ball bounds back to his hand, is given a score of 1 by the judge. Scoring: The pupil earning highest score in a given time, wins the race. - 42. FIREMAN’S LADDER RACE Material: Place any number of problems on board as Each child has pad and paper at desk. Game: Teacher selects number to be added or multiplied. Choose a fireman to climb each ladder and put answer at right of ladder. Children at desks perform operations on scratch paper. Chil- dren check answers on blackboard. If child correcting errs, his row loses a point. Fireman at board chooses someone in his row to suc- ceed him. - \ Scoring: A point is given to the row in which fireman belongs iſ operation at board is correct. A point is deducted from his row's score, if he fails. Weekly scores may be kept or a graph used for comparison of progress. e & 26 PRIMARY ARITHMETIC GAMES 43. PUssy IN THE CIRCLE Material: Draw a circle on the floor and at regular intervals write the more difficult products in the table on which you desire to give drill. Place these in such a way that each number is duplicated in the circumference of the circle. Game: Children gather around circle, each child standing at one number. Pussy stands in the center. The teacher calls “2X7” and the “14’s” exchange places while Pussy tries to secure one of these. Scoring: Children may be divided into teams. Team having fewest represented in center is champion. 44. TARGET GAME Material: Draw three concentric circles on the blackboard in several places. If reviewing table of “4’s” place that number with the symbol of operation in the center as “X4. Place the numbers 1 to 12 in the circumference of the second circle. Put the products of , these operations in the outer circle. 4. Game: A leader, two contestants and a score-keeper (a child who knows his combinations accurately), are required for each set of circles. The leader points to a number in the second circle. DETROIT PUBLIC SCHOOLS 27 Contestants point to corresponding answer in outer circle, having performed the operation indicated. The child finding correct answer first is given a point by the score-keeper. At a given signal the game stops and the children exchange place in-group or winner and judge may move to next circle and act as contestants. Scoring: Individual scoring at each circle ; also record may be kept of winners in teams if desired. - - 45. ROLLER COASTER Material: Draw a track similar to a roller coaster course for each group of three children in the class as– Place a digit at each bend. Game: Children in groups of three at each tract. One child who knows his combination accurately is score-keeper; the other two are contestants in race. The children taking the ride pay a nickel to, the score-keeper and proceed to race, giving product of digit mul- tiplied by “3” or whatever operation is elected by the teacher for drill. Time limit according to grade. Scoring: Child answering first scores 1 point for each digit. Child having greatest number of points wins and passes to the next track as score-keeper. 28 f PRIMARY ARITHMETIC GAMES 46. STRIKING CLOCK Material: Place diagram on the blackboard—each pupil copies it, as: Game: Arrange children in pairs, together with bright pupil who acts as judge for each pair. One child in each group recites to his partner—going around the clock adding “9” to outer digit. His partner checks. Child writes down the combination missed, then proceeds to hear his partner. If a small number is used in the center, the operation may continue for three operations, as first add 2, next subtract 2 and last divide by 2, as time allowed. Scoring: Row having fewest combinations for study wins. DETROIT PUBLIC SCHOOLS 29 47. “THREE IN A Row Material: Blackboard figures, 1 for every two children as Game: Two children play at each figure. One child is X, one is Mr. O. - ! X Mr. X begins as then children alternate until one succeeds in getting three in a row as scoring a point or two points as desired for himself as (Mary, 2). Children play, say three minutes, and then total scores to determine winner. Scoring: If counting by 1’s is desired 1 may be score for each “3 in a row”; if 2's, two may be used, etc. 48. ADDITION OR SUBTRACTION GAME Material: Place problems upon the board similar to these: 2 plus P = 7 9 — 3 = ? 3 plus 4 = ? 12 — ? = 8 4 plus 2 = 9 10 — 3 = ? Each child must have paper and pencil. Game: Let the rows be filled with an even number of children; each row may be named, e. g. Bluebird, Oriole, etc. At a signal let the children begin. Give them a certain period of time in which to finish. - scoring: The children exchange papers and the teacher reads 30 PRIMARY ARITHMETIC GAMES the correct answer. After papers are scored and returned to the proper owner, the teacher counts the scores from each row to see which one wins. 49. FIRE ESCAPE Material: Draw a ladder on blackboard for each group of four children in the class as— Game: Best child in each group acts as tally keeper. One child points to rung of ladder. The contestant answering first correctly scores 1 point. - Scoring: Child having highest score may be tally keeper; other three children exchange places in group. Child who succeeds in be- coming tally keeper greatest number of time is champion. 50. CIRCLE GAME Material: One circle drawn on the board for every four pupils. Around the inner edge of the circle place numbers covering the range you wish. In the center place a number with a sign indicating the operation to be used. & . . . Game: Four pupils stand at each circle, one is the captain, (a . DETROIT PUBLIC SCHOOLS —” dependable pupil who can check up on the others), one score-keeper and the other two, workers. . Teacher should devote her time to the weaker groups. At a given signal the captain begins by pointing to one of the numbers around the edge of the circle. The children may respond either together or in turn in giving the answer to the aperation in- dicated by the number and sign in the center of the circle. If the circles contain different numbers and operations, the game may be progressive, the winner each time passing to the next circle. Scoring: The score-keeper keeps account of the correct answers given by each pupil and when the game is finished, adds the scores. If the circles contain different numbers and operations, the game may be progressive, the winner, the captain and the score-keeper each time passing on to another circle.