Radhika Patil

Math Game
CCSSM: Add and subtract within 20.
CCSS.MATH.CONTENT.1.OA.C.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction
within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4
= 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 =
10 1 = 9); using the relationship between addition and subtraction (e.g.,
knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 +
1 = 12 + 1 = 13).
SOL: Computation and Estimation
Focus: Whole Number Operations
1.5

The student will recall basic addition facts with sums to 18 or less and the
corresponding subtraction facts.

NCTM Process: Representation

Students will be able to represent the equations and solutions in various forms
including dots, numbers, and words.
Standard for Mathematical Process: CCSS.MATH.PRACTICE.MP2 Reason abstractly
and quantitatively.
Students will be able to compute quantities by using different properties of
operations such as addition and subtraction and apply this across a range of visual
representations of equations and solutions including dots, numbers, and words.
Field Test: This game was field tested with two Curry classmates. They enjoyed playing
the game with the different variations, but thought that some of the dots on the worms
could be confusing for students. Some suggestions for the game were adding a time limit
to challenge students while they are trying to match the worms with the birds. Another
suggestion was to change the format of the dots on the worms, to make it look more like
the faces of a dice. I took these suggestions and altered my game.
Content Variations:
There are 3 different types of birds and worms in this game. The first type of bird
and worm is represented with dots in the solution and equation. This bird would be for
students that need the most support, since students could count the dots to solve the
equation. The second type of bird and worm is represented with numbers in the solution
and equation. This would be for students that are in the middle group who understand
how to solve the equation with dots, but need practice with numerical equations using
strategies such as counting on, or counting on their fingers. The third type of bird and
worm is represented with words in the solution and equation. This variation would be for

the students at the highest level who need a challenge. They would have to convert the
word to a number and then solve the equation. I would also add time limits that the
students had to try and match birds with the worms. The equations include subtraction
and addition so students get practice with both operations.

FEED THE BIRDS!

We have some hungry baby birds today! Can you help feed them?
Directions:
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Take out the birds and worms in your bag.

Place the birds out on the table so everyone is able to see them.
Put the worms in a pile in the center.
The first player will take a worm from the center pile, and read the equation out
loud.
Solve this equation for the answer.
Find the bird that has your answer on its wing.
Place the worm in the birds beak.
Take turns picking up a new worm equation and matching the answer with a bird.
The game ends after you have fed all of your birds!