Goal: Be the person to bring the total to 10
Grades: K, 1, 2 Group size: Any Time: 10 minutes or less
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Materials: Jar containing 10 pennies or other objects to count
Prerequisites: None |
Gather everyone in a circle and explain the game.
“We’re going to go around the circle collecting pennies. On your turn, pick 1, 2, or 3 pennies. The person who gets to 10 wins the round.”
The first person takes a turn, removing 1, 2, or 3 pennies from the jar, and putting them in the middle of the circle.
2. Keep goint to 10
The next person takes 1, 2, or 3 pennies, puts them in the center of the circle, and states the total so far.
“Luz put in 3 pennies. I’m putting in 2 more, so now there are 5.”
Keep taking turns. The person who brings the total to 10 wins the round.
3. Play and reflect
Play more rounds until everyone has had at least two turns.
From time to time, pause to discuss strategies, for instance:
How did you decide which number to choose?
How do you figure out if you can win on your turn?
What’s the fewest turns it would take to get to 10? the most turns?
Variations
Play to 6 (Grades K, 1, 2)
For less challenge, play for a total of 6 pennies.
Count Back (Grades K, 1, 2)
For subtraction practice, start with 10 pennies. Each person takes 1, 2, or 3 on each turn. The person who can take all the remaining pennies on a turn wins.
Play in Pairs (Grades K, 1, 2)
Once children are familiar with the game, they play in pairs or groups of three. Challenge them to figure out whether it’s possible to choose a starting number that guarantees a win.
Ten Steps (Grades K, 1, 2)
Mark out 10 steps along the floor or on the ground outside. On each turn, children take 1, 2, or 3 steps. The next person begins where the last left off, taking another 1, 2, or 3 steps. The person to take get to take 10th step wins the round.
Books and Other Resources
Book ideas to come!
From counting to arithmetic
Counting is the basis of young children’s addition and subtraction. When children first begin to add, they typically count all the objects they are combining “There are 5 pennies in the pile, and I’m adding 2, so now there are 1, 2, 3, 4, 5, 6, 7.” Over time, they develop more efficient strategies, such as “counting on” from one amount: “There are 5 pennies in the pile, and I’m adding 2, so now there are 6, 7."
Likewise, counting back is the basis of subtraction. Some children will count backwards in order to figure out how many more they need to get to 10: “I want to get to 10 pennies, and there are 7. So, I need 10, 9, 8—three more.”
As children play this game, encourage them to count and keep track of amounts by counting on their fingers, counting pennies, or counting out loud. That way, they’ll build their understanding of addition, subtraction, and numbers.
ConnectionsCounting and mental math
Counting isn’t just for kids. Adults use counting on and back to keep track of the change they give or receive, to solve problems in their heads, and to keep track of bulk purchase.
In everyday life and in many jobs, adults count by different numbers as they calculate amounts in their heads and keep track of inventory. Cashiers and bank tellers add and subtract amounts of money by counting bills by 5’s, 10’s, 20’s, 100’s, and higher denominations. Bakers and caterers work with dozens; child care workers keep track of juice and cereal boxes that come in 3’s, 6’s, or 12’s. They all rely on counting forward and backward, and on ability to begin counts at different points in the number sequence—not having to start at 1 each time.
©2008 TERC, Cambridge, MA. All rights reserved.
