TCM 13434-13446 i4731 Gameboards 3-5 · i4731 START Highway 10 10 125 miles 55 miles 28 miles 112 miles 64 miles 150 miles 15 miles 73 miles 100 miles Out of Gas! No miles gained

i4731

START

Highway 1010

125 miles

55 miles

28 miles

112 miles

64miles

150 miles

15 miles

73 miles

100 miles

Out of Gas!

No miles gained.

Flat Tire! No miles gained.

Speeding Ticket! Lose

15 miles.

One Lane Road!

5 miles

#13434 (i4733)—Kids Learn Mathematics Games, 3–5 Activity Guide © Teacher Created Materials28

Highway 10What You Need • Highway 10 game board

• Highway 10 game cards

• spinner (Divide the spinner into 4 parts and write the

numbers 1–4 on it.)

• game markers (one pattern per player)

• pencils and paper

Object of the Game • Be the fi rst player to travel 500 miles along Highway 10.

Setting up the Game • Place the game board in the middle of all the players.

• Shuffl e the 18 cards and place them facedown in a pile within easy reach of all the players.

• Each player places a game marker on START.

• Decide whether to play the regular level or challenge level.

How to Play the Game • Th e shortest player goes fi rst. Th en, play passes to the left.

• For each turn, draw the top card from the deck.

• Everyone solves the problem.

• Compare your answers. Decide who solved the problem correctly.

• Everyone who has solved the problem correctly gets to spin the spinner and move. You can move

in any direction on the board. Once you start in one direction with a spin, you must continue that

way.

• You cannot earn the same mileage more than once. So, if you land on “150 miles” once, that’s it.

You cannot earn 150 miles again.

• Regular level: You can only move your piece.

• Challenge level: You can choose to not move your piece and instead move another player’s piece

the number you spun. Th is is a way to make other players lose miles.

• Place the card in a discard pile. Once you run out of cards, shuffl e the discard pile and use the

cards again.

How to Win the Game • Th e fi rst player to travel a total of 500 miles along Highway 10 wins!

Game Instructions (cont.)

i4731

Highway 1010

© Teacher Created Materials #13434 (i4733)—Kids Learn Mathematics Games, 3–5 Activity Guide 29

Ruta 10Qué necesitas • tablero de Ruta 10

• cartas de Ruta 10

• ruleta (Divide la ruleta en 4 partes y escribe los

números del 1 al 4 en ella.)

• marcadores del juego (un patrón por cada jugador)

• lápices y papel

Objeto del juego • Ser el primer jugador en viajar 500 millas por la Ruta 10.

Montar el juego • Coloca el tablero en medio de todos los jugadores.

• Baraja las 18 cartas y colócalas boca abajo en un montón al alcance de todos los jugadores.

• Cada jugador coloca un marcador del juego en INICIO.

• Decide jugar el nivel regular o el de reto.

Cómo jugar • El jugador más bajo va primero. Luego, el juego pasa al jugador de la izquierda.

• Para cada turno, saca la carta superior de la baraja.

• Todos resuelven el problema.

• Comparen sus respuestas. Decidan quiénes resolvieron correctamente el problema.

• Todos los que hayan resuelto correctamente el problema pueden girar la ruleta y mover su

marcador. Puedes moverlo en cualquier dirección en el tablero. Una vez que empieces en una

dirección con un giro, debes seguir en esa dirección.

• No puedes ganar la misma cantidad de millas más de una vez. Por lo tanto, si llegas en “150

millas” una vez, no hay oportunidad de ganar esos puntos otra vez.

• Nivel regular: Solamente puedes mover tu marcador.

• Nivel de reto: Puedes elegir no mover tu marcador y en vez de eso, mover el marcador de otro

jugador el número que giraste. Esta es una manera de hacer que los otros jugadores pierdan

millas.

• Coloca la carta en un montón de cartas descartadas. Una vez que se acaben las cartas, baraja el

montón de cartas descartadas y úsalas de nuevo.

Cómo ganar el juego• El primer jugador en viajar un total de 500 millas por la Ruta 10, ¡gana!

Game Instructions (cont.)

i4731

Highway 1010


Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Research About Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5How to Use Th is Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Using the Computer Games CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Response to Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Diff erentiating the Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Standards Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Standards Correlations Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Game Instructions (English and Spanish) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Climbing Denali . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Escalando Denali . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Pop, Pop, Popping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Pa, pa, palomitas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Shopping Spree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18De compras . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Mining for Millions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Minar para millones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21In the Forest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Dentro del bosque . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23On a Dig . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24A excavar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Pet Rescue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Rescate de las mascotas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Highway 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Ruta 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Contents of the Resource CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Table of Contents


Welcome to Kids Learn Mathematics Games. In this kit you will fi nd everything you need to provide

fun, educational games for students to practice mathematics skills. Th is kit provides eight diff erent

games for students to play, with each one focusing on a diff erent skill to improve overall mathematics

success. All of the games are standards based, which means they were written with the mathematics

standards for grades three through fi ve. Each game has been designed for play with up to four players.

Not only are there eight diff erent games, but there are four copies of each game so that many students

can play at the same time. And, the Computer Games CD contains even more games to play! Th is CD

has four additional games for students. All of the games have directions that are easy to follow, and the

directions are provided both in English and Spanish. Th e directions are printed here in this book (you

can copy them for students if you wish and/or read the directions aloud to students). Th e directions

can also be printed from the Resource CD. Furthermore, the directions are printed right on the back

of the game boards, so that students can read the directions as a group before they start playing the

games.

We’ve made the games easy for storing—we know how busy you are! Each game comes with its own

envelope to store all of the game pieces. Stickers are provided to place on each envelope to help you

(and the students) know just what is needed for that game. Th e stickers are color-coded, with one

color for each game, so that it is easy for you to see which games you are choosing from the kit.

All you need to do is assemble each game with the easy-to-follow instructions available on page 8.

Once set up, the games are ready for your students to play. Our goal is to provide your students with

an engaging way to learn the skills they need to be successful in school. We think learning should be

fun, and we want your students to enjoy learning!

—Teacher Created Materials

Introduction


How To Use This Kit

OverviewEach kit contains the following:

8 game boards (4 copies of each)

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i4731

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70¢ Goggle

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$0.40Sunglasses

$1.41Mask

92¢Toy Car

Move

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$0.88Shoelaces

84¢Yo-yo

55¢Toy Ball

$1.63Games

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75¢Notebook

$1.00Pillow

$0.68Pet Rock

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Doll

73¢Pencils

$0.94Gum

97¢Water Gun

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i4731

Move

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1 Space

Move

Backward

1 Space

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2 Spaces

Move

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2 Spaces

Move

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3 Spaces

Move

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2 Spaces

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i4731

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START

Highway 1010125

miles

55

miles

28

miles112

miles

64

miles

150

miles

15

miles

73

miles

100

miles

Out

of Gas!

No miles

gained.

Flat Tire!

No miles

gained.

Speeding

Ticket!

Lose

15 miles.

One Lane

Road!

5 miles

i4767—Kids Learn Reading Games, 3–5 Punchouts

© Teacher Created Materials

i4757—Kids Learn Reading Games, K–2 Punchouts


Game Markers

game cards (4 sets, one for each game)

game markers

envelopes and stickers to assemble the games

Activity Guide

Computer Games CD Resource CD

i4732—Kids Learn Mathematics Games, 3–5 Punchouts


In the Forest Game Cards

Set 4

In the Forest Question

10


13


16


11


14


17


12


15


18

Subtract to find the difference between these two decimal numbers.

92.3 – 45.2

Add the following numbers to find the sum.

4,234 + 729

Lana collected 99 cans from each of her 17

classmates for recycling. How many cans did

she have in all?

The Yum Yum Candy store had 3,256 lollipops

in one bin and 2,459 lollipops in another bin.

How many lollipops are there in the store?

Find the difference. 1,462 – 1,084 = ________

Find the difference. 9,976

– 5,792

Iris has 58 marbles. She wants to buy bags to

hold her marbles. Each bag can hold a total of

6 marbles. What is the smallest number of bags

she can buy to hold all of her marbles?

What fraction must be added to 34 of a pizza to make 1 whole pizza?

Mr. Wan needs help in the

library. He has 67 books to put away in boxes. Each box can hold 8

books. He has asked you

to get the boxes. What is the smallest number

of boxes you can get to hold all of the books?



Shopping Spree

1

Shopping Spree

4

Shopping Spree

7

Shopping Spree

2

Shopping Spree

5

Shopping Spree

8

Shopping Spree

3

Shopping Spree

6

Shopping Spree

9

Shopping Spree Game Cards

Set 2

The students in room 7

brought in 367 cans for

the canned food drive.

Mrs. Martinez brought

in 12 more cans. How

many total cans did

room 7 bring in for

the food drive?

How many more 3rd

graders like yellow

than green?

Blue

Green

Orange

Yellow

Red

= 20

Students

On which date was

attendance the lowest?

150

140

130

120

110

1000

Oct. 7 Oct. 8 Oct. 9 Oct. 14 Oct. 15 Oct. 16

Draw a shape that

is similar to the

hexagon below.

This chart shows the

train schedule. Ruby is

waiting for the train to

Connecticut. Right now,

the time is 1:45 P.M. How

long will Ruby wait for the

next train to Connecticut?

Connecticut: 1:00 P.M., 2:15 P.M., 3:30 P.M.

New York: 5:30 P.M., 6:30 P.M., 7:00 P.M.

Boston: 7:00 P.M., 8:30 P.M., 10:00 P.M.

What is the length

of side x?

What is the perimeter

of this rectangle?

9 cm

6 cm

If the perimeter of a right

triangle is 37 cm long, how

long is the perimeter of a

congruent right triangle?

Are these shapes

similar or congruent?



Pet Rescue Game CardsPet Rescue

10

Pet Rescue

13

Pet Rescue

16

Pet Rescue

11

Pet Rescue

14

Pet Rescue

17

Pet Rescue

12

Pet Rescue

15

Pet Rescue

18

Set 2

Rosa has a set of plastic zoo animals and fence pieces. She wants to

fence off an area for the tigers. Each plastic fence piece is 4 inches long.

How many fence pieces will Rosa need to fence

off a square area with a perimeter of 48 inches?

How many grams of fiber are there in 4 servings

of creamed corn?Creamed Corn Nutrition Facts

1 serving = 125 gEach serving contains 1 g fat

15 g carbohydrates 2 g fiber

A large can of green beans weighs 500 grams. How many cans of green

beans weigh 2 kg?

Which city received five votes less than San Antonio?

2 4 6 8 10 12

AustinFort WorthGalvestonHoustonSan Antonio

Jeremy, Nita, and Ming are playing a number

guessing game. Jeremy’s number is 4,800 more

than Nita’s number. Nita’s number is 1,200 less than Ming’s number. Ming’s

number is 6,200. What is Jeremy’s number?

Students should take the same number of jars of

________ and ________ paint to the art room.

2 4 6 8 10 12

RedBlue

GreenYellow

Purple

How many lines of symmetry can be drawn

on this rectangle?

Whose string is half as long as Stella’s?Length of String for Science Experiment

5 10 15 20 25 30 35 40

CecilDenise

ErinMike

Stella

Using the information provided in the table,

who owns only a cat? Cat Dog BirdJoel✓

✓Connie✓

Marcus

✓✓

Javier✓

✓



In the Forest Game Cards

In the Forest AnswerIn the Forest Answer

In the Forest Answer





Set 2

47.1 4,963 1,683 cans

5,715 lollipops

378

4,184

10 bags

14

9 boxes

i4732—Kids Learn Mathematics Games, 3–5 Punchouts © Teacher Created Materials

Pet Rescue

1

Pet Rescue

4

Pet Rescue

7Pet Rescue

2

Pet Rescue

5

Pet Rescue

8Pet Rescue

3

Pet Rescue

6

Pet Rescue

9

Pet Rescue Game CardsSet 4

Frederick started his homework at 4:35 P.M.

and finished at 6:10 P.M. How long did it take him to complete his homework?

What type of angle is shown below?

The Roma family is taking a car trip to the mountains. Their trip will be 274 miles

one way. They stop for gas and snacks at a gas station along the way. When they

get back in the car, the family has 62 miles more to travel. How far have

the Romas traveled when they arrive at the store?

What is the perimeter of an equilateral triangle that is

6.2 cm long on each side?

What is the next number in the pattern?

21, 31, 41, 51, ________

Michelle rode her scooter from 8:55 A.M. until 11:10 A.M. How

long did she ride?

What is the area of a rectangle that is 7 inches long and 4 inches wide?

Which line segment is parallel to line

segment RT?

Which geometric shape will be created using reflective symmetry

to complete the drawing below?



Climbing Denali Question

1


4


7


2


5


8


3


6


9

Climbing Denali Game Cards

Set 3Round 765 to the nearest 10.

Which drink was least popular?

What fraction of the shapes are white?

What fraction of the squares are black?

Round 471 to the nearest 100.

Sasha has 6 flowers. She gives an equal

number of flowers to 2 friends. How

many flowers does each friend get?

What is the next number in the sequence?3, 6, 9, 12, ____

Which piece of equipment won the most votes?

Type

of E

quip

men

t

5 10

15 20 25

See-SawClimbing GymSlide

SwingsPlayhouse

84 ÷ 7 =



Shopping Spree

1

Shopping Spree

4

Shopping Spree

7

Shopping Spree

2

Shopping Spree

5

Shopping Spree

8

Shopping Spree

3

Shopping Spree

6

Shopping Spree

9

Shopping Spree Game Cards

Set 1

The students in room 7

brought in 367 cans for

the canned food drive.

Mrs. Martinez brought

in 12 more cans. How

many total cans did

room 7 bring in for

the food drive?

How many more 3rd

graders like yellow

than green?

Blue

Green

Orange

Yellow

Red

= 20

Students

On which date was

attendance the lowest?

150

140

130

120

110

1000

Oct. 7 Oct. 8 Oct. 9 Oct. 14 Oct. 15 Oct. 16

Draw a shape that

is similar to the

hexagon below.

This chart shows the

train schedule. Ruby is

waiting for the train to

Connecticut. Right now,

the time is 1:45 P.M. How

long will Ruby wait for the

next train to Connecticut?

Connecticut: 1:00 P.M., 2:15 P.M., 3:30 P.M.

New York: 5:30 P.M., 6:30 P.M., 7:00 P.M.

Boston: 7:00 P.M., 8:30 P.M., 10:00 P.M.

What is the length

of side x?

What is the perimeter

of this rectangle?

9 cm

6 cm

If the perimeter of a right

triangle is 37 cm long, how

long is the perimeter of a

congruent right triangle?

Are these shapes

similar or congruent?



Pop, Pop, Popping Game Cards

Set 1

Pop, Pop, Popping Question

10


13


16


11


14


17


12


15


18

What is the next number in the sequence?32, 27, 22, 17, ____

Which number means five thousands, seven hundreds, three tens, and two ones?

What time is shown on this clock?

7 x _____ = 28

36 ÷ 4 = _____

Which type of pet do most students have at home?

How many sides does this hexagon have?

How many students do not have a pet at home?

How much water is in this jug?

16 oz.

8 oz.

ource CDroducible resource materials.

Climbing Denali This game needs: • Climbing Denali game board • Climbing Denali game cards (36) • 4 different game markers (one per player) • Spinner

• Pencils and paper for each player

In the Forest This game needs: • In the Forest game board • In the Forest game cards (36) • 4 different game markers (one per player) • Spinner

• Pencils and paper for each playerPop, Pop, Popping This game needs:

• Pop, Pop, Popping game board • Pop, Pop, Popping game cards (36) • 4 different game markers (one per player) • Spinner • Pencils and paper for each player

On a Dig This game needs: • On a Dig game board • On a Dig game cards (36) • 4 different game markers (one per player) • Spinner

• Pencils and paper for each player Shopping Spree This game needs: • Shopping Spree game board • Shopping Spree game cards (18) • 4 different game markers (one per player) • Spinner


Pet Rescue This game needs: • Pet Rescue game board • Pet Rescue game cards (18) • 4 different game markers (one per player) • Spinner

• Pencils and paper for each player Mining for Millions This game needs:

• Mining for Millions game board • Mining for Millions game cards (18) • 4 different game markers (one per player) • Spinner • Pencils and paper for each player

Highway 10 This game needs: • Highway 10 game board • Highway 10 game cards (18) • 4 different game markers (one per player) • Spinner


spinner


Th e RTI model supports the idea that teachers should look for curricular intervention designed to

bring a student back up to grade level as soon as he or she begins having diffi culties. “RTI has the

potential then to allow disabilities to be identifi ed and defi ned based on the response a child has to the

interventions that are tried” (Cruey 2006). Depending on the levels of diffi culty they are having with

the mathematics curriculum, students are classifi ed as Tier 1, 2, or 3. Specifi c defi nitions of these tiers

diff er from state to state, but the following are general descriptions. Following these descriptions are

suggestions for ways to use the Kids Learn Mathematics Games for RTI in Tiers 1 and 2. Because

a one-on-one, focused approach to intervention is needed for Tier 3, another type of intervention

resource should be used for these students.

Tier 1Tier 1 students are generally making good progress toward the standards but may be experiencing

temporary or minor diffi culties. Th ese students may struggle in only a few of the overall areas of

mathematics concepts. Th ey usually benefi t from peer work and parental involvement. Th ey would

also benefi t from confi dence boosters when they are succeeding. Any problems that do arise should be

diagnosed and addressed quickly in order to ensure that these students continue to succeed.

Using Kids Learn Mathematics Games in Tier 1:

Use Kids Learn Mathematics Games with the entire class as a supplement to the core curriculum.

Th e games provide practice in key skills that students need.

Tier 2Tier 2 students may be one or two standard deviations below the mean on standardized tests.

Th ese students are struggling in various areas, which aff ects their overall success in the mathematics

classroom. Th ese students can usually respond to in-class diff erentiation strategies with focused,

small-group instruction. Th ese students may not need the help of student study teams.

Using Kids Learn Mathematics Games in Tier 2:

Work with a small group of students that need focused instruction on a particular skill. Frequently

monitor their progress using quizzes or other assessments that are a part of your mathematics

program. Students who do not respond to intervention should move to Tier 3.

Tier 3Tier 3 students are seriously at risk of failing to meet the standards as indicated by their extremely and

chronically low performance on one or more measures of a standardized test. Th ese students are often

the ones who are being analyzed by some type of in-house student assistance team in order to look for

overall interventions and solutions. In the classroom, these students are having diffi culties with most

of the assignments and failing most of the assessments.

Reference CitedCruey, G. 2006. Response to intervention: A new model for identifying disabilities. http://specialneedseducation.suite101.

com/article.cfm/response_to_intervention_ (accessed July 11, 2007).

Response to Intervention


Below-Grade-Level StudentsBelow-grade-level students will probably need concepts to be made more concrete for them. Th ey

may also need extra work with vocabulary. By receiving extra support and understanding, these

students will feel more secure and have greater success.

• Allow partners to work together.

• Pull a small group of students together and defi ne the vocabulary words needed to play the game.

• Partner students who might not be able to read the text on the game cards with students who can.

• Provide students with a lower-level kit, if this is an option.

• Play the game with the students in a small group so you can guide them through playing the game.

English Language LearnersStudents who are English language learners are learning concepts and language simultaneously. Th ey need

to have context added to the language. Although they may have acquired social language skills (BICS), the

language of school is very academic in nature. One of the most important keys to success with ELLs is to

ensure that they acquire the necessary vocabulary for greater comprehension of the content (CALP).

• Provide pictures to support the words in the games.

• If students are Spanish speakers, provide students with the Spanish versions of the instructions.

For students who speak other languages, see if another student in class can act as the translator.

(Note: It is important not to rely on these dual-language students to be translators all of the time,

but occasional translating of instructions is okay.)

• Model how to play the game before students start playing.

• Audio record the game’s directions so students can listen to them before playing or as needed.

• Number the steps on the game board. Students can follow the numbers to complete the game.

Above-Grade-Level StudentsAll students need a fi rm foundation in the core knowledge of the curriculum. Th ese students usually

learn the concepts very quickly. Th e games can be adapted to be appropriate for individual students.

• Have students skip the games that they have already mastered.

• Assign only the most diffi cult questions.

• Provide students with a higher-level kit, if this is an option.

• Have students design their own games (or questions for the games provided) to reinforce skills,

instead of using the ones included in the program.

• Have students critique the games using a simple assessment guide like a self-made rubric,

checklist, or a short answer. Th ey can provide solutions for making the game more challenging.

• If possible, remove a key piece of information from the game to make them think harder.

• Change the questions in the game so that they are answering higher-level questions.

Differentiating the Games

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