More-Less Spinner Game

Welcome to My  Blog Post!!

An Easy More-Less 

Spinner Game

All teachers love and need to have a variety of spinner games that can be used for different skills and levels. This post shows an easy way to make your own spinner and possible ways to use the included 4-part spinner that says: 2 more, 3 more, 2 less, and 3 less.

How to make and use a spinner:

1. Decide what words or numbers to put on the spinner as well as how many divided parts. Once you have made and printed the spinner, the students are ready to go!

2. Use a paper clip and pencil to make a spinner out of the more-less circle. A large 2-inch paper clip is preferable because it spins more easily, but a regular 1-inch clip can also be used. To spin the paper clip, place the point of the pencil on the center of a circle. Hold the top of the pencil then flick the clip with your finger near the midpoint and it will spin. If some of your students have trouble doing this independently, they can have a partner hold the pencil and they flick the clip.

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3. Have the students practice this a few times. 

The spinner can be used with both lower and higher numbers. I have used this spinner with numbers 0-20 and as well as four-digit numbers. I like to have several of these spinners on hand so it can be used throughout several grade levels.

--> Using a Number Line or hundreds chart is good hands-on tool for students to use as a visual aid in finding and moving to the number. If you want numbers higher than 100, use number charts with higher numbers. Using a simple material, such as dried beans, is a great marker to show your moves.

Number Line 0-10

Hundreds Chart

*Place the marker on any number from 0-20 on your number line. Initially, the teacher may wish to select the starting number. Possible ideas might be - teacher saying the number, drawing the starter number card from a bag, partner giving starting number, or other of your clever ideas.

*Spin the spinner to see if it lands on 2 less, 2 more, 3 less or 3 more. Touch and put a marker on the starter number.

*Start at the number where you placed your marker.  Move your marker to a number higher or lower, depending on where your spinner landed.

*Continue playing the game until it is time to stop.

 *You may use a journal to record the ending number.

**Challenge for younger students -Verbalize the number sentence that you did, such as: 7 is 2 more than 5; 13 is 3 less than 10, etc. Encourage math vocabulary when asking students to verbalize.

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**Challenge for younger students  -Journal work might include simply making the equation that you made with the spinner such as: 5 + 2 = 7; 13 – 3 = 10  

Spinner 

For students working on higher numbers

*The rules could be the same as above, but use higher starter numbers. Also if you need a visual aid tool, use some of the higher number charts you can find online sites. Examples could be charts showing numbers 200-500 and higher.

Record Observations

*These students need to reinforce their learning with journal work using equations, making up their own word problems from spinner results, or another goal, which you might want to work on. An alternative recording method could also be dry erase boards.

Gathering Materials

Some of the materials you will need to gather are: the spinner, paperclips, pencils, journals or something to record responses, small markers (i.e. dried beans), the more and less (2 more, 3 more, 2 less, 2 more) cards as alternative choice for spinner, number line and/or hundreds charts, number cards, if you wish students to randomly select the target number.

Two spinners on a page

If you are having students work in small groups or partners, gather and place all the materials in a container prior to starting the project.

If you wish a smaller spinner and use less paper, use this smaller spinner with two on the same sheet.

Word Cards

Another way you can incorporate the same skill idea is to change from using the spinner to using word cards with same words. Often your students will get tired of just using the spinner so changing it to word cards will get a bit more useful with the same skill idea.

Thank you so much for visiting my blog. I hope you can use some of the materials and ideas you have seen.

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https://www.teacherspayteachers.com/Store/Make-Math-Magic  you will find this product.

More Measurement Fun With Paper Clips

Welcome to My  Blog Post!!

More Measurement Fun

With Paper Clips

Paper clips come in many sizes and colors

 Do you wish your students could experience more hands-on activities with easy prep? In this posting, I hope to generate ideas about using paper clips

as a manipulative, since they are easily accessible in your classroom.

--> You may have regular jumbo and regular size paper clips and/or those sizes in color. It is interesting to see students make assumptions and predictions about the measurement unit if they are different in color or size.

Small clips

Jumbo clips

 Same object but two different sizes of paper clips. What do you notice?

A few things to consider when measuring paper clips or any other unit of measurement:

1. Review and establish how to measure an object, such being sure to line up the paper clip or any unit of measure so they touch end to end, with no gaps or overlaps between objects.

2. Give time at this point, for questions and clarification of how to properly use any measuring tool, and specifically paper clips.

3. If you believe it would be beneficial, do a practice measurement as a group before having them work on the activity.

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 4. Do you wish to use the activity as the whole group, small group, partner or independent work, math center or another idea that works for you?

How tall? colored clips

Color clips--How tall?

       Measuring the height of objects with colored clips.

Both jumbo and small clips

Ask the students to estimate about how many (large or small) paper clips the pattern block might be. Can they prove their estimate is close? Does that estimate change when you use large clips versus the small clips? I love to hear the students discuss their estimation and prediction thinking prior to the actual measurement. Assess by asking-do they use what they learned when they estimate the next time?

Gathering Materials

Gather the materials you want to use and put in containers. If you are having small groups, make sure you have containers for each of those groups. If you are later using as a math center, you will not need as many containers. I usually have a separate container for each size/kind of paper clip and a container for the materials to measure, which I put on each table if doing a whole class group lesson.

Record Observations

Have the children record their finding on the recording sheet. If they have journals, they could glue them into their journals. They love to find their own objects and do the activity with those objects. If no more space on this record sheet, they could use the blank sheet.

These are the recording sheets available to use. 

Think of other ways you can incorporate measurement into other math skills such as addition, subtraction, estimation, prediction, etc. You can use the same materials and add the extension activity to include addition and/or subtraction by asking them ‘How many total paper clips long or tall are 2 of your measured objects -Write an equation to show your thinking.’ A subtraction extension might be ‘ Which of those objects if taller (or longer? How much taller or longer? Write an extension to prove it.’

*Another idea I have done if make the activity a comparison estimation. Let’s say after you have measured a glue stick, the goal is to find something else in the room they estimate to be about the same number of paper clips long or tall.