**Counting, Numbers, Ordering**

__Count me in__** **http://www.abc.net.au/countusin/games/game3.htm

Objective: The player has to count the objects on the screen, then enter the number in either numerical and/or in word format.

The objects are randomly placed on the screen and randomly choosen, so the game can be played over and over again.

**Five Frame Activities** http://illuminations.nctm.org/ActivityDetail.aspx?ID=74 and **Ten Frame Activities****. **http://illuminations.nctm.org/ActivityDetail.aspx?ID=75 Students click on the number that tells how many chips arranged are on a five- or ten-frame; use chips to build a given number on a 5- or 10-frame; click on the number that shows how many more circles would fill the 5- or 10-frame; and use 5- or 10-frames to solve addition problems.

**Concentration**. http://illuminations.nctm.org/ActivityDetail.aspx?ID=73

Players try to match numbers (1-6 or 1-10) and the amounts they represent. The cards can be face-up or face-down. (This game can also be played with shapes and shape names, see Geometry below.)

**Count Your Chickens****. **http://www.learningplanet.com/sam/cyc/index.asp

A basic counting game, though the arrangements encourage the player to see and use rows and groups to figure out how many. Some number of animals appears and the game asks, “How many [dogs]?” The player clicks which of three numbers represents the total number. (This game requires Adobe’s Shockwave download.)

**Snakes and Ladders****. **http://www.bbc.co.uk/schools/numbertime/games/snakes.shtml

The traditional game, for 1 player or 2, by the BBC. Players roll a 1-6 die to see how many squares to move. (This game requires Adobe’s Shockwave download.)

**Whack a Mole**. http://www.ictgames.com/whackAMole/index.html

In the basic version, the starting number (0) is displayed at the top of the screen. The player clicks on the number that comes next (1) when they see a mole labeled with that number pop out of a hole. The game can also be set to begin counting from any number up to 100 and so that players have to count by a number, rather than by 1’s. For example, count by 2’s starting with 0.

__Spooky Sequences__**. **A line of numbered ghosts appears, one without a number label. Players type the number that should be on that ghost. K-1 students will benefit from playing with numbers to 10 http://www.oswego.org/ocsd-web/games/spookyseq/spookyseq.html , 30 http://www.oswego.org/ocsd-web/games/spookyseq/spookyseq1.html , or 100 http://www.oswego.org/ocsd-web/games/spookyseq/spookyseq2.html

or 1000 http://www.oswego.org/ocsd-web/games/spookyseq/spookyseq3.html ; from the versions that focus on counting by 2’s http://www.oswego.org/ocsd-web/games/spookyseq/spookycf2.html , 5’s http://www.oswego.org/ocsd-web/games/spookyseq/spookycf5.html , and 10’s http://www.oswego.org/ocsd-web/games/spookyseq/spookycf10.html ; and the versions that focuses on counting back by 1’s http://www.oswego.org/ocsd-web/games/spookyseq/spookycb1.html , 2’s http://www.oswego.org/ocsd-web/games/spookyseq/spookycb2.html , and 10’s http://www.oswego.org/ocsd-web/games/spookyseq/spookycb10.html . (From Oswego City School District.)

**The Number Track****. **http://www.crickweb.co.uk/ks2numeracy-properties-and-ordering.html#ntrack

Players complete a number track that goes to 20 by placing 5 numbers (or 10, or all of them) in the appropriate empty spaces. Students can also design their own game.

**Higher and Lower****. **http://www.wmnet.org.uk/resources/gordon/Higher%20And%20Lower%20-%20Reveal%20and%20Order%20v6.swf

Players put 5 cards in order. The cards have objects, words, or numbers on them. Choose numbers to 10, 20, 100 or1000.

http://www.bbc.co.uk/schools/numbertime/games/mend.shtml

In this game from the BBC, several numbers on a 100 chart are missing and laying to the right of the board. A character pops up in an empty square and asks “Where is it?” The player has to move the correct number to the empty square. (This game requires Adobe’s Shockwave download.)

** Match numeral to number word colouring **http://www.abc.net.au/countusin/games/game6.htm

Objective: The player has to move a crayon with a word number to the corresponding digit on a colour by number of Flying Girl.

The numbers and colours are in random order.

__Match numerals to pictures__** **http://www.abc.net.au/countusin/games/game5.htm

Objective: The player has to move a feather with a number of objects to the correct corresponding text number.

The numbers and objects are in random order.

** Odd or Even number game **http://www.softschools.com/math/games/odd_even_number_game.jsp choose whether a number is odd or even. Can outline number limits between 1-100

**Ordinal numbers**

** sequencing numbers **http://www.abc.net.au/countusin/games/game4.htm sequencing ordinal numbers

**Addition and Subtraction**

http://www.bbc.co.uk/schools/laac/numbers/chi.shtml

Players solve a variety of addition and/or subtraction problems, including unknown change problems (4 + ? = 6 and 6 – ? = 2). Level 1 presents problems with totals to 6 using the dots on ladybugs’ shells and Level 2 uses numerals and totals to 9. Level 3 is involves facts to 20. From the BBC. (This game requires Adobe’s Shockwave download.)

http://illuminations.nctm.org/ActivityDetail.aspx?ID=198

Players choose a number of shells to play with. The game counts out the shells and then an octopus hides some. The game counts how many are showing, and players use that information to determine how many are hidden.

http://www.ictgames.com/save_the_whale_v4.html

Given two labeled pipes of 10, side by side, the player has to complete the partially filled in one (e.g. if it has 6 links, the player needs to drag the one with 4 links up) to save the whale.

http://www.akidsmath.com/mathgames/addtoten.htm

The player needs to shoot a ball labeled with a number 1-10. If it hits the number that sums with it to make 10, both balls disappear (i.e. try to shoot the 7 so that it hits a 3).

** Number balance** http://www.crickweb.co.uk/ks1numeracy.html balance simple equations on a scale. E.g. 4+1=3+2

http://resources.oswego.org/games/ghostblasters2/gb2nores.html

Videogame-like practice with 2-addend combinations of any number up to 99. The players choose a target number and then try to be the first to click when they see two ghosts (labeled with numbers) that equal the target number. (From Oswego City School District.)

http://www.ictgames.com/flight_for_fuel.html

This videogame-like game provides practice with addition of two or more addends. Players try to collect an exact amount of fuel (e.g. 11) by gathering bits at a time (+4, +3, etc.) without going over.

**Connect Sums**. http://www.carstensstudios.com/mathdoodles/connectsums.html Players click on dot cubes (or numerals, or coins) that touch to make the target amount, which changes after each correct answer. There is a “solve mode” and a “race mode”. (This game requires Adobe’s Shockwave download.)

**Sums Stacker****. **http://www.carstensstudios.com/mathdoodles/sumsstacker.html Players rearrange three stacks of dot cubes (or numerals, or coins) to make 3 target sums. There are rules about moving the dot cubes that require strategic thinking. There is a “solve mode” and a “race mode”. (This game requires Adobe’s Shockwave download.)

**Ann & Addem’s Dartboard Game****. **http://www.bbc.co.uk/schools/numbertime/games/dartboard.shtml The inner circle of the dartboard is labeled with the numbers 2-9 and are worth their “face value”. The outer circle is worth double the inner circle. Players place one (level 1), two (level 2) or three (level 3) darts to make a target number. The size of the target numbers increases with each level, and addition notation is part of levels 2 and 3. From the BBC. (This game requires Adobe’s Shockwave download.)

**Techno Tortoise****. **http://www.ictgames.com/technowithflock.html Players direct a turtle on a number line to solve a given addition problem making *only *jumps of +10, +5, and +/- 1.

**Number Jump****. **http://www.carstensstudios.com/mathdoodles/numberjump.html Players use jumps of +/- 1-9 to use a ball to squish flies on 4 numbers parallel lines (with 1-hole gaps in them, for traveling from one to the next). (This game requires Adobe’s Shockwave download.)

**Powerlines****. **http://www.oswego.org/ocsd-web/games/Powerlines/powerlines1.html Students are presented with a gameboard and several sequential numbers. They are asked to place the numbers in positions such that each line is equal to the total that is displayed on the bottom of the page.

**Circle 21****. **http://nlvm.usu.edu/en/nav/frames_asid_188_g_2_t_1.html In order to complete the puzzle, each circle must add up to 21, using all of the numbers. When a circle is completed correctly, it changes color.

Speed Grid Challenge: Addition. Players click on two numbers that make the equation below the grid true. (e.g. __ + __ = 12). Players decide how many problems they want to solve in how many minutes. Level 1 includes numbers to 20 on the board, Level 2 goes to 40, and Level 3 goes to 50. (From Oswego City School District.)

Close to 20 and Close to 100. Players use 3 of 5 (or 4 of 6) digit cards to make a sum as close as possible to 20 (or 100) as they can. A player’s score is the distance the sum is from the target number. Players play against the computer.

** Speed Grid Challenge: **Subtraction. Players click on two numbers that make the equation below the grid true. (e.g. __ – __ = 27). Players decide how many problems they want to solve in how many minutes. Level 1 http://www.oswego.org/ocsd-web/games/SpeedGrid/Addition/urikares.html includes numbers to 20 on the board; Level 2 http://resources.oswego.org/games/SpeedGrid/Subtraction/urikasub2res.html goes to 40. (From Oswego City School District.)

**Add It Up****. **http://gamescene.com/Add_It_Up.html Players start with a board full of the numbers 1-9. The target number changes each time the player succeeds in making the previous one – using any number of squares (and they don’t have to be adjacent).

**Alien Addition****. **http://www.arcademicskillbuilders.com/games/alien/alien.html Players are given a total and must shoot a space ship whose expression equals that total. Players can set the range of the content and the speed at which they’d like to play: slow, normal, or fast. At the end of the game, statistics are provided, including information about errors.

**Addition Eaters****. **http://hoodamath.com/games/addition.php The player directs a monster around a board, making it eat only the expressions that equal the target number which is first 3, then 4, etc.

**Sum Sense****. **http://resources.oswego.org/games/SumSense/sumadd.html Given 3 or 4 cards (e.g. 6 9 5 1) and an empty expression (_ + _ = _), make a mathematically correct equation (e.g. 9+6=15). Players can set the number of questions and the amount of time. (From Oswego City School District.)

**Jet Ski****. **http://www.arcademicskillbuilders.com/games/jetski/jetski.html Video-game-like practice of the addition combinations. A problem is posed, and the player has to click on the correct answer (of 3 choices) to get the jetski to drive faster and win the race. After, the game provides statistics including information about errors.

**Addition and Subtraction Game****. **http://www.akidsmath.com/mathgames/addsub.htm Players begin with a board full of the numbers 0-9. They try to clear as much of the board as possible in the time allotted by correctly choosing numbers that make the equations that appear beneath the board (e.g. __ – __ = 4 or __ + __ = 9) true.

**Subtraction Eaters****. **http://hoodamath.com/games/subtraction.php The player directs a monster around a board, making it eat only the expressions that equal the target number which is first 3, then 4, etc.

**Sum Sense: Subtraction****. **http://resources.oswego.org/games/SumSense/sumsub.html Given 3 or 4 cards (e.g. 5 1 6) and an empty expression (_ – _ = _) make a mathematically correct equation (e.g. 6-5=1). Players can set the number of questions and the amount of time. (From Oswego City School District.)

**Island Chase****. **http://www.arcademicskillbuilders.com/games/island_chase/island_chase.html Video-game-like practice of the subtraction facts. A problem is posed, and the player has to click on the correct answer (of 3 choices) to get the jetski to drive faster and win the race. After, the game provides statistics including information about errors.

**Minus Mission****. **http://www.arcademicskillbuilders.com/games/mission/mission.html Players are given a difference and must shoot a green blob whose expression equals that number. Players can set the range of the content and the speed at which they’d like to play: slow, normal, or fast. At the end of the game, statistics are provided, including information about errors.

**Place Value**

**Give the Dog a Bone****. **http://www.oswego.org/ocsd-web/games/DogBone/gamebone.html

A dog asks you to find a particular number on a blank 100 chart. Clicking a square causes its number to appear. (From Oswego City School District.)

** 100 square hunt. **http://www.ictgames.com/100hunt2.html Find the target number on the 100 square. Each attempt is timed

** 100 square plus 10 hunt. **http://www.ictgames.com/100huntplus10.html Add 10 to the target number and find it on the 100 square.

** Splat 100 square **http://www.primarygames.co.uk/pg2/splat/splatsq100.html Can highlight and manipulate 100 square

**Shark Numbers****. **http://www.ictgames.com/sharkNumbers_v2.html Given three possible numbers, click on the one that shows how many base 10 blocks there are. If wrong, a shark takes a bite of the boat.

**Place Value Eaters****. **http://hoodamath.com/games/placevalueeaters.php The player directs a monster around a board, making it eat only the numbers with the specified number of tens or ones.

**Lifeguards****. **http://www.ictgames.com/LIFEGUARDS.html Players try to save swimmers located on a number line using *only *jumps of 10 or 1. (A move of ten 1’s is not allowed.)

** Place value **http://www.softschools.com/math/geometry/symmetry_game/ find the place value for the underlined digit. Can adapt game.

**Fractions**

**Sheep **** Counting **http://www.abc.net.au/countusin/games/game1.htm

Objective: The player has to move the sheep from left to right until there are the same number of sheep in each paddock.

** Halves** http://www.abc.net.au/countusin/games/game13.htm

The player has to match halves of images

** Melvin Makes a match** http://pbskids.org/cyberchase/math-games/melvins-make-match/ match up fractions that have the same value

** Thirteen ways to look at a half** http://pbskids.org/cyberchase/math-games/thirteen-ways-looking-half/ find 13 ways to make a half

** Fraction games **http://www.softschools.com/math/fractions/basic_game.jsp identify the correct fraction. Can define the level required

**Data**

http://www.learner.org/teacherslab/math/patterns/buttons/

Students try to figure out which button the computer has chosen by asking yes/no questions. Young students will need help with the reading, with determining the different attributes, and with the logistics of playing (e.g. how to ask a question, how to process the feedback from the computer).

**Guess My Rule with Attribute Blocks****. **

http://nlvm.usu.edu/en/nav/frames_asid_270_g_1_t_3.html

The computer chooses a rule — for example, all the blocks in the oval are/should be small (or squares or blue). Students try to figure out the secret rule based on which Attribute Blocks (different shapes that are large/small and different colors) fit the rule, and by placing additional shapes and getting feedback (clicking “Check”). If the shape does not fit the rule, the computer removes the shape from the oval and says “Try again.” If the shape does fit the rule, but all of the shapes that fit the rule are not yet in the oval, it leaves the shape where it is and says “Try again.” Once all of the blocks have been correctly placed, the computer says “Correct! All the blocks inside are [small].” Young students may need help with the reading, with determining the different attributes, and with the logistics of playing (e.g. how to ask a question, how to process the feedback from the computer).

**Pattern Quest****. **http://pbskids.org/cyberchase/math-games/pattern-quest/ Much like the familiar game Master Mind, students get 8 tries to guess the four cars (and their order) that the computer has secretly chosen. After each attempt, the computer gives feedback. (At the easy level, the game tells which car(s) are correctly placed; in the hard level, the game gives feedback only about the cars used, not their placement.) After the 8th and final try, the answer is revealed to them if they did not figure it out. (From PBS’s Cyberchase Games.)

** **

**Patterns and Functions**

http://www.crickweb.co.uk/Early-Years.html#beads

Students make a copy a given repeating pattern.

** Crazy pattern machine **http://funschool.kaboose.com/preschool/learn-abcs/games/game_crazy_pattern_machine_the.html fill in the missing piece from the pattern

http://nlvm.usu.edu/en/nav/frames_asid_184_g_1_t_1.html

Students finish a partially completed pattern. (Note that some of the patterns might be quite complex for K-1 students.)

**Function Machine****. **http://pbskids.org/cyberchase/math-games/stop-creature/ Students have to guess the rule the machine is using to change numbers as they pass through it. The machine collects data about the numbers that have gone into and out of the machine. They guess the rule by entering the operation and the number (e.g. x 10 would mean the machine multiples every number that goes through it by 10). (From PBS’s Cyberchase Games.)

**Multiplication and Multiplication Facts**

**Camel Times Tables****. **http://www.bbc.co.uk/bitesize/ks1/maths/multiplication/play/ Help Molly load her camel with the right amount of food for her trip by clicking on the multiplication expression that matches the situation illustrated. Note that this is a British game, so the illustrations show 5 taken 7 times for 5 x 7 (e.g. 7 plates each with 5 strawberries), rather than 5 groups with 7 strawberries in a group. Also, the “really hard” level uses the word sum to refer to the expression. From the BBC. (This game requires Adobe’s Shockwave download.)

**Math Cats****. **http://www.mathcats.com/explore/multiplicationtable.html Students can explore multiplication through the use of arrays on this site. Students select the dimensions of the array and then it is displayed in the grid. More of a tool than a game, but helpful for learning multiplication with arrays.

**Time**

**Clock Works****. **http://www.mathcats.com/explore/multiplicationtable.html Click on the digital time that matches the time displayed on the clock; or, click on the time it will be in a given amount of time. In the “really hard” level, you click on the time in words (rather than in digital format), and work with times to the quarter hour. From the BBC. (This game requires Adobe’s Shockwave download.)

**Stop the Clock****. **http://www.oswego.org/ocsd-web/games/StopTheClock/sthecR.html Match 5 analog clocks telling times to the hour with the words that match that clock. Other variations focus on matching analog clocks that show times to the half hour http://www.oswego.org/ocsd-web/games/StopTheClock/sthec1.html , quarter hour http://www.oswego.org/ocsd-web/games/StopTheClock/sthec2.html , five minutes http://www.oswego.org/ocsd-web/games/StopTheClock/sthec3.html or minute http://www.oswego.org/ocsd-web/games/StopTheClock/sthec4.html , to digital clocks showing the same times. (From Oswego City School District.)

** Match times **http://www.abc.net.au/countusin/games/game10.htm Match analogue and digital times on cards

** Spinning Clock **http://www.teacherled.com/resources/clockspin/clockspinload.html manipulative clock with minute and hour hands

** Hickory Dickory Dock** http://www.ictgames.com/hickory4.html direct the mouse to the right clock. Half past, quarter to and quarter past.

** Calendar quiz **http://www.softschools.com/math/calendar/activities/calendar_game/ identify the right date for each question

**Money**

** Money master** http://www.mathsisfun.com/money/money-master.html how fast can you give change. Can choose level of difficulty

**Capacity**

** Volume** http://www.abc.net.au/countusin/games/game15.htm the player has to judge the volume of different vessels

** Can you fill it** http://pbskids.org/cyberchase/math-games/can-you-fill-it/ choose different size containers to fill a pot in the least amount of pours

**Length**

** Height** http://www.abc.net.au/countusin/games/game14.htm the player has to sort the height of the players on the field

** Ruler games** http://www.softschools.com/measurement/games/ruler/ metric ruler activities. Cm and mm

** Taller and shorter game **http://www.softschools.com/measurement/games/tall_and_short/ click to identify which image is tallest or shortest

** Long or short **http://www.softschools.com/measurement/games/long_and_short/ click to identify longest or shortest

**Weight**

** Mr. Pip’s fruit balance** http://www.crickweb.co.uk/ks2numeracy-shape-and-weight.html scales to balance fruit or to check heaviest and lightest

** Weigh it up **http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/weigh/index.htm Each shape has a different weight

**Geometry**

http://illuminations.nctm.org/ActivityDetail.aspx?ID=73

The player tries to find matches between shapes and shape names. The cards can be face-up or face-down. The computer will read the words aloud if requested.

Tangram Puzzles. Students arrange a set of 2-D shapes to form a picture. Young students will do better with sites that provide the outlines of the puzzle they are to solve, rather than just a small picture of the completed puzzle, and may need help learning how to turn shapes to change their orientation. Try **Playhouse Puzzles** by Invention at Play http://www.inventionatplay.org/playhouse_puzzle.html (3 puzzles), **Tangram Puzzles** from PBS Cyberchase Games http://pbskids.org/cyberchase/math-games/tanagram-game/ (20 puzzles, be sure to click “lines on”), or **Tangrams** http://nlvm.usu.edu/en/nav/frames_asid_268_g_1_t_3.html (14 puzzles, click on the pictures at the bottom of the window). (The PBS site requires Adobe’s Shockwave download.)

**Symmetry****. ****http://gwydir.demon.co.uk/jo/symmetry/index.htm** This site offers explains and offers explorations of reflective and rotational symmetry. Students can also make their own symmetrical designs.

** What are 2D and 3D shapes **http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/3d/index.htm explores attributes of shapes

** Buried 3D shapes **http://www.primaryresources.co.uk/online/longshape3d.html Guess the half buried shape

** What 2D shape am I **http://www.ngfl-cymru.org.uk/vtc/ngfl/maths/maerdy_2d/e_index.html given attributes and have to name shape

** Symmetry game **http://www.softschools.com/math/geometry/symmetry_game/ complete the symmetrical pattern

**Problem solving**

** Mathsplayground** http://www.mathplayground.com/wpdatabase/wpindex.html Hundreds of self-checking math word problems for students in grades 1 to 6. There are currently 675 word problems available.

** Cyberchase problem solving** http://pbskids.org/cyberchase/find-it/problem-solving/games/ Pick from a range of problems

** Nrich maths** http://nrich.maths.org/primary-lower a new problem every week

** Addition/ subtraction word problems **http://www.softschools.com/math/word_problems/quizzes/ Can choose mixed or addition or subtraction problems