Karen Courtney: Formative Assessment Game Rules 1

Multiplication Rollup
Player 1 rolls two dice and records them on their individual score sheet. He or she
multiplies the numbers (factors) together to find the product and records this on
the score sheet. Player 2 does the same. The player who has the highest product
wins the round and writes the score in the I WON !!! column. Play all ten rounds.
The player with the highest product in each round will put their score under the I
WON Column on their individual score sheet. After ten rounds each player will
total their I WON column to find the winner of the game. Play three games. Each
player will then total their winning scores for all three games to determine the
overall winner.
This game provides practice for multiplication facts 1-6. This can be changed by
using dice that you can create your own numbered sides with sticky circles. Or
you may make your own dice using a cube net.
Materials: dice, score sheet, pencil.
Students make their own score sheet on lined paper.

Round

First Factor X Second Factor = Product I WON !!!!

1
2
3
4
5
6
7
8
9
10

Total of I WON !!!! column



Karen Courtney: Formative Assessment Game Rules 2

The Product Game
Begin the game by placing two paper clips on the game board on factor 5. The
first player may use the factors 5 x 5 or move 1 paper clip to another factor to
form a multiplication problem. It will be 5 times whatever number they move the
paper clip to. Players must write the problems on the score sheet and then mark
out the product on the game board. Player 2 then may move either the paperclip
on the five or on the other number (factor), not both, to make a problem. He or
she will write the problem on their score sheet and mark out the answer on the
game board. The object of the game is to mark out six in a row either
horizontally, vertically or diagonally. If this does not occur, the player with the
highest sum of products wins.
Materials: game board, score sheet, paperclips, pencil, dry erase marker.
Students make their own score sheet on lined paper.
Name _______________________________,s Score Board
Round First Factor X Second Factor = Product






Total of all products

Use as many rounds as necessary to complete six numbers in a row on the game
board either horizontally, diagonally or vertically.
This is also a game of strategy since both players are using the same game board.
Players must try to block each other as well as get their six in a row horizontally,
vertically or diagonally.
Karen Courtney: Formative Assessment Game Rules 3

The Factor Game
Students will use a 100s Board as their game board. To help students in
understanding the game, players may begin by using only part of the board.
(Example: 1-30, or 1-50) Player 1 will circle one number which will be the product.
Then he or she will list the product and all the factors of that product on their
individual score sheet. The factors will be added together to form the score for
that round. Player 2 does the same on his or her score sheet. When a product is
circled it cannot be used again. After ten rounds both players will add their scores
to find their total score. The player with the highest score will be the winner of
the game. For a more challenging game, players may use a 300s Board.
If students have a difficult time remembering all the factors of a product you may
want to differentiate by giving the students multiplication tables to use. The
students will circle all the like products and record the factors on their score
sheet. This enables all students to participate in the game.
Materials: game board, score sheet, pencil, dry erase marker.
Students make their own score sheet on lined paper.
Name ______________________________ s Score Sheet
Round Product Factors Sum of
Factors
1
2
3
4
5
6
7
8
9
10
Total Sum of Factors
Divisibility Bingo
Karen Courtney: Formative Assessment Game Rules 4

Each player gets a game board with random numbers in a 5 x 5 square. Player 1
rolls 1 die. The player must then find a number on the game board that is evenly
divisible by the number that was rolled. The player covers one number on the
game board and writes the play on the score sheet. There will be more than one
number that is divisible by the numbers 2, 3, 4, 5, 6, or 9. Only one number is
allowed to be covered for each round. Player 2 does the same. The winner is the
first player to cover 5 in a row either horizontally, vertically or diagonally. The
divisibility rules for 2, 3, 4, 5, 6, and 9 will be used. The 1 on the die is used for 9.
Materials: game boards, die, markers
Students make their own Score Sheet on lined paper.
Name ________________________________s Score Sheet
Round I Rolled Number That is Divisible by What I Rolled (What I Covered)







Divisibility rules are a tool that can help students quickly know if a number can be
simplified. This is an important skill when students begin working with fractions.
A number is divisible by:
2 if the number ends in an even number
3 if the sum of the digits in the number is divisible by 3
4 if the last two digits form a number divisible by 4
5 if the last number is a 5 or 0
6 if the number is divisible by 2 and 3
9 if the sum of the digits in the number is divisible by 9

Multiplication Bingo
Karen Courtney: Formative Assessment Game Rules 5

Each player receives a game board with a 5 x 5 grid of multiplication products, or
makes their own game board. Player 1 begins by rolling two dice. The dice must
have the numbers 9, 8, 7, 6, 5, and 4, on each side. This can be done by using a
sticky circle to make your own dice. Or you may make your own dice using a cube
net pattern. (Included in appendix)
The first player records what they rolled and the product of the two numbers
used as factors on their score sheet. They then find the product on the game
board and cover it with a marker. The second player does the same. The game
continues with each player rolling the dice, recording their turn on the score
sheet and covering the product on the game board. If a player rolls a double and
that product has already been played, they may play an * on the game board. If
they roll a product that has already been used, they lose their turn, but the play
must be recorded on the score sheet. The game ends when one player completes
5 in a row horizontally, vertically or diagonally.
Materials: game board, score sheet, markers, dice.
Students make their own score sheet with lined paper.
Name _______________________________,s Score Sheet
Round First Factor X Second Factor = Product








Players may make their own game board using these products: 81, 72, 63, 54, 45,
36, 64, 56, 48, 40, 32, 49, 42, 35, 28, 36, 30, 24, 25, 20, 16, *, *, *, *
Fill In Fractions
Karen Courtney: Formative Assessment Game Rules 6

Each player receives their own game board. Players then take turns rolling two
dice. One die will be the numerator and have the numbers 1, 1, 2, 2, 3, 4 on each
face. The denominator die will have the numbers 3, 4, 6, 8, 12, and 16 on each
face. Each player will take turns rolling both dice and shading in their game board
with the fraction they roll or an equivalent fraction until one player completely
shades in their fraction wall. Each play is recorded on the players score sheet.
Dice can be made with a cube net or with sticky circles on a blank die. (Pattern for
the cube net is in the appendix.)
This game teaches that fractions with different denominators can be equal to the
same amount (Equivalent), that fractions can have numerators that are greater
than the denominator (Improper Fractions) and that fractions can be equivalent
to more than 1 (Mixed Number).
Since 1/ 2 cannot be rolled using the dice, students must be able to find
equivalent fractions to shade in the 1/ 2 row. Players may roll 3/3 or 4/4. They
must understand that this can be played as one whole row of any denominator.
Players may also roll 4/3. Students must understand that this allows them to
shade one whole row and 1/3 or the equivalent of 1/3 of a second row.
Materials: game board, dice, crayons. Score sheet is part of the game board.







Adding Benchmark Fractions
Karen Courtney: Formative Assessment Game Rules 7

Benchmark Fractions game board consists of two hundredths grids. Each player receives their
own game board. Player 1 rolls a benchmark fraction die. They write what they roll on the
score sheet. The fraction then must be converted to a decimal and recorded on the game
board. Students must add the decimal equivalent of the fraction they rolled after each play and
record it on the game board. The fractional amount out of 100 will then be colored in on the
first grid. Students take turns rolling, recording and shading in their grids. The first player to
get both grids completely shaded wins.
If students use a different color to shade in after each play, the teacher can easily see what the
student rolled as a fraction and how many hundreds squares they shaded in for each round.
This game shows students that fractions and decimals can be equivalent. It also shows that
fractions can be converted to decimals and added using the common denominator 100
th
.
Materials: game board, dice, colored pencils or crayons
A cube net may be used to make dice with 1/ 2, 1/ 4, 1/ 5, 1/10, 1/20, 1/25 on each side.
Fraction dice may also be made using sticky circles on basic fraction cubes.
Benchmark Fractions Grid











Score Sheet: Students make their own score sheet using lined paper.
What I Rolled? How Much Altogether?
Fraction Decimal Decimal


Addition and Subtraction with Dots and Squares
Karen Courtney: Formative Assessment Game Rules 8

This traditional game can be modified in multiple ways to allow students to
practice their math skills. Using a square or rectangular array of dots, players take
turns connecting adjacent dots- horizontally or vertically-in an attempt to close
off squares. If a segment closes a square, the player captures the square.
Placing numbers in the spaces allows students to use problem solving skills to
strategize as they try to capture the most valuable square and limit the success of
their opponent.
For addition: Each square will have a number inside. The player who finishes the
box wins that number. Each player will keep a running total of their score. The
goal can either be the first student to reach a certain number (i.e., 100) wins, or
whomever has the highest total after all boxes have been formed is the winner.
For subtraction: Players start with 100 points. As they complete a box, they
subtract the amount in the box from 100. The winner is the first player to reach
zero or the player with the lowest score when all the squares have been formed.
Students keep a running tally as they play.
Materials: Game Board, Score Sheet.
Students make their own score sheets with lined paper.
Name________________________________s Score Sheet
Addition Subtraction
I WON!!! TOTAL

I WON!!! From 100















Addition and Subtraction of Fractions with Dots and Squares
Karen Courtney: Formative Assessment Game Rules 9

This traditional game can be modified in multiple ways to allow students to
practice their math skills. Using a square or rectangular array of dots, players take
turns connecting adjacent dots- horizontally or vertically-in an attempt to close
off squares. If a segment closes a square, the player captures the square.
Placing numbers in the spaces allows students to use problem solving skills to
strategize as they try to capture the most valuable square and limit the success of
their opponent.
For addition: Each square will have a number inside. The player who finishes the
box wins that number. Each player will keep a running total of their score. The
goal can either be the first student to reach a certain number (i.e., 10) wins, or
whomever has the highest total after all boxes have been formed is the winner.
For subtraction: Players start with 10 points. As they complete a box, they
subtract the amount in the box from 10. The first winning player is the player
who reaches zero first, or has the lowest score when all the squares have been
formed. Students keep a running tally on their score sheet as they play.
Materials: Game Board, Score Sheet.
Students make their own score sheets with lined paper.
Name___________________________s Score Sheet
Addition Subtraction
I WON!!! TOTAL

I WON!!! From 10













Multiplication with Dots and Squares
Karen Courtney: Formative Assessment Game Rules 10

This traditional game can be modified in multiple ways to allow students to
practice their math skills. Using a square or rectangular array of dots, players take
turns connecting adjacent dots- horizontally or vertically-in an attempt to close
off squares. If a segment closes a square, the player captures the square.
Placing numbers in the spaces allows students to use problem solving skills to
strategize as they try to capture the most valuable square and limit the success of
their opponent.
For multiplication: The player who completes a box records that number on his or
her score card. The player then rolls a die. The two numbers are multiplied
together for the score of that round. The player with the highest score after all
boxed are completed is the winner.
Materials: Game Board, Score Sheet, die
Students make their own score sheets with lined paper.

Name__________________________________s Score Sheet

I WON!!!! X What I ROLLED = MY TOTAL






Total


Spin and Roll Review 1
Karen Courtney: Formative Assessment Game Rules 11

Directions: Player 1 Spins. Then he or she will refer to the chart to determine which math
procedure to perform. Roll two dice. Use those numbers to work the problem. The answer to the
math problem will be the score. Player 2 does the same. The Player with the highest score total
after 10 rounds is the winner.
1. Roll two dice and form a two digit number. (Example: 2 and 3 could make a 23 or a 32.) Find
the factors. (Factors of 23 are 1, 23 for a total of 24 points. Factors of 32 are 1, 32, 2, 16, 4, 8
for a total of 63 points).
2. Roll two dice. Square each number rolled. Add the squared numbers. (Example: 6 squared is
36, 5 squared is 25. The total is 61.)
3. Roll two dice. Use the numbers as the sides of a rectangle. Find the area. (Example: The area
of a rectangle is Length x Width. 4 x 3 = 12)
4. Roll two dice. Make a two digit number. Use that number in the following Order of
Operations problem. N + 4 x 12 - 6.
5. Roll two dice. Double each number. Multiply the doubled numbers together. (Example: 3
and 5 will become 3x2 = 6 and 5x2 = 10. Then multiply: 10 x 6 = 60.
6. Roll two dice. Make a two digit number. If it is divisible by 9 you get 90 points. (Example: 4
and 5 could be 45 or 54. They are both divisible by 9. If the sum of the digits is divisible by 9
the entire number is divisible by 9).
Students make their own score sheet on lined paper.
Round What I Rolled Spinner Problem Answer
1
2
3
4
5
6
7
8
9
10
Total


Karen Courtney: Formative Assessment Game Rules 12

Spin and Roll Math Review 2
Directions: Player 1 Spins. Refer to the chart to determine which math procedure
to perform. Roll 2 dice. Use those numbers to answer the problem. The answer to
the math problem will be your score. Player 2 does the same. The Player with the
highest score after 10 rounds is the winner.
1. Roll two dice. Those numbers will represent the base and height of the sides
of a right triangle. Find the area of the triangle. The answer will be your score.
(Area of a Triangle: B x H /2)
2. Roll two dice. Make a two digit number. This number represents the length of
the sides of a square. Find the perimeter of the square. The answer will be your
score. (Perimeter: S + S + S + S)
3. Roll two dice. Use one number as the N and the other as the M in the following
problem. Follow Order of Operations. 24 + N x M - M x 1.
4. Roll two dice. Use these for the base and height of a cell phone. Find the area
of the cell phone.
5. Roll two dice. Use one number for the base and the other number for the
exponent. The answer will be your score.
6. Roll two dice. Use one number for the X and the other number for the Y in the
following equation. Use the Distributive Property. The answer will be your score.
X ( 4 + Y ) = ______
Students make their own score sheet on lined paper.
Name________________________________s Score Sheet
Round What I Rolled Spin and Roll Problem Answer



Total
DeciBoard
Karen Courtney: Formative Assessment Game Rules 13

The DeciBoard consists of a large rectangle that represents one whole. The
rectangle is then partitioned into ten equal parts, creating tenths. One of the
tenths is then partitioned into ten equal parts creating hundredths, and one of
the hundredths is partitioned into ten parts creating thousandths. The structure
of the DeciBoard allows students to envision partitioning, creating the connection
between numbers labeled with ths getting smaller instead of larger.
To play: Before beginning the game players must label each space as tenths,
hundredths or thousandths. Player one rolls a die that has faces labelled 1/ 10,
1/100, 1/100, 1/100, 1/ 1000, and 1/1000 respectively and a normal six-sided die.
The player then shades the product of the two numbers. For example, rolling a 4
and 1/10 creates 4/ 10. The roll is then recorded on the score sheet as both a
fraction and a decimal. The player then records How Much Altogether. As the
game proceeds, this column records the cumulative total of how much is shaded
to that point of the game. Player 2 then rolls and continues the game using
his/her own DeciBoard and score sheet. If necessary tenths and hundredths may
be further divided is more hundredths or thousandths are required. This helps to
reinforce the relationships between tenths, hundredths and thousandths. The
player to fill in one whole first wins.
As the players roll and record each turn, the teacher is able to observe if students
are matching the recorded roll with what has been shaded. By questioning
students and checking for possible errors teachers may determine if students
understand the relationship between decimal numbers, how to write fractions as
decimals, and addition of decimal numbers.
Score Sheet: Students make their own score sheet on lined paper.
What I Rolled? How Much Altogether?
Fraction Decimal Decimal



DeciBoard

Karen Courtney: Formative Assessment Game Rules 14














































Karen Courtney: Formative Assessment Game Rules 15



















Capacity Bingo



Karen Courtney: Formative Assessment Game Rules 16