Box Cars and

One-Eyed Jacks
Math Games
For
Grades 4 - 8
John Felling
Waco, TX, July 17, 2014
Email:

john@boxcarsandoneeyedjacks.com

Orders / Support Documents / Videos

boxcarsandoneeyedjacks.com
Phone: 780-440-6284

Toll Free: 1-866-342-3386

Teaching Tips from Box Cars And One-Eyed Jacks

Box Cars And One-Eyed Jacks Inc.

Organizing Your Cards & Card Management

Use three large buckets (1 gallon or 4 liter each). Gather a lot of decks of cards approximately 1 deck per student but 1
deck per 3 students is a good start (purchase, donated, brought from home). The joke "not playing with a full deck"
applies here. We don't play with full decks as it's not important to the math of the games, full decks are not necessary (as
seen below) when organizing the cards, and not worrying about full decks speeds getting cards out and putting them
away (as seen below) at the beginning and end of classes.
In the first bucket, put your low cards. For example, John likes to put his 1's, 2's, 3's, 4's and 5's. The cards match the
fingers on the hand, keeps sums to 10, products to 25, denominators to 1/5s. On the other hand, Jane likes to have 1's
through 6's as this allows matching the cards to a typical 6-sided die. This also allows sums to 12, products to 36 and
fraction denominators to 1/6s. The key here is that as teacher, decide what cards go into your buckets based on your
classroom routines.
In the second bucket, put the rest of your single-digit cards. John - 6's, 7's, 8's, 9's, and 0's (Kings for 0 if using a regular
deck). Jane - 7's, 8's, 9's, and 0's (Kings for 0 if using a regular deck). The cards in this bucket along with cards in the
first bucket allow for Place Value (0-9 digits), sums to 18, products to 81 and fraction denominators to 1/9s.
In the last bucket, put everything else - 10's 11's 12s (Jacks for 11, Queens for 12 if using regular decks) and any wild
cards or jokers.
GETTING CARDS OUT
Once a teacher has identified a game and shown how to play, the students are told to get a "small" or "big" handful of
cards form either a specific bucket or buckets
SHUFFLING AND DEALING
Cards are "mushed up" and quickly separated into as many groups as players (typically 2 for 2 players, 3 for 3 players).
The player Mushing the cards is the last to pick a pile (piles do not have to be exactly equal, if "winning" is important, the
winner is whoever has the most cards in their "point pile" at the end).
CLEANING UP
Players quickly place the cards into 3 piles. First pile has 1s 2s 3s 4s and 5s. Second pile has 6s 7s 8s 9s and 0s. Last
pile has 10s 11s 12s Wild Cards, Jokers, etc. The piles are then placed into their corresponding bucket.

Organizing Your Dominoes & Dominoes Management

A typical class will need a minimum of one set of dominoes for every two students (about 12 sets). If feasible, 1 set per
student is even better.
First and Foremost Use Dominoes of Different COLORS! This makes it easier to determine each student's or group's set
while playing and when putting dominoes away. If you already have sets of the same color, get a adult (parent?)
volunteer with 6 colors of permanent spray paint. The adult volunteer takes one set, lays them face-down on newspaper
(outside or other well ventilated area) and sprays the back of the set all one color (for example "green"). The volunteer
then takes the other sets and repeats the same process but with a different color for each set until the first 6 sets are
done. The volunteer continues to do sets of 6 in this way until the entire collection of dominoes has been done.
Keep the dominoes in their sets inside easily opened and closed see-through containers such as Mesh Bags,
Traveling Soap containers, heavy duty sandwich sized freezer bags etc.
For each week that the students are using the Dominoes, have the students make sure they have a complete set by
using their set to fill in the Dominoes Outcomes Chart (page 78 in Domino Games - Connecting The Dots, page 77 in
Domino Games - Linking The Learning).
When students are done using the dominoes for the class, have them make stacks of 4 dominoes (a complete set of
28 double-6 dominoes will have 7 stacks). If they have a complete set, the put the dominoes into the container and them
put the container away. If a set is missing a domino, it is important that the teacher knows so it can either be found or, if
all else fails, the container for the set is marked as "incomplete" until a replacement can be found. Younger students may
find it easier to put them into stacks of 2 (14 stacks for a complete set).

Organizing Your Dice & Dice Management

Keep dice that are the same together in one container (for example 0-9 dice in one container, + and - dice in another
container, 1-12 dice in a third container, etc.). See-through re-sealable tupperware containers or heavy duty mid-sized
freezer bags work well. One student per group or game gets the dice for the game and returns the dice at the end of the
game.
Have the students roll the dice into their hands! Roll their dice into the "Hockey Net", "Soccer Goal", "Dug Out" etc. In
other words the dice rolled by one hand and are blocked from going too far by the other hand. Another effective example
is to have the students roll the dice with both hands, "trap" the dice in both hands and then "hide" the dice as they fall the
2 cms from their hands onto the playing surface. The roll is "revealed" when they remove their hands from over the dice.
For noisy dice - roll on something "soft" Fun Foam, Felt liners or pads, table setting mats etc all work well. In a pinch,
have the students roll on 5-10 sheets of paper stacked on top of each other. The stacked paper muffles a lot of the
sound.

Organizing & Managing Your Dice Trays (36 dice in a tray)

When taking the dice out of the tray. Remove the tray from the bag, turn the tray upside-down (black on top) and take
the black tray off of the clear lid (the dice remain in the lid). The dice are now easily "poured out" of the lid onto the
playing surface.
Play on the floor when possible. The dice don't "fall off" the floor and most students enjoy the experience of playing on
the floor as it gives them room to "spread out".
Have the students roll the dice into their hands! Roll their dice into the "Hockey Net", "Soccer Goal", "Dug Out" etc. In
other words the dice rolled by one hand and are blocked from going too far by the other hand. Another effective example
is to have the students roll the dice with both hands, "trap" the dice in both hands and then "hide" the dice as they fall the
2 cms from their hands onto the playing surface. The roll is "revealed" when they remove their hands from over the dice.
For noisy dice - roll on something "soft" Fun Foam, Felt liners or pads, table setting mats etc all work well. In a pinch,
have the students roll on 5-10 sheets of paper stacked on top of each other. The stacked paper muffles a lot of the
sound.
When putting the dice back into the trays at the end of a class have the students start with the lid, using one hand to
"separate" one half of the lid from the other. The students take all of ONE COLOR of the dice and pour them into ONE
HALF of the lid. They spread the dice into the half, "patting down" the dice so the dice are flat and in place. Then all of
the dice of the OTHER COLOR are poured into the other half of the lid. Again, the students "pat down" the dice so the
dice are flat and in place. The black tray is then fitted on to the top of the dice in the lid. The tray is now complete and
can be slipped back into the ziplock bag.
Use rubber bands to separate parts of the tray. This is useful when using the trays for place value and you want to
limit size to less than 100,000 or you want to have a "decimal place".

ROCK & ROLL

ROLL REGULAR DICE TO BUILD PLACE VALUE AS FOLLOWS

2 DICE:

TENS /

ONES

HUNDREDS /

TENS /

ONES

THOUSANDS /

HUNDREDS /

TENS /

ONES

TEN THOUSANDS /

THOUSANDS /

HUNDREDS /

TENS /

ONES

TEN THOUSANDS /

THOUSANDS /

HUNDREDS /

TENS /

ONES

3 DICE:
4 DICE:
5 DICE:
6 DICE:

HUNDRED THOUSANDS /

Roll dice, arrange for greatest possible number

First to call ROCK & ROLL scores 5 POINTS
All other players must freeze their dice when ROCK & ROLL is called.
If a player's number is greater than the player who called ROCK & ROLL, they also get 5 POINTS

ROLL

NUMBER

EXPANDED NUMBER

1
2
3
4
5
6
7
8
9
10
4

ROUND ONE

PLAYER
ONE

ROUND TWO

PLAYER
ONE

ROUND THREE

ROLL ON PLACE VALUE

PLAYER
ONE

PLAYER
TWO

PLAYER
TWO

PLAYER
TWO

ROLL ON PLACE VALUE - DECIMALS

Ten
Thousands
Thousands

Hundred

Tens

Ones

Tenths

Hundredths

Thousandths

My Number

Use 0-9 Dice

Roll and then record on sheet to build number. Compare numbers with opponent at end of round. Largest number wins.
For 3 players, the between number wins (ie not largest or smallest)
Randomly choose specific place value, compare with opponent. Largest number wins.

Hundred
Thousands

What's My Number Decimals

MULTIPLICATION SCRAMBLE
From "Dice Works" page 69. Roll two special 1-12 dice at a time. Multiply the factors, place the math sentence on
the appropriate space on your side. If the space is already filled, then no space is filled in for that turn. First player
to fill in their side is the winner .

0 - 9
10 - 19
20 - 29
30 - 39
40 - 49
50 - 59
60 - 69
70 - 79
80 - 89
90 - 99
100 - 109
110 - 119
120 - 129
130 - 139
140 - 149

0 - 9
10 - 19
20 - 29
30 - 39
40 - 49
50 - 59
60 - 69
70 - 79
80 - 89
90 - 99
100 - 109
110 - 119
120 - 129
130 - 139
140 - 149

THE BIG ROUND UP

From "Dice Works" page 72. Roll two special 1-12 dice at a time. Multiply the factors and round the product to the nearest 10's place.
Circle the answer on your row. If the space is already filled, then no answer is circled for that turn. First player to fill in their side is the winner

10

20

30

40

50

60

70

80

90

100 110 120 130 140

10

20

30

40

50

60

70

80

90

100 110 120 130 140

Reach For The Top

Box Cars "Dice Works" page 56

Concepts: Number Recognition, Adding , Subtracting ,

Mixed Operations, etc
Equipment: Regular Spotted Dice
Goal/Object : Have one of the (vertical) columns reach the
top.
Players take turns rolling 2 spotted dice. The dice are
added and the math sentence is then recorded in the
column of the answer. This continues until one column is
completely filled to the top.
Variations:
(1) Players try to complete a full (horizontal) row. Once at
least one space is filled in for numbers 2 - 12, players then
roll one die per turn until they roll a "1".
(2)Players are allowed to add or subtract when attempting
to fill in a horizontal row.
(3)Players use all 4 operations to make math sentences to
fill in every space on the board.

Salute
Box Cars "All Hands On Deck" Mystery Number (adapted)
Box Cars"Shuffling Into Math" Guesstimate(adapted)

Concepts: Missing Addend, Factor

Equipment: Cards 0-12 (J=11 Q=12 K=O)
Goal/Object: Figure Out value of the card on your head.
Usually 3 players with one player taking the role of
"General". The General says "salute". The other two
players take the card from the top of their deck and
WITHOUT LOOKING AT IT place it on their forehead so
everyone else can see what the card on their forehead is.
The General Adds the two cards together and says "The
sum of your two cards is...." The two players then use the
sum and the card they can see on their opponent's
forehead to try and figure out their own card.
Variations: (1) Multiplication (take out 0s); 2) 4 Players
(one General, 3 soldiers)

10

11

Tens

10

20

Here

Look

Ones

30

Player One

Stay?

Or

Round Up?

00

40

60

Use cards 0-9 only.

Deal two cards, a
ten's and a one's, lay
on board.
Place your marker at
the closest 10's
place (eg 38 would
put marker at 40)
Roll Target, whoever
is closer wins the
cards.

50

FLIPPIN' OUT
80

Here

Look

Ones

90 100

Player Two

Stay?

Or

Round Up?

Tens

70

What's My Number

Salute
Box Cars "All Hands On Deck" Mystery Number (adapted)

Concepts: Place Value to 100,000.000s

Equipment: One 0-9 die and gameboard
Goal/Object: build largest number
Players take turns rolling a 0-9 die. All players
use the number rolled and record it on their
gameboard (or blank paper with 9 dashes).
Players continue to take turns rolling the die with
all players recording each roll in such a way that
they build the largest number they can (their
numbers will likely be different as each player
may record their rolled number in a place
different than the other players). Once all of the
spaces have been filled in (after 9 rounds), the
players compare their numbers. The player with
the largest number wins the round.
Variations: (1) Roll the die 9 times quickly to
create a target number. Players then play the
normal way but try to create a number closest to
the target number.
(2) Three players but trying to create the
between value ie between other two players

Concepts: Missing Addend, Factor

Equipment: Cards 0-12 (J=11 Q=12 K=0)
Goal/Object: Figure Out value of the card on
your head
Usually 3 players with one player taking the role
of "General". The General says "salute". The
other two players take the card from the top of
their deck and WITHOUT LOOKING AT IT place
it on their forehead so everyone else can see
what the card on their forehead is. The General
Adds the two cards together and says "The sum
of your two cards is...." The two players then
use the sum and the card they can see on their
opponent's forehead to try and figure out their
own card.
Variations: (1) Mulitplication (take out 0s)
(2) 4 Players (one General, 3 soldiers)
(3) Red = neg integers / Black = pos integers

From: All Hands On Deck - Family Edition

Balanced Equations
Box Cars And One-Eyed Jacks Inc.

Concepts: Problem Solving, Linear Equations

Equipment: Two 3-in-a-Cube Dice / Game
Goal/Object: Be the first player to create a
balanced equation.
A player shakes both 3-in-a-Cube dice and places
them on the table so all players can see them.
Each player (or team of two - if that is the way the
teacher has set them up) races to create a
balanced equation with the numbers from one die
on one side of the equation and the numbers from
the other die on the other side of the equation. A
player says "Balanced" when they have a
balanced equation. Other players verify the
"Balanced" player's equation. If correct, that player
earns a point. In the case of a tie, if both players
have a balanced equation (they could be different
but still correct) they both earn a point. The player
with the most points at the end of the time wins.
All players record all the winning answers for each
round.

Example: 3, 2, and 6 as well as 1, 2, and 5

2
3 - 6 = 5 - (1 x 2) OR 6 - 2 + 3 = 1 x 5 + 2

Throw an Equation
Concepts: Solving Linear Equations
Equipment: Solve for X dice, Exponent Dice
and various other dice.
Goal/Object: Create an equation that you can
solve that is hard for your opponent to solve.
Two teams of 2 players each. Each team
selects some dice (number, operation, and
either Solve for X or Exponent dice). The team
then rolls the dice and using the ALL the items
rolled, create a linear equation and solve it.
Meanwhile, the other team chooses their own
dice, creates their own sentence with their roll
and solves their own equation. Once each team
has solved their own equation, they make a new
copy of the equation (unsolved) on a separate
piece of paper. On "go", teams hand their
equation to the other team. Teams race to solve
the other team's equation first.

Variation of game in Radical Math

Box Cars And One-Eyed Jacks (unpublished)

12

(5) Use two digits to make a 10s & 1s number. Use the third digit to add, subtract, multiply or divide
For example 2, 3, 5 can lead to 23+5 23-5 23x5 235 etc.

13

Balanced Equations
Box Cars And One-Eyed Jacks Inc.

Concepts: Problem Solving, Linear Equations

Equipment: Two 3-in-a-Cube Dice / Game
Goal/Object: Be the first player to create a
balanced equation.
A player shakes both 3-in-a-Cube dice and places
them on the table so all players can see them.
Each player (or team of two - if that is the way the
teacher has set them up) races to create a
balanced equation with the numbers from one die
on one side of the equation and the numbers from
the other die on the other side of the equation. A
player says "Balanced" when they have a
balanced equation. Other players verify the
"Balanced" player's equation. If correct, that player
earns a point. In the case of a tie, if both players
have a balanced equation (they could be different
but still correct) they both earn a point The player
with the most points at the end of the time wins.
All players record all the winning answers for each
round.

Example: 3, 2, and 6 as well as 1, 2, and 5

2
3 - 6 = 5 - (1 x 2) OR 6 - 2 + 3 = 1 x 5 + 2

Betweeners (Traditional)
Concepts: Number Sense, Ordering Numbers
(whole and decimal)
Equipment: One 3inCube die / player
Goal/Object: record a number that is between
the highest and lowest for the round
Each player shakes their own 3inCube die and
secretly look at it, mentally determining the
possible answers they could use. Each player
then secretly records one of their possible
answers. Once all the players have recorded
their answer, they reveal it to the other players.
All players copy all other players' answers onto
their own score sheet. The answers are
compared, lowest doesn't win, highest doesn't
win, between number (or numbers if 4 player
game) wins.
Variations: (1) Three addend addition. The
between sum (add all 3 numbers) wins.
(2) Use 12-sided die on a ruler, 30-sided die on
a yardstick, 10s 1's on a meter stick (1-100)
Variation of Betweeners From Math Attack
Box Cars And One-Eyed Jacks (unpublished)

14

To Sum It Up
LEVEL:

Grade 3 and up

SKILLS:

Adding 3 digit numbers

PLAYERS:

2 or more

EQUIPMENT:

1 deck of cards Ace 10 (Ace = 1, 10 = zero),

paper and pencil

GETTING STARTED: Each player draws a 3 by 3 grid as a gameboard

and the cards are shuffled. Then a card is drawn
and placed face up. All players write the number on
the card into a space on their gameboard. Eight
more cards are drawn and players fill in the rest of
their gameboards. Once all nine spaces are full,
players add the three numbers they've made
together. The player with the greatest sum scores a
point. Play to 10 points.
EXAMPLE:

VARIATION:

The nine cards drawn, in order, are 5, 7, 4, 6, 5, 10,

Ace, 3 and 9. Three players build their gameboards
as follows. Player Three wins with a sum of 2,326.

Player One

Player Two

Player Three
7
3
5

+ 5
=1, 9

+ 3
=1, 7

=2, 3

For less experienced students, you can draw six

cards and make two three-digit numbers, or draw
only four cards and make two two-digit numbers.

15

Multiplication Board
1

10

11

12

10

11

12

10

12

14

16

18

20

22

24

12

15

18

21

24

27

30

33

36

12

16

20

24

28

32

36

40

44

48

10

15

20

25

30

35

40

45

50

55

60

12

18

24

30

36

42

48

54

60

66

72

14

21

28

35

42

49

56

63

70

77

84

16

24

32

40

48

56

64

72

80

88

96

18

27

36

45

54

63

72

81

90

99

108

10

10

20

30

40

50

60

70

80

90

100

110

120

11

11

22

33

44

55

66

77

88

99

110

121

132

12

12

24

36

48

60

72

84

96

108

120

132

144

Box Cars & One-Eyed Jacks inc

16

17

Rolls
17 X 23
X
X
X
X
X
X
X
X
X
X
X
X

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

380

391

Actual

Total Differences =

Estimate

10

Difference

Name: _______________________ Date: ________________

Multiplication Estimation Recording Sheet

18

Rolled 30 and 12. 3012 = 2 R6

see pictures to right to see how
to do this on a number line.

100 Board Wipe Out

Level:

Grade 3 and up

Skills:

Multi-operations ( + - x X2 ), Order of Operations

Players:

2-3 players working together as a team

Equipment:

Dice Tray, pencil, recording sheet per player/team

Objective/Goal:

To make equations for 1-100 in fewest rolls

Getting Started: Team One decides whether to roll 3, 4 or 5 dice and records the roll in the Roll 1
space on the recording sheet. Team One then creates math sentences using the numbers rolled that
have the numbers 1-100 as answers. They record each math sentence on the recording sheet in the
space for the answer. Each math sentence must use each number rolled. For example, if 4, 4, 2 and
6 are rolled then each math sentence must contain 4, another 4, 2 and 6. Once the team has
exhausted all the possibilities for Roll 1, they can take Roll 2. At the beginning of each roll, the team
can decide to roll 3, 4 or 5 dice. In other words, they dont always have to roll the same number of
dice for every roll.
Example:
The team rolled 4, 4, 2 and 6 and made the following math sentences, (utilizing
the rules for Order of Operations where necessary - see examples with answers = 10 and = 12):
4 x 4 x 2 + 6 = 38

(6 4 + 4) x 2 = 12

6 4 + 4 x 2 = 10

42 x 4 + 6 = 70 etc

In the examples,
the team first
rolled 4 dice and
using those
numbers, made
equations for 30
answers before
rolling a second
time. For the
second and third
rolls, they rolled 5
dice and had
written math
sentences for 61
answer before
the math period
ended (they said
they could have
kept going).
Variation:
(1) Teams can use dice other than regular spotted dice, such as 10-sided 0-9,
12-sided 1-12, 20-sided 1-20 or 30-sided 1-30 dice.
(2) Teachers may place restrictions on equations to make it more challenging
such as Every math sentence must include at least one multiplication component.
19

100 Board Wipe Out Recording Sheet

Team Members _______________

_______________

Roll One: __________

Roll Two: __________

Roll Five: __________

Roll Six: __________

_______________ Date: __________

Roll Three: __________

Roll Seven: __________

Roll Four: __________

Roll Eight: _________

= 1

= 2

= 3

= 4

= 5

= 6

= 7

= 8

= 9

= 10

= 11

= 12

= 13

= 14

= 15

= 16

= 17

= 18

= 19

= 20

= 21

= 22

= 23

= 24

= 25

= 26

= 27

= 28

= 29

= 30

= 31

= 32

= 33

= 34

= 35

= 36

= 37

= 38

= 39

= 40

= 41

= 42

= 43

= 44

= 45

= 46

= 47

= 48

= 49

= 50

= 51

= 52

= 53

= 54

= 55

= 56

= 57

= 58

= 59

= 60

= 61

= 62

= 63

= 64

= 65

= 66

= 67

= 68

= 69

= 70

= 71

= 72

= 73

= 74

= 75

= 76

= 77

= 78

= 79

= 80

= 81

= 82

= 83

= 84

= 85

= 86

= 87

= 88

= 89

= 90

= 91

= 92

= 93

= 94

= 95

= 96

= 97

= 98

= 99

= 100

20

COMMIT AND CAPTURE

1.

2.

3.

4.

5.

)] =

6.

7.

8.

Quick Version: Teams of two competing against other teams of two. Each team has their own gameboard, there can be a variety
of dice to use or just use standard 6-sided dice. Teams take turns choosing a die and rolling it. They must fill in an open space of
the math sentence with the number they rolled. Teams fill in one math sentence at a time. When the sentence is complete for
both teams, the team with the greatest value as an answer wins the round.
Quicker Version: Played the same as above but the roll that one team makes must be used by both teams. There is a possibility
for a lot of ties with this method.
Most Math Version: Played the same as Quicker Version except each team may place the roll on any open space on any math
sentence. Scoring is not performed until the entire sheet has been filled in.
Thought Provokers:
1. Since it is possible for negative answers who wins when the outcome is -34 for one team and +19 for the other team (-34 has
a greater absolute value compared to +19)?
2. What about playing for the smallest possible value?
3. What about playing for the middle value in a game of 3 teams?

21

22

One Twelfth
1/12 0.083 8%

One Eleventh
1/11 0.091 9%

One Tenth
1/10 0.10 10%

Two Elevenths
2/11 0.182 18%

Seven Twelfths
7/12 0.583 58%

Ten Twelfths
10/12 0.83 83%

Eleven Twelfths
11/12 0.92 92%

Twelve Twelfths
12/12 1.00 100%

Eleven Elevenths
11/11 1.00 100%

Ten Tenths
10/10 1.00 100%

Nine Ninths
9/9 1.00 100%

Eight Eighths
8/8 1.00 100%

Ten Elevenths
10/11 0.909 91%

Nine Tenths
9/10 0.90 90%

Eight Ninths
8/9 0.888 89%

Nine Elevenths
9/11 0.818 82%

Nine Twelfths
9/12 0.75 75%

Eight Elevenths
8/11 0.727 73%

Eight Twelfths
8/12 0.667 67%

Seven Elevenths
7/11 0.636 64%

Eight Tenths
8/10 0.80 80%

Seven Ninths
7/9 0.777 78%

Seven Tenths
7/10 0.70 70%

Six Ninths
6/9 0.666 67%

Six Tenths
6/10 0.60 60%

Six Elevenths
6/11 0.545 55%

Six Twelfths
6/12 0.50 50%

Five Elevenths
5/11 0.454 45%

Five Twelfths
5/12 0.417 42%

Four Elevenths
4/11 0.364 36%

Five Tenths
5/10 0.50 50%

Five Ninths
5/9 0.555 56%

Seven Eighths
7/8 0.875 87.5%

Seven Sevenths
7/7 1.00 100%

Six Sixths
6/6 1.00 100%

Five Fifths
5/5 1.00 100%

Four Fourths
4/4 1.00 100%

Three Thirds
3/3 1.00 100

Six Sevenths
6/7 0.857 86%

Five Sixths
5/6 0.833 83%

Six Eighths
6/8 0.75 75%

Five Sevenths
5/7 0.714 71%

Four Sixths
4/6 0.666 67%

Two Halves
2/2 1.00 100%

Four Fifths
4/5 0.80 80%

Three Fourths
3/4 0.75 75%

Five Eighths
5/8 0.625 62.5%

Four Sevenths
4/7 0.571 57%

Three Fifths
3/5 0.60 60%

Two Thirds
2/3 0.666 67%

Four Eighths
4/8 0.50 50%

Four Ninths
4/9 0.444 44%

Four Tenths
4/10 0.40 40%

Four Twelfths
4/12 0.33 33%

Three Elevenths
3/11 0.273 27%

Three Tenths
3/10 0.30 30%

Three Twelfths
3/12 0.25 25%

Two Tenths
2/10 0.20 20%

Two Ninths
2/9 0.222 22%

Three Eighths
3/8 0.375 37.5%

Three Sevenths
3/7 0.429 43%

Three Ninths
3/9 0.333 33%

Two Sevenths
2/7 0.286 29%

Three Sixths
3/6 0.50 50%

Two Fourths
2/4 0.50 50%

Two Fifths
2/5 0.40 40%

Two Sixths
2/6 0.333 33%

Two Eighths
2/8 0.25 25%

Two Twelfths
2/12 0.166 17%

One Ninth
1/9 0.111 11%

One Eighth
1/8 0.125 12.5%

One Seventh
1/7 0.143 14%

One Sixth
1/6 0.166 17%

One Fifth
1/5 0.20 20%

One Fourth
1/4 0.25 25%

One Third
1/3 0.333 33%

One Half
1/2 0.50 50%

One Whole
1/1 1.00 100%

Copyright Box Cars And One-Eyed Jacks Inc.

Fractions Decimals Percents

23

ORDER IN THE COURT

Reject Rolls

Reject Rolls

Reject Rolls

Reject Rolls

Reject Rolls

Reject Rolls

Use Double Sided Dice, 6-sided Dice, or 1-12 Dice

Goal: To get as many fractions in a row as possible
Roll one die at a time. (Variation: You may roll all the dice at once and race your partner to line them up)
Write the fraction into the chain or put into the reject boxes.
Points are awarded at the end of 7 rolls. 1 point for each fraction in the chain.
Use Fraction Circles or Fraction Bars to check accuracy.
Copyright Box Cars and One Eyed Jacks Inc. 24

Fractions Cents
copyright 2014 Box Cars And One-Eyed Jacks

Grades:
Concept:
Players:
Equipment:
Object / Goal:

Grade 6 and up
Converting fractions to equivalent percent or decimal, mental math, division, estimation
1 vs 1
Cards 1 to 12, Number Line 0-100, fraction/decimal/percent chart
Earn points by having the most accurate answer when converting a fraction to its decimal
or percent equivalent.

Set Up and Play:

Each player begins with a deck of about half the cards in the game. Play begins with each player
turning turn over the top card of their deck at the same time. Players count out loud 1, 2, 3 point. While they are
counting, they are mentally arranging the cards into a Proper Fraction (numerator/top smaller than or equal to
denominator/bottom), and calculating the percent equivalent. When they say point each player places one finger on the
number line at the percent equivalent they think is correct (it is possible for both players to be on the same point) and says
what their answer is. They check their accuracy by referring to the Fraction/Decimal/Percent chart or by using a calculator
to divide the numerator by the denominator. If a player is exactly correct, they collect the cards from that round and place
them into their point pile. In the case of a tie both players place the card they turned over into their point pile. If neither
player is exactly correct, the player closest to the correct answer wins the round and places the cards into their point pile.
Example: Player One turned over a 5 and Player Two turned over an 8. When they
said point Player One pointed to 63 and said five eighths of 100 is 63. Player Two
pointed to 65 and said five eighths of 100 is 65. 5 divided by 8 is 62.5. Player One
was the closest and wins, placing both cards into their point pile.
Variation:
1. The number line is considered 1. Players say the decimal equivalent when they
voice their answer. In the example, Player One would have pointed to 63 and said
Five eighths of one is 0.63. Player Two would have pointed to 65 and voiced
Five eighths of one is 0.65. Exact answer is 0.625, Player One wins.
2. The number line is considered 100%. Players say the percent equivalent when they
Voice their answer. In the example, Player One would have pointed to 63 and said
Five eighths of 100% is 63%. Player Two would have pointed to 65 and voiced Five
eighths of 100% is 65%.. Exact answer is 62.5%, Player One wins.
Round

Fraction

Equivalent

Example

5
8

62.5

Player 1

Player 2

63

65

Observations / Comments
Both of us were close!

1
2
3
4
5
6
7
8
9

25

TIC TAC OH NO!

Box Cars And One-Eyed Jacks 2014

(1,6)

(2,6)

(3,6)

(4,6)

(5,6)

(6,6)

(1,5)

(2,5)

(3,5)

(4,5)

(5,5)

(6,5)

(1,4)

(2,4)

(3,4)

(4,4)

(5,4)

(6,4)

(1,3)

(2,3)

(3,3)

(4,3)

(5,3)

(6,3)

(1,2)

(2,2)

(3,2)

(4,2)

(5,2)

(6,2)

(1,1)

(2,1)

(3,1)

(4,1)

(5,1)

(6,1)

Use The Clear Lid

Dice are placed on the X

and Y to the right to verify
which will represent the
X coordinate and
Y coordinate

(X,Y)

26

TIC TAC OH NO!

Player One
Type of Tic Tac Toe

Game

________

Game

________

Score

1
2
3
4
5
6
7
8
Total Dice (1 point/die)

Total Score

Player Two
Type of Tic Tac Toe

Score

1
2
3
4
5
6
7
8
Total Dice (1 point/die)

Total Score

27

May need to have access to a

calculator to verify answers and
adjudicate a winner.
Exponent War:
1st card BASE / 2nd card Exponent
Integer Salute ( Red - Black +)
Adding Two Integers
Multiplying Two Integers
Adding Three Integers
Multiplying Three Integers
Place Value War with Decimals
(Black =whole #s / Red =decimals)
Deal 4 cards make #
Compare #s
45.56
455.6 winner
Fraction to Decimal / % SNAP
Players deal proper fraction
1st player to give correct %
or decimal wins cards
Limit to cards 1-5 (easier)
Use Fraction
VARIATION closest to

28

BIG SUMS
SKILLS:

Gathering, recording and interpreting data, problem solving.

PLAYERS: Cooperative groups of2, 3 or 4.

EQUIPMENT: 36 regular dice, paper and pencil.
TO BEGIN: The group rolls their dice, then works together to find the sum of all 36 die.
Allow them to develop their own methods for adding the dice and use the chart
below to record their results.
Prediction

Method Used

Actual Sum

+I- Difference

1.
2.
3.
4.
5.

Use these patterns to demonstrate how to group dice tbr faster addition:
1 + 2 + 3 + 4 = 10
2 + 4 + 6 + 8 = 20
6 + 7 + 8 + 9 = 30

Thought Provokers:
1. What is the most efficient pattern to start with and why?
2. In which order should we use the patterns to be the most efficient? Why ?
3. What are the largest and smallest sums we could have?
VARIATION: Instead, have students try to determine the range of possible sums. Use
the chart below to record the sums that are used.
150+

141-150

131-140

121-130

111-120

101-110

90-100

29

Rolling 6's
copyright 2013 Box Cars And One-Eyed Jacks

Grades:
Concept:
Players:
Equipment:
Object / Goal:

Grade 6 and up
Comparing Theoretical and Experimental Probability
2 to 3 players working together
Dice Tray with 36 dice, Chart (or blank paper) and pencil
To predict number of 6's rolled each round.

Set Up and Play: Players start out with 36 dice and predict how many of the dice will end up as 6 once they have been
"rolled" by mixing them. They write their prediction for that round on their chart. Players then mix the dice (super mush).
The dice that show 6 are counted. The score is recorded next to the prediction and then the dice are placed into the tray.
The players now predict how many of the REMAINING dice will show 6 in the next round of rolling. The prediction for the
next round is recorded, then the dice are mixed (super mush). The dice that show 6 are counted. The score is recorded
next to the prediction and then the dice are placed into the tray. The sequence of predicting 6's for the remaining dice,
writing the prediction, mixing the dice, counting 6's, recording the score and placing the dice into the tray continues until all
the dice are in the tray.
Variation:
1. The players build a graph each round by lining the dice up (similar to a bar graph). The graph builds as each round is
completed.
Thought Provokers:
1. How did you figure out your prediction before each roll?
2. Do you think it matters if you rolled each die individually for a round as opposed to "mixing" using a super mush? Why
do you think that?
Players: ____________________ ____________________ ____________________
Round Prediction

Actual

Difference

Observations / Comments

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

30

Session Evaluation
Title : _____________________________ Presenter: _________________ Length: _____
The next time you do this workshop:
Keep:

Discard:

Add:

would /

Tear Here
Here

would not

recommend this workshop / speaker because:

------------------------------------------- -------------

Tear

Action Plan (Don't forget the other side) - You Keep

What's Working for me:

What's Not Working for me:

Because of this workshop, there are things I'd like to do right away.

Because of this workshop, there are things I'd like to do in the next little while.

Because of this workshop, there are things that I would eventually like to do.
31

Tear Here
Here

------------------------------------------- -------------

Tear

Tomorrow I will :

This Week I will:

This Month I will:

This Year I will:

Friends I can't wait to tell about what I'm going to do.

(these are your cheerleaders who will keep you motivated)

Allies who I will need to see this through.

(these are people who will enable you to implement your new strategies)

Acquaintances who need to be kept informed.

(usually bosses or supervisors that need to be kept in the loop so they are not "surprised")
32