Learners practice addition and addition strategies

# Intermediate Phase (Gr 4-6) & up

## Maths 24

## Venn diagram

Learners practice sorting and clarifying using Venn diagram

## Would you rather?

Learners practice addition and subtraction

## Pick up six (×)

Learners practice multiplication by placing counters on the board.

## Addition puzzle boxes

Learners use the above puzzles board to practice addition and skills by finding the missing numbers that make the numbers outside boxes.

## Juniper green

Players work together to improve multiplication and division.

## Two dice target

Learners use dice to practice multiplication.

## Two clips – multiplication

Players improve their multiplication skills.

## Two clips – addition

Players team up to improve their addition skills.

## Salute: × and ÷

Players in groups of threes use playing cards to practice multiplication and division.

## Fraction pictionary

Players use playing cards to practice fractions and division skills

## Multiplication bingo

Players use dice to practice multiplication skills by calculating the product of the rolled dice.

## Multiplication game

Learners practice addition and multiplication using dice.

## I have… who has? 3, 6,12×

Learners use 3, 6 and 12 to practice multiplication.

## Combo’s that make 90: + and ×

Learners look for combinations that make 90 by adding or multiplying numbers on the ;grid.

## 2, 4, 8

Players work out multiplication sums using cards and dice, while scoring points.

## I have…who has? Cards for 2, 4, 8×

Learners practice using cards to figure out different ;multiplication sums using 2, 4, 8 x table

## Array hooray!

Learners match multiplication fact to an array.

## Array card layout

Learners use counters or cards to build as many different arrays as possible in order to understand multiplication

## Build arrays

Players use counters to build arrays when they roll a dice.

## Puzzle

Learners identify skip counting patterns.

## Number pattern investigation

Learners skip count while colouring three 100 grids. They then compare the grids.

## How close to 100?

The goal is to fill up the grid to get it as full as possible while using the space as efficiently as possible. Draw arrays on the grid to see how close you can get to 100. How many squares do you have empty?

## Skip count mazes

Learners must find a way through the mazes by counting in 2s, 3, 5s and 10s

## 123 Show! (Multiplication)

Learner play in pairs. They each show a certain number of fingers. The winner is the learner who can determine the answer of the two numbers when multiplied.

## Hands up!

Learners take turns to say the next number in a number pattern. The learner who finishes the pattern must put up their hand. The winner is the first learner to put up both hands.

## Close to 100

Players use a pack of cards to practice addition. In pairs learners deal out six cards each. Uses four cards to make the highest two digit numbers that have the biggest number possible close to 100 when added together.

## Card difference: 2-digit

Players use a pack of cards to practice subtraction. In pairs players deal out four cards each. Uses all four cards to make two digit numbers that have the biggest difference possible.

## Duplo tower

Players use duplo blocks to build a tower. They roll a dice to determine how many studs to cover. The pair with the tallest tower that has not fallen wins.

## Countdown

Each player writes the number “99” at the top of their paper. Players then take turns to roll and subtract the total from 99. The player that gets to zero first wins.

## Target cards

Players get a deck of cards and share five each in pairs. They try to complete a number of challenges given to them.

## Two dice

Players roll two dices and add the total. In two teams they then try to flip up the dices total.

## Nice or nasty

Players use understanding of place value to compete against their partners to make the largest number using playing cards.

## Build a Snake

Players learn to add or subtract using bottle tops. The learners try to build a snake using bottle tops.

## Snakes and Ladders

Players use a dice to play snakes and ladders. They have to shout out the number they are at before they roll again. The winner is the one who gets to 100 first.

## Fizz pop (Diep-Sloot)

Players must mentally double, add 1, halve numbers depending on strategy.

## Beetle

The goal is to throw dice to help draw a beetle insect. Each body part represents a specific number on the dice, which will determine the final score.

## Cross out singles

Players use a dice to fill in the squares, they then add the rows, columns and diagonal. Numbers that are shown once are to be crossed out. The winner has the highest final score.

## Pyramid sums

This activity provides the learners with lots of practice in adding and subtracting. When a number is placed at the top of the pyramid, they must understand how to use addition to help work out subtraction.

## Flip out

Players use a deck of cards to practice mental sums. The learner flips and adds the cards mentally, the winner is the one who gets the highest total of cards.

## Blind Duplo

Players use duplo blocks to form various shapes in pairs, while one is blindfolded. The one blindfolded will feel the shape using finger to count remaining circles in order to duplicate the shape.

## Make 10, 20 or 30 (Grid)

Learners find numbers that add up to 10, 20 or 30 in different shapes. Learners

can write sums circled using as many different ways.

## Roll and Fill

Understanding the reciprocal relationship between addition and subtraction and the role of the equal sign.

Each learner is provided with the whole-part grid (see below) and two dice

## Salute – addition

Players in groups of threes use playing cards to practice addition and subtraction. The captain gives each player a card and they put it on their forehead (salute). The captain tells them the total of the two cards. The players have to guess the number on their card.

## Making Friendly Numbers

Learners use printed or hand made cards to practice making ‘friendly numbers’