Family Guide to Supporting

3rd Grade Students

Learning From Home
Dear Families,

Welcome to ST Math! We believe your child has the potential to deeply understand, and truly love math. At MIND
Education, our mission is to ensure that all students are mathematically equipped to solve the world’s most
challenging problems. We have designed some resources in this guide that are designed to support your child’s
math learning at home. Check out the three types of activities included in this guide.

ST Math Program: ST Math is a PreK-8 visual instructional program that leverages the brain’s innate spatial-temporal
reasoning ability to solve mathematical problems. ST Math games include challenging puzzles that help your child
deepen their mathematics understanding. If you need more information on ST Math, please visit [Link].

Hands-On Math Activities: The Hands-On Math

Activities focus on specific math concepts within
a grade level. Each activity is designed to engage
your child in hands-on learning and promote
understanding of the concept. These activities
are fun for children and families to do math at
home. Each activity includes clear directions,
vocabulary words, and questions families can ask
to support their children during the activity.

Table Games: Number Sense is an area that

is critical to mathematics learning. It includes
mathematical concepts like counting, addition,
subtraction, multiplication, division, fractions, place value, estimation, and many others. In this packet, there are
games that families can play at home with their children to build number sense and practice those critical skills in a fun
and engaging way through gameplay.
Contents

ST Math 4-9
Resources to support, monitor, and assess
your child’s learning while they play ST Math.

Math Content Focused Activities 10-19

A collection of hands-on, grade-band activities
focused on practicing and exploring math concepts.
(Children will not get on ST Math for these activities.)

20-44
Building Number Sense Activities
Hands-on games designed to support
children in building number sense.
(Children will not get on ST Math for these activities.)
 Tips to make the most of ST Math
Resources to support, monitor, and assess children learning while they play ST Math.

Your child will work independently on ST Math and track their usage on the ST Math calendar
(page 6). Recommended usage time is 20 to 30 minutes, 3 times a week. Work with your child
to set goals and monitor their progress toward achieving their goals. This is a great
opportunity to help your child see that they can achieve their goals.

If possible, take time to sit with your child and ask them to explain to you what they are
learning with ST Math. ST Math puzzles provide a great foundation for math discourse.

A fun way to share learning together is to have your child “teach” a family member how to
play one of the ST Math games. They can share the mathematics in the game.

Encourage your child to use the Problem Solving Process to help problem solve through
the puzzle. We’ve designed a bookmark (pages 7-8) that you can use with your child.

If your child gets stuck playing the ST Math puzzles, you can also use the questions on the
Facilitating Questions poster (page 9) to help your child problem solve through the ST Math
games.

If your child is struggling, use some at home math tools which you can find around the house
or that you can make in the house. Some ideas include using pastas, dried beans, dice, playing
cards, coins, beads, buttons, egg cartons, legos, index cards, etc.

4
 ST Math Resources Included in This Family Guide

ST Math Usage Calendar: As your children play ST Math,

have them track their progress on the calendar.

Problem Solving Process Facilitation Bookmark: The

facilitation bookmark is a great tool for your child when
they are struggling with a puzzle. Use this bookmark
to walk through the Problem Solving Process with your
child. This will help your child with understanding what
the puzzle is asking them to do and what they need to
solve it.

Facilitating Questions Poster: This poster is a great

resource provided to families to help support your
child while they play ST Math at home. It is important
not to tell your child the answer, but to ask questions
that help them think through the puzzles. For more
information on this strategy, view the videos on our
instructional resources YouTube playlist.

5
 ST Math® Usage Calendar
Mark your progress every time you use ST Math. Try to play at least 30 minutes. Color the box each day that shows the number of minutes you played. Fill
in how many puzzles you completed in ST Math.

STUDENT NAME: ___________________________________________________________________________________________________________

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DATE: DATE: DATE: DATE: DATE:

10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min.

Number of Puzzles Number of Puzzles Number of Puzzles Number of Puzzles Number of Puzzles
I Completed: I Completed: I Completed: I Completed: I Completed:

DATE: DATE: DATE: DATE: DATE:

10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min.

Number of Puzzles Number of Puzzles Number of Puzzles Number of Puzzles Number of Puzzles
I Completed: I Completed: I Completed: I Completed: I Completed:

DATE: DATE: DATE: DATE: DATE:

10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min.

Number of Puzzles Number of Puzzles Number of Puzzles Number of Puzzles Number of Puzzles
I Completed: I Completed: I Completed: I Completed: I Completed:

DATE: DATE: DATE: DATE: DATE:

10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min. 10 min. 20 min. 30 min.

Number of Puzzles Number of Puzzles Number of Puzzles Number of Puzzles Number of Puzzles
I Completed: I Completed: I Completed: I Completed: I Completed:

© 2023 MIND Education All rights reserved.

6
7
8
Facilitating Questions
In ST Math®, the puzzles start off simple and then get more challenging as your student
progresses. If they encounter a difficult puzzle, they may ask you for your help. Don’t feel like
you have to give your student the right answer. Allow them to experience productive struggle.

Here are some questions that you can ask your student to help them stay motivated. These
questions can be used in the classroom or at home:
• Describe what you see on the screen.
• What have you tried to do to solve the puzzle?
• What do you think you need to do to solve the puzzle?
• Describe the strategy that you are going to try.
• What do you think is going to happen when you click the Go Button?
• Describe what you see after you try your strategy. Was it what you expected?
• How does this compare to what you thought would happen?
• What did you learn from the animated feedback?
• What do you know now to help you with future puzzles?

If they continue to struggle and do not know what to do, have them play a previous level.
Then ask them, “What did you learn from the previous level that can help you in this new
level?” followed by, “Why do you think it worked?” Or suggest using some math tools they
can find around the house.

I TRY

I SEE I THINK I LEARN I KNOW

© 2022 MIND Research Institute. All rights reserved. ST31-220915

 Hands-On Math Activities
A collection of hands-on, grade-band activities focused on practicing and exploring math concepts.

Tips for doing these activities at home:

• These are great activities for you to do with your child. Family members can use the questions and ideas provided
to promote math conversations.
• Once your child finishes the activity, have them write a 5-sentence summary or draw a picture of what they
learned. They should also list any questions they have for their teacher.

Resources Included in This Family Guide

Math Activity Guide: This guide outlines activities,

their related materials, and math concepts.

Math Activity Sheets: These activity sheets include

directions, vocabulary words, sample questions, and
extension ideas. The activities are designed so that
students can do it with the teacher or at home with
their families.

10
 Grade 3

Game Materials Needed Key Ideas

• Any small household items. Some examples Multiplication is related to addition. When you
Add It Up!
include cereal, coins, beans, crayons, etc. multiply you are adding together equal groups.

• Any small household items. Some examples Division is related to subtraction. Repeated
include cereal, coins, beans, crayons, etc. subtraction can form equal groups. Fair sharing
Equal Groups
• Small plates (dealing out) one at a time can form equal
• Number cube or dice groups too.

Modeling • Any household item you have 30 of. Some

Multiplication is counting equal groups and
Multiplication examples include cereal, coins, beans,
division is creating equal groups
and Division crayons, etc.

• Square shaped household items

Area is the number of unit squares needed to
(Post-It© notes, square crackers, notecards
Build It cover a rectangle. Perimeter is the sum of the
cut into squares)
lengths of all 4 sides of a rectangle.
• Rectangle shaped pieces of paper

A fraction is written with a numerator and a

• Pencil
denominator. The denominator represents the
• Crayons
Name It total number of equal pieces. The numerator
• Sticky notes (or small square pieces
represents how many of those equal pieces
of paper)
were counted.

Patterns in the addition or multiplication table

Pattern
• Pencil and paper can be identified and explained using th
Detectives
properties of operations.

Shapes can be classified acco ding to

• Toothpicks
Shape Up attributes, such as number of sides and types
• Notecard or piece of paper
of angles.

• Nickels
Nickels and Some problems have more than one step.
• Dimes
Dimes Parentheses can help to clarify these steps.
• Pencil and paper

© 2023 MIND Education All rights reserved.

11
 Add It Up!
Activity for 3rd Grade Students
This game focuses on helping children to make the connection between addition and multiplication. Your
child should understand that when they multiply 4 x 3, for example, they are finding the total of 4 g oups of 3.
This is the same as 3 + 3 + 3 + 3 which is equal to 12.

Directions:
• Gather paper, a pencil, a number cube (dice) and some small
household items like cereal, beans, buttons, pennies, etc.
• Ask your child to roll the number cube to determine how many groups
to draw. For example, if they roll a 5 they would draw 5 circles to
represent the 5 groups.
• Have your child select a specific household item (e.g., pennies) the
roll the number cube again to determine how many (pennies) are in
each group. Place that number of (pennies) in each group.
• Work together to write the repeated addition sentence to represent
the groups (e.g., 5 groups of 2 objects would 2 + 2 + 2 + 2 + 2 = 10).
• Work together to write the repeated addition sentence as a
multiplication sentence (5 x 2 = 10).
• Roll again and repeat.

Math Words
to Use: Materials Sample Questions to Ask:

Multiply • Any small household item • How do you know your groups are equal?
Groups of Some examples include cereal, coins, • How many equal groups do you have?
Equal groups beans, crayons, etc. • What are different ways to find the tota
Skip counting • ST Math Creature Board number of objects you have?
• How could you represent your model with an
equation?

Ideas to extend Learning:

• Use the ST Math Creature Board to create multiplication situations. Roll a number cube (or draw a card) and
then pick a Creature. Ask your child to write both a repeated addition sentence and a multiplication sentence to
represent the total number of shoes the creatures would wear.
• Pose just a multiplication problem (e.g., 3 x 6) to your child and see if they can represent the problem with a
picture, model, or story problem.
• Look for equal groups of objects around your house (e.g., toy cars with 4 wheels each, pairs of shoes, chairs with
4 legs each,windows with 6 panes each). Ask your child to represent the groups with both a repeated addition
sentence and a multiplication sentence.
• Find sets of items around the house and have your child put them into different number of equal groups (e.g.,
eggs into 2, 3, 4, 6 groups).

© 2023 MIND Education All rights reserved.

12
 Equal Groups
Activity for 3rd Grade Students
This game focuses on helping children to make the connection between division and subtraction. Your child
should understand that one strategy for division is to make fair shares. This strategy is a lot like dealing out a deck
of cards - each group gets one before any group gets 2 (one for you, one for me, two for you, two for me, etc.).

Directions:
• Gather paper, a pencil, small plates and some small household items
like cereal, beans, buttons, pennies, etc.
• Write out a series of division problems (without remainders) for your
child to solve.
• Work with them to recognize what the parts of a division problem
represent. For example, for the problem 12 ÷ 4, the 12 represents the
total number of items. The 4 represents the number of equal groups
that need to be made.
• Have your child select a set of household items to count, like beans.
Ask them to count out the number of (beans) to represent the total
in the division problem. (ex. 12 beans). Give them plates to use to
represent the groups. Ask “How many beans are in each group?”
Work together to deal out or “fair share” the items to find the answe .

Math Words
to Use: Materials Sample Questions to Ask:

Divide • Any small household items. • How do you know how many total objects
Equal groups Some examples include cereal, coins, you need?
Fair share beans, crayons, etc. • How do you know how many equal groups
• Small plates you need?
• How do you know your groups are equal?
• How many objects are in each equal group?
• What is a multiplication problem related to this
division problem?

Ideas to Extend Learning:

• Look with your child at a completed model of one of the division problems. Help your child to see that by creating
equal groups they have made a model of a repeated addition sentence. Help them to write the repeated addition
sentence and the related multiplication sentence.
• Work together to make a list of times your child and your family have used division.
• Show your child another common way to represent a division problem (e.g., 15 ÷ 3). Talk to them about how to
“read” this problem (e.g., “15 divided by 3”) and ask them to show their strategy to solve the problem.

© 2023 MIND Education All rights reserved.

13
 Modeling Multiplication and Division
Activity for 3rd Grade Students
This game focuses on helping children to understand the meaning of multiplication and division. For example, 6 ÷
3 means a group of 6 objects placed into 3 equal groups. 6 x 3 means 6 groups of 3 objects each.

Directions:
• Gather 30 household items (30 of the same object would help to
make sure the math concept is clear so cereal, coins, beans, etc.
would work best).
• Pose the following problems one at time to your child and ask them to
“read” each problem out loud to you. (12 ÷ 3, 4 x 5, 2 x 9, 24 ÷ 6, 5 x
6, 7 x 3, 28 ÷ 4)
• Have your child use the household items to represent and solve
each problem.
• Encourage your child to think out loud as they work (e.g., “For 12
÷ 3, I need 12 objects. I’m going to pass them out to make 3 equal
groups. 1, 1, 1, 2, 2, 2, 3, 3, 3, 4, 4, 4. Each group has 4 so the
answer to 12 ÷ 3 is 4.”)

Math Words
to Use: Materials Sample Questions to Ask:

Multiply • Any household item you have 30 of, such • What was your first step when yo
Divide as cereal, coins, beans, crayons, etc. represented this problem?
Groups of • How did you represent the multiplication
Equal groups problem?
Skip counting • How did you represent the division problem?
• How could you prove your answer is correct?
• How is the way you represent a multiplication
problem different than the way you represent
a division problem? Why?

Ideas to Extend Learning:

• Discuss how multiplication and division are related. How can you use a multiplication fact you know, for example,
to solve a related division fact?
• Have your child write all of the related facts (fact family) for each problem they solve.
• After your child models a division problem, have them write the repeated addition sentence that represents the
equal groups they made.
• Look at the images below. What is the same? What is different?

© 2023 MIND Education All rights reserved.

14
 Build It
Activity for 3rd Grade Students
This game focuses on helping children to understand how to find the a ea and perimeter of a rectangle. Your child
should recognize the area as the number of unit squares needed to cover a rectangle. Perimeter is the sum of the
lengths of all four sides of a rectangle.

Directions:
• In these activities, focus on the difference in the two types of
measurement. Area is the total number of unit squares needed to
cover the inside of the rectangle. Perimeter is the distance around the
outside of a rectangle.
• Gather square shaped household items (e.g., sticky notes) as well as
rectangle shaped pieces of paper from around the house.
• Have your child use their “unit squares” to cover a piece of rectangle
shaped paper. Count the squares to find the a ea of the rectangle.
• Have your child measure and label the length of each side of the
rectangle using one side of their unit squares. Add together the side
lengths to find the perimete .
• Repeat with other rectangle shaped pieces of paper.

Math Words
to Use: Materials Sample Questions to Ask:

Area • Square shaped household items (Sticky • How are area and perimeter different?
Perimeter notes, square crackers, notecards cut into • How did you solve for the area? Why?
Unit square squares) • How did you solve for the perimeter? Why?
Cover • Rectangle shaped pieces of paper • How did you use what you know about
Side length rectangles to find the a ea and perimeter?
• When would we need to find the a ea of an
object in real life?
• When would we need to find the perimeter o
an object in real life?

Ideas to Extend Learning:

• Ask your child to create rectangles with the same area but different perimeters or the same perimeter but
different areas.
• Challenge your child to find a missing side length if the perimeter of a ectangle is given.
• Use the model your student made with their square units to introduce the formula for area (A = L x W).

© 2023 MIND Education All rights reserved.

15
 Name It
Activity for 3rd Grade Students
This game focuses on helping children to understand what the parts (numerator and denominator) of a fraction
represent. Your child should understand that the denominator represents the number of equal pieces the whole
has been divided into (e.g., 1/4 tells us the whole has been cut into 4 equal pieces). They should also understand
that the numerator represents how many of those equal pieces we have (e.g., 3/4 means we have 3 of the 1/4
pieces).

Directions:
• Gather a pencil, crayons and sticky notes or other small pieces of
square shaped paper.
• Work together to fold to divide the sticky notes into halves, fourths
and eighths. Make 3-4 of each denominator.
• Have your child randomly shade in fractional parts on the sticky notes
(e.g., 2 pieces on this one, 3 on this one, 1 on this one, and so on).
• Work together to name each complete square. Start with the
denominator first by counting the total number of equal pieces. The
count the number of pieces that were colored to write the numerator.

Math Words
to Use: Materials Sample Questions to Ask:

Fraction • Pencil • How many equal pieces do you see?

Equal parts • Crayons • How many equal pieces did you color in?
Halves • Sticky notes (or small square pieces of • What does the numerator represent?
Fourths paper) • What does the denominator represent?
Eighths
Numerator
Denominator

Ideas to Extend Learning:

• Use (or make) a sticky note fraction to represent 1/2, 1/4, and 1/8. Talk with your child about how the pieces
compare. Ask your child why the fractional pieces get smaller as the denominator gets bigger.
• Ask your child to fold a sticky note into 4 equal pieces. Then ask them to color 4 of the pieces. Talk together about
how to name the fraction (4/4) and what that fraction represents. Explore other ways 1 whole can be written as a
fraction.
• Go on a fraction hunt in your home. Look at measuring cups, recipes in cookbooks, the amount of liquid left in
containers in your refrigerator, etc.

© 2023 MIND Education All rights reserved.

16
 Pattern Detectives
Activity for 3rd Grade Students
This game focuses on helping children to see arithmetic patterns in addition and multiplication tables. Your child
should use what they know about skip counting, addition and subtraction to help them to see the patterns and
state the rule of the pattern.

Directions:
• Show your child the pattern “5, 10, 15, 20, 25, 30…”
• Talk together about what is happening between the consecutive
numbers in the pattern. Ask your child how you could use this to state
the rule of the pattern.
• Look again at the numbers in the pattern. Ask your child if the
numbers are odd or even. Discuss why the numbers here alternate
between odd and even. What happens when we add an odd number
and an odd number? An even number and an odd number?
• Continue with the other patterns listed. Investigate how the
consecutive numbers change. Decide whether the numbers are odd
or even or both and why.
• Patterns to investigate include: (4, 8, 12, 16, 20, 24…), (7, 14, 21, 28,
35…), (1, 3, 5, 7, 9, 11…), and (100, 200, 300, 400, 500…).

Math Words
to Use: Materials Sample Questions to Ask:

Even • Paper and pencil • Why are all of the numbers in this pattern
Odd even/odd?
Rule • Why do the numbers in this pattern alternate
between even and odd?
• What comes next in this pattern?
How do you know?
• How does this pattern relate to multiplication?

Ideas to Extend Learning:

• Print out a multiplication table and cut it apart into puzzle pieces. Ask your child to put it back together and explain
their strategy.
• Challenge your child with patterns that do not start with the first number in the patte n and ask them to extend the
pattern (e.g., 36, 40, 44, 48, ___).
• Investigate the skip counting patterns for x 2, x 4 and x 8. How do they relate to each other? How can we use
what we know about doubles to solve for x 4 and x 8?

© 2023 MIND Education All rights reserved.

17
 Shape Up
Activity for 3rd Grade Students
This game focuses on helping children to use geometry vocabulary to name and classify shapes. Your child should
understand that shapes can be named and classified based on attributes such as the number of sides, types of
angles and more.

Directions:
• Give your child toothpicks and ask them to make the different shapes
from the list below.
• After your child makes each shape, talk about its attributes.
Ask questions about the number of sides, number of vertices
(corners), and number of angles.
• Use the corner of a notecard or piece of paper as a “square corner
checker”. Have your child determine which shapes have “square
corners” (right angles), such as squares and rectangles.
• Repeat with all of the shapes in the list. Help your child to use correct
geometry vocabulary as they describe the shapes.
• Shapes to make: square, rectangle, rhombus, pentagon, hexagon,
octagon

Math Words
to Use: Materials Sample Questions to Ask:

Triangle • Toothpicks • What is the name of this shape?

Quadrilateral • Notecard or piece of paper • How many sides/vertices/angles does this
Rhombus shape have?
Square • A quadrilateral is a shape with four sides.
Rectangle Which shapes did you make that are
Pentagon quadrilaterals?
Hexagon • How do you know this shape has a square
Octagon corner (right angle)? How many does it have?
Vertices • Do all of one type of shape look alike? Why or
Right angle why not?

Ideas to Extend Learning:

• Ask your child to compare two shapes. Have them focus on what the shapes have in common and what is
different (e.g. square vs rhombus, square vs rectangle, pentagon vs quadrilateral).
• Explain that parallel lines are lines that do not touch and will never touch. Can your child identify shapes that have
sets of parallel sides? Then explain that perpendicular lines are lines that cross to form right angles. Can your child
identify shapes that have perpendicular sides?
• Congruent shapes are two shapes that are the same size and same shape. Can your child use toothpicks to build
sets of congruent shapes?

© 2023 MIND Education All rights reserved.

18
 Nickels and Dimes
Activity for 3rd Grade Students
This game focuses on helping children to perform more than one operation in a single problem. Your child does
not yet have to know the order of operations, so parentheses can help to clarify which operation is completed first
in a two-step problem.

Directions:
• Gather a pile of nickels and dimes.
• Have your child grab a handful of the coins and sort them into two
groups (nickels and dimes).
• Work together to write an equation to represent the total value of the
coins. For example, if your child grabs 3 nickels and 4 dimes, the total
value could be written as (3 x 5) + (4 x 10).
• Explain to your child that the operations inside the parentheses are
completed first (e.g. 3 x 5 = 15 and 4 x 10 = 40) and then the tw
answers are added together (e.g., 15 + 40 = 55).
• Have your child return the coins, grab another handful and repeat.

Math Words
to Use: Materials Sample Questions to Ask:

Parentheses • Nickels • How could we represent the total value of

Operation • Dimes the nickels?
Two-step • Paper and pencil • How could we represent the total value of
problem the dimes?
• How do we find out the total value of th
coins all together?
• What do the parentheses tell us to do in
this equation?

Ideas to Extend Learning:

• Pose two-step word problems for your child to solve. The word problems could involve the same operation or two
different operations. For example, “Maddie has 3 bags of pencils with 8 pencils in each bag. If she gives away 12
pencils to her friends, how many pencils will Maddie have left?”
• Explain to your child that a variable is a letter or symbol that represents an unknown. Use a variable in each equation
you write to represent the coins they grabbed.
• Challenge your child by adding a few quarters into each handful of coins to make the problem a three-step problem.

© 2023 MIND Education All rights reserved.

19
 Table Games
Hands-on games and math stories designed to support your child in building number sense.

Tips for families:

• Play the Table Games with your children. This is a great opportunity to strengthen their math skills and have fun at
the same time.
• Some of the games in the packet include game boards. All of the game boards can easily be made by your child
instead of printing them out.
• Consider making these games part of a fun family game night.
• Use the ST Math Creature Board to play the game target number. The directions to play the game are included in
this guide.
• Challenge your children to create their own mathematical problems for you to solve.

Resources Included in This Family Guide

The resources in the table below are provided in the Family Guide to support your child as they learn at
home.

Grade-Band Game Activity Guide: This guide outlines

games, their related materials, and math concepts.

Game Directions: Step-by-step directions on how to

play the games. These games are focused on building
number sense.

ST Math Creature Mat Guide: A guide of sample

activities using the ST Math Creature Mat to build
number sense.

ST Math Creature Board: A creature board highlighting

some of the characters from the ST Math games. This
board can be used to explore math concepts.

20
 Third, Fourth, and Fifth Grade Games to Play at Home
This is a collection of games that can be done with third, fourth or fifth-grade students. A direction sheet is
provided for each activity. This outlines the activity, specifies how to play, and offers information around
vocabulary words and questions family members can ask to promote thinking. All of the activities are
designed for families and children to play together.

Activity Name Materials Needed Key Idea(s)

Adding, subtracting
Final Countdown • Deck of Cards
and multiplying
• 3 game pieces per player to be used as Multiplication Chips
whole numbers

Adding and
Five for • Deck of cards subtracting whole
Twenty-Five numbers

• Tic-Tac-Toe boards. You will need to print the board or

Traffic Light
make your own. Logic
Tic-Tac-Toe • Red, yellow and green color tiles

• Dara game board. You will need to print the board or make
Dara your own. Logic
• 12 small game pieces per player

• Two paper clips

Multiplication • Two different color chips or game pieces Multiplying one-digit
Connect Four numbers
• Game board. You must print the game board.

Equivalent Equivalent
Fraction • 1 deck of Equivalent Fraction cards. You must print the cards. fractions
Concentration

• 1 set of fraction cards. You must print the fraction cards. Adding and
Number Line
• Number line for each player
Fraction Bingo subtracting fractions
• 4 centimeter cubes for each player

• 1 set of fraction cards. You must print the fraction cards.

• Number line 0 to 2 for each player. You may print the number Adding and
Race to 2 subtracting fractions
line of make your own.
• 1 small game marker for each player

JiJi Sudoku • JiJi Sudoku game boards. You must print the game boards
and JiJi cards. Logic

© 2023 MIND Education All rights reserved.

21
 Final Countdown
For 2 to 4 players

Supplies:
• Deck of cards
• 3 game pieces per player to be used as Multiplication Chips

How to Play:
1. Shuffle the cards.
2. Deal out 4 cards per player.
3. Place the remaining cards in the middle face down.
4. Player One places a card from their hand face up in the center and subtracts the value from 100.
(For example, Player One plays a 7 and says 93.) They take the top face-down card to replace the
card they played.
5. Player Two places a card from their hand face up on top of the first card, subtracts the value of their
card from the new number, and takes a card from the face-down pile. (For example, Player Two plays
a 10 and says 83.)
6. As play continues, each player adds a card to the pile and states the new difference.
7. After playing their card, each player picks the top face down card from the center deck to replace
the card they played.

Multiplication Chips:
• Each player gets 3 Multiplication Chips which they can play when it’s their turn. The chips change
the value of a card.
• The player can use a chip to multiply their played card by 3 or 5. For example, a 6 card played with
a hip means the player can subtract 18 or 30.

Aces — 1
Jacks — Double the previous card played
Queens — Wild Card (can be played as any other card in the deck)
Kings — 0
All others — Face value (2 to 10)

© 2023 MIND Education All rights reserved.

22
 Five for Twenty-Five

For 2 - 4 Players
Ace =1
2-10 = face value
Supplies: Jack = 11
• Deck of cards
+ + − − Queen = 12
King = 13

The Object of the Game:

Have a hand of five cards that total 25 using addition and subtraction.

How to Play:

1. Deal each player five cards.

2. The remaining cards are placed in the center of the group with one card turned up beside the deck.
3. Players take turns picking up and discarding one card. They may take the face-up card or the top card
in the stack and discard one of their cards to the face-up stack.
4. When a player has a hand totaling 25 using all five cards, they will call out “25.” That player wins if they
can successfully show how they made 25.

Traffic Lights Tic-Tac-Toe

©a
adapted from nrich.

For 2 Players

Supplies:
• Tic-Tac-Toe boards
• Red, yellow, and green color tiles

How to Play:

1. Players take turns placing or replacing a tile on the Tic-Tac-Toe board.

2. Only a red tile can be placed in an empty space (cell).
3. A yellow tile replaces a red tile.
4. A green tile replaces a yellow tile. Nothing replaces a green tile.
5. Players can make any possible play in any cell.
6. The winner is the player who places a tile to make 3 same color tiles in a row (across, up and down,
or diagonally).

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23
 Traffic Lights Tic-Tac-Toe
Tic-Tac-Ten
Game
Game Board
Board

© 2023 MIND Education All rights reserved.

24
 he/sh

Conn
Game Setup Blue wins! horiz
Dara 4 rocks per player
For 2 players Empty board

The Object of the Game:

• Be the first to capture 10 of your opponent’s game pieces

Supplies:
• Dara game board DARA Phase
1. Place
• 12 small game pieces per player
How to win
How to Play: Be the first to Players
rocks on
Phase 1: Place Pieces capture 10 of your
opponent’s rocks.
1. Players take turns placing their game pieces on empty squares.
2. Avoid placing more than three pieces in a horizontal or vertical row.
Having more than 3 pieces of the same color in a row is not allowed at
2. Avoid
any time. than th
zontal o
Phase 2: Move and Capture Pieces
Having m
3. Once all the pieces have been placed on the board, players take turns
moving one of their pieces one space horizontally or vertically, but of the sa
NOT diagonally. not allow
4. If a player cannot move, their turn is skipped. Game Setup
5. 12 rocks
To capture, a player makes a new horizontal or vertical row of 3 of their
pieces.
per player Phase
6. When a new row is made, that player can remove any one of the
opponent’s pieces from the game.
7.
Empty board
Only one piece can be captured per move, even if multiple rows of 3 are
3. Move
tally or
created with one move.
empty s
8. Each row of three pieces can be reformed only once by moving one piece
out and back in to capture another piece.
Once al
placed o
ers take
of their r
horizont
NOT dia

If a play
her turn

© MIND Research Institute

© 2023 MIND Education All rights reserved.

25
 SOUTH OF THE SAHARA: DARA GAME BOARD
Dara

© 2023 MIND Education All rights reserved.

26
 Multiplication Connect Four

For 2 Players

Supplies:
• Two paper clips
• Two different color chips or game pieces
Multiplication Connect Four
How to Play:
1. Player One places a paper clip on a number on the bottom strip.
Two Players
2. Player Two places a paper clip on a number on the bottom strip, multiplies the two numbers, and places
Multiplication Connect Four board
their piece on that number (product) on the board.
Two paper clips
[Link]
Player One
different moves
color one
chips or paper clip, multiplies the two numbers, and places their piece on that number
markers
(product) on the board.
[Link] to continues
Play Play until one player has 4 of their pieces in a row, on the board, without any of the opponent’s
markers in between their four markers (across, up and down, or diagonal).
1. Player One places a paper clip on a number on the bottom strip.
5. The first player with four pieces in a row wins.
2. Player Two places a paper clip on a number on the bottom strip, multiplies the two numbers, and places their marker on that
number (product) on the board.
3. Player One moves one paper clip, multiplies the two numbers, and places their marker on that number (product) on the board.
4. Play continues until one player has 4 of their markers in a row, on the board, without any of the opponent’s markers in between
their four markers. (across, up and down, or diagonal)
5. The firster with four markers in a row wins.

 Examples


Non-Examples

adapted from Marilyn Burn’s Pathways

© 2023 MIND Education All rights reserved.

27
28
Multiplication Connect
—Ž–‹’Ž‹ ƒ–‹‘‘‡ – ‘—” Four

ͺͳ ͳͷ ͸Ͷ ͳ͸ ͹ ͻ ͵Ͳ ͵͸

ʹͺ ͷ͸ ͵͸ ʹͳ ͷͶ ͳʹ ͶͲ Ͷ

ʹͶ ͳ ʹ͹ Ͷͷ ͳͺ ͳͶ ͹ʹ ͵ͷ

Ͷͻ ͸ ʹͶ ʹ ͸͵ ͳͲ ͷͶ Ͷͺ

͵ ͸͵ ͷ͸ ͺ Ͷʹ ʹͷ ͵ʹ ͷ

© 2023 MIND Education All rights reserved.

ͳ ʹ ͵ Ͷ ͷ ͸ ͹ ͺ ͻ
 Equivalent Fraction Concentration

For 2 - 4 Players

Supplies:
• 1 deck of Equivalent Fractions cards

How to Play:
1. Shuffle the cards and place them face down in an array.
2. Players take turns flipping two cards face up.
3. If the numbers on the cards are equivalent, the player keeps those cards.
4. If the numbers are not equivalent, the cards are turned face down.
5. The player plays until they do not have an equivalent match.
6. Play continues until all cards are removed.
7. The winner is the player with the most cards.

© 2023 MIND Education All rights reserved.

29
 Equivalent
Cut out cards Fraction Concentration

1 2 1 2
2 2 3 3
3 1 2 3
3 4 4 4
4 1 2 3
4 6 6 6
4 5 6 2
6 6 6 8
4 6 8 2
8 8 8 12
© 2023 MIND Education All rights reserved.
30
 Equivalent Fraction Concentration

© 2023 MIND Education All rights reserved.

31
 Number Line Fraction Bingo

For 2 to 4 Players

Supplies:
• 1 set of fraction cards, cut apart
• Number line for each player
• 4 centimeter cubes for each player

How to Play:

1. Shuffle cards and place face down in the center.

2. Each player places their centimeter cubes on various numbers on their number line. (They can place
more than one cube on the same number.)
3. Players take turns flipping over two fraction cards at a time. Each player can decide to add or subtract
the numbers on the cards. If their sum or difference is a number that they have a cube on, they get to
remove the cube. If they have more than one cube on a number they can only remove one of the cubes.
4. When a player has removed all of their cubes, they say, “Bingo!” and win the game.

© 2023 MIND Education All rights reserved.

32
 Cut out cards
Number Line Fraction BINGO

1 2 1 2 3
2 2 3 3 3
1 2 3 4 1
4 4 4 4 6
2 3 4 5 6
6 6 6 6 6
1 2 3 4 5
12 12 12 12 12
6 7 8 9 10
12 12 12 12 12
11 12 1 1 1
12 12 4 6 12
© 2023 MIND Education All rights reserved.
33
34
Number Line Fraction BINGO
Cut out number lines Number Line Bingo

0 1 2 3 4 5 6 7 8 9 10 11 12
12 12 12 12 12 12 12 12 12 12 12 12 12

0 1 2 3 4 5 6 7 8 9 10 11 12
12 12 12 12 12 12 12 12 12 12 12 12 12

0 1 2 3 4 5 6 7 8 9 10 11 12
12 12 12 12 12 12 12 12 12 12 12 12 12

0 1 2 3 4 5 6 7 8 9 10 11 12
12 12 12 12 12 12 12 12 12 12 12 12 12

© 2023 MIND Education All rights reserved.

 Race to 2

For 2 - 4 Players

Supplies:
• 1 set of fraction cards
• Number line 0 to 2 for each player
• 1 small game marker for each player

How to Play:

1. Shuffle cards and place face down in the center.

2. Each player places their marker on 0
3. Player One flips over one fraction card and moves that value to the right on the number line.
4. Play continues with each player in turn selecting a card and moving that value to the right on their
number line.
5. If the selected number results in a number greater than 2, the player subtracts the value and moves to
the left of their position on the number line.
6. The winner is the first player to land on 2.

© 2023 MIND Education All rights reserved.

35
36
0 to 2 Number Line

0 2

0 2

0 2

0 2

© 2023 MIND Education All rights reserved.

 Race to 2
Race to 2
Cut cardsƒ”†•
—–‘—– apart.

1 2 1 2 3
    
2 2 3 3 3
1 2 3 4 1
    
4 4 4 4 6
2 3 4 5 6
    
6 6 6 6 6
1 2 3 4 5
    
12 12 12 12 12
6 7 8 9 10
    
12 12 12 12 12
11 12 Lose
Lose Draw
Draw Draw
Draw
  Your
Your

Another
Another

Another
Another

12 12 Turn
Turn Card
Card Card
Card

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37
 JiJi Sudoku
Difficulty Level: Medium

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38
 JiJi Sudoku
Difficulty Level: Medium
Puzzle pieces

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39
 JiJi Sudoku
Difficulty Level: Challenge

© 2023 MIND Education All rights reserved.

40
 JiJi Sudoku
Difficulty Level: Challenge
Puzzle pieces
ED-TT-112-150610
Copyright © 2023 MIND Education. All rights reserved.

41
 Easy Medium

Medium Hard

© 2023 MIND Education All rights reserved.

42