Package 2 - Year 1 and 2 Mathematics - Go fish -teen and -ty
In this task your child will play a card game using -teen and -ty numbers.
Week 6 - Package 2 - Year 1 and 2 Mathematics - Go fish -teen and -ty
Things you need
Have these things available so your child can complete this task.
Another player/ players
Clear space to place the cards
Your child could play concentration or memory instead, if your child is unable to play ‘Go fish’ with someone.
Why is this activity important?
Having strong knowledge of number names and ways of representing numbers is a critical part of developing number sense.
Before you start
Some background information,' the suffix 'ty' means groups of ten. For example, if we have four groups of ten, we rename it as forty.
Make sure you have the required resources ready to use.
This activity can be played individually, with a partner or with a group of people.
What your child needs to know and do
You can easily adapt this task to suit the skills of your child.
What to do next
How to play:
Shuffle the cards.
If you have 2 players, deal 7 cards to each player.
If you have 3 or more players, deal 5 cards to each player.
Put all of the left-over cards in a central pile.
Choose a player to go first. Then, take turns to look for matching pairs. Once you have a pair, you can put the pair down and keep it. Take it in turn to ask a player for a specific card. For example, “Amy, do you have ‘thirteen’ in words?”
If the player has the card you asked for, she or he must give you that card. If she or he doesn’t have the card, they say “go fish” and the person picks up a card from the central pile. If you happen to draw a card you need, a pair can be made. Otherwise, it is the next player's turn.
Go Fish continues until either someone has no cards left in their hand or the draw pile runs out.
The winner is the player who then has the most matches (sets of pairs).
Options for your child
Activity too hard?
Have a look at the cards with your child and discuss the representations.
Activity too easy?
Ask your child to think of other ways to show a representation.
Follow-up questions to ask your child
Is there another way we could play this game? Let’s make up some new rules together.
How are you deciding that these cards go together?
Why are those two representations the same?
Encourage your child to create their own cards to use in this game.