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look at the ‘‘I have
’’ (answer) portions of their cards to see whether
they might have the correct response. The player with the proper answer
then calls out his or her ‘‘I have ’’ (correct answer), and, if all agree, then
’’ (new question) portion of his or her
reads aloud the ‘‘Who has
card. Play continues in this manner until each player has both correctly
answered a question (assistance may be provided) and has asked a
question of the other players. (Note: If there are exactly the same number
of playing cards and players, the final answer will be on the designated
leader’s card. In other words, play will come back to the leader. If there
are more cards than players, some players should hold two cards.)
Example:
In the situation shown here
(for just four players), John, as
the designated leader, called
out ‘‘Who has 8 + 9?’’ Sara
responded, ‘‘I have 17’’ and,
after a pause to determine if all
agreed, read aloud, ‘‘Who has
the number of wheels on 4 tricycles?’’ In turn, Amber
responded, ‘‘I have 12,’’
and then called out, ‘‘Who
has 6 × 4 − 5?’’ Jose read,
‘‘I have 19,’’ and then
asked,
‘‘Who
has
the
number of ears on 8 students?’’
John stated, ‘‘I have 16.’’ This
completed the game, because
John, as the leader, had asked
the first question and now had
answered the final question.
Extension:
The following I Have
, Who Has
? activity has been set up
with relatively easy problems. Cut out the cards, distribute one to each
player (if there are fewer than thirty players, some may need to hold
more than one card), and allow the students to play and enjoy this
sample game while also learning the procedure. Next, make copies of
the blank game cards; fill in appropriate questions and responses so
that students can enjoy playing while also enhancing mental-math and
logical-thinking skills. (Note: If the students are able, challenge them to
create their own cards.)
I Have
, Who Has
?
183
, Who Has
?
I HAVE 100
I HAVE 3
I HAVE 27
WHO HAS 2 + 2?
WHO HAS 30 – 4?
WHO HAS the number of ears on
8 students?
I HAVE 30
I HAVE 11
I HAVE 21
WHO HAS 15 – 5?
WHO HAS 6 + 6?
WHO HAS 11 + 11?
I HAVE 8
I HAVE 15
I HAVE 29
WHO HAS the number of legs on
5 dogs?
WHO HAS 4 × 7?
WHO HAS 10 + 10 + 3?
I HAVE 24
I HAVE 14
I HAVE 18
WHO HAS the number of sides on
a hexagon?
WHO HAS 5 + 5 + 3?
WHO HAS 20 – 3?
I HAVE 1
I HAVE 7
I HAVE 9
WHO HAS 30 – 28?
WHO HAS 5 x 5?
WHO HAS 20 – 1?
I HAVE 2
I HAVE 25
I HAVE 19
WHO HAS 3 + 4?
WHO HAS 3 + 3 + 3?
WHO HAS 10 x 10?
I HAVE 6
I HAVE 13
I HAVE 17
WHO HAS 7 + 7?
WHO HAS 20 – 2?
WHO HAS 100 – 99?
I HAVE 20
I HAVE 28
I HAVE 23
WHO HAS the number of wheels
on 5 tricycles?
WHO HAS 30 – 1?
WHO HAS 8 + 8 + 8?
I HAVE 10
I HAVE 12
I HAVE 22
WHO HAS 5 + 6?
WHO HAS 30 – 9?
WHO HAS 5 + 3?
I HAVE 4
I HAVE 26
I HAVE 16
WHO HAS the number of sides on
a triangle?
WHO HAS 9 + 9 + 9?
WHO HAS 40 – 10?
184
Computation Connections
Copyright © 2010 by John Wiley & Sons, Inc.
I Have
I Have
, Who Has
I HAVE
WHO HAS
I HAVE
?
I HAVE
WHO HAS
?
?
Copyright © 2010 by John Wiley & Sons, Inc.
?
?
I HAVE
WHO HAS
?
?
I HAVE
WHO HAS
I Have
WHO HAS
?
WHO HAS
?
WHO HAS
?
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?
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?
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?
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WHO HAS
?
WHO HAS
?
I HAVE
WHO HAS
?
WHO HAS
?
I HAVE
WHO HAS
?
WHO HAS
?
I HAVE
WHO HAS
?
WHO HAS
?
I HAVE
WHO HAS
, Who Has
?
I HAVE
I HAVE
?
WHO HAS
I HAVE
I HAVE
?
?
I HAVE
I HAVE
I HAVE
WHO HAS
?
I HAVE
I HAVE
WHO HAS
WHO HAS
I HAVE
?
WHO HAS
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I HAVE
WHO HAS
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?
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?
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?
185
Chapter 50
Number Grids
Grades 3–8
×
Ⅺ
×
Ⅺ
×
Ⅺ
Ⅺ
Ⅺ
×
Ⅺ
Total group activity
Cooperative activity
Independent activity
Concrete/manipulative activity
Visual/pictorial activity
Abstract procedure
Why Do It:
This activity challenges students to locate equations that
involve more than one operation, encouraging practice with
addition, subtraction, multiplication, and division facts.
You Will Need:
At first students can use a prepared Number Grid (sample provided). Once they are familiar with the activity, the students
might devise Number Grids for each other (see Extension 2).
Also needed is a pencil for each group and colored pencils
or pens.
How To Do It:
A Number Grid, a chart with 14 rows and 7 numbers in
each row, is provided as a starting point for this activity.
It is best to have students work in groups on the Number
Grid provided. Students will use a pencil or pen to loop
and label as many correct equations as possible on their
grid. Using different colors is recommended if overlapping
equations are allowed. The numerals for an equation must be
186
in adjacent spaces. Give students time to work, and then discuss their
findings. If desired, use an overhead transparency of the same Number
Grid on which the students are working to draw attention to certain
equations, in which case each student should contribute one or more
looped equations to the display.
Example:
7
3
21
4
5
9
6
–
6
8
25
1
14
7
–
5
8
×
=
27
=
+
2
×
45
=
Several equations are looped on the sample Number Grid below. Notice
that some involve a single operation, whereas others use several.
14
3
=
11
Extensions:
1. If students require practice with a certain operation, such as
multiplication, ask them to loop only multiplication equations.
2. Students can easily devise a grid to be used by the class. This
is easily done by placing the numerals for previously selected
equations in adjacent spaces on a blank grid (graph paper works
well) and then filling the remaining spaces with other numbers.
Once completed, a student’s grid might be photocopied and tried
by several other students.
3. Advanced players can restrict themselves to finding equations that
use at least three of the four basic operations.
4. A long-term game may run on for several days and involve having
the players work on the grid at home. Students may be allowed
to receive help from friends, parents, or anyone who wishes
to contribute. In such a situation, be certain that students use
different colored pens or pencils and have the equations written
on additional paper for easier verification. The players may wish
to check one another’s work. Calculators may be helpful, because
most models use the proper order of operations. Be prepared to
find more than 100 equations on most one-page grids.
Number Grids
187
45
6
81
42
7
6
19
5
2
27
8
6
8
25
9
7
3
5
1
14
7
21
4
9
6
14
3
11
56
7
28
2
15
2
9
3
18
2
3
10
8
3
36
9
14
2
28
42
7
4
5
7
56
9
6
4
20
4
2
70
3
14
24
80
1
28
35
17
22
6
4
19
7
35
29
2
16
15
0
5
1
10
11
2
60
19
12
69
5
22
8
67
34
24
105
79
57
32
188
Computation Connections
Copyright © 2010 by John Wiley & Sons, Inc.
Number Grid
Chapter 51
Here I Am
Grades 3–8
×
Ⅺ
×
Ⅺ
Ⅺ
Ⅺ
Ⅺ
×
Ⅺ
Total group activity
Cooperative activity
Independent activity
Concrete/manipulative activity
Visual/pictorial activity
Abstract procedure
Why Do It:
Students will reinforce their knowledge of multiplication
facts, stimulate logical thinking, and enhance coordinategraphing skills.
You Will Need:
This game requires a ‘‘master’’ multiplication game board
with answers and several enlarged ‘‘Player Game Boards’’
without answers (see reproducibles). Lettered discs (circles
made out of card stock, or some sort of plastic round disc that
you can write on) for the message HERE I AM (or another
selected short message) should be made. Furthermore, the
master board (and possibly the student boards as well) may
be covered with a plastic lamination or clear self-stick vinyl
so that it can be written on with water-soluble marking pens
or grease pencils and then erased later.
189
How To Do It:
1. Before play begins, put a hidden message on the round discs, one
letter on each disc. The hidden message is HERE I AM in the
Example below. Then tell the players what the hidden message
will be and place the lettered discs on the Master Game Board,
being careful to keep their locations secret from the players. For
example, on the Master Game Board, the H is placed on the 21,
the E is placed on the 18, and so on. The discs may be placed
in horizontal, vertical, or diagonal fashion, but the letters of each
word must be in adjacent spaces and there may be only one space
between words. One method to keep it hidden is to put an open
book on end in front of the Master Game Board.
2. The game begins when one player calls out a pair of multiplication
factors and suggests an answer. If the group agrees that the stated
answer is correct, each player writes it on his or her own Player
Game Board in the proper position (for example, if the player notes
that 7 × 3 = 21, the answer must be written in the location 7 over
and 3 up, or +7 along the x-axis and +3 on the y-axis). Further, if
the answer matches a lettered space on the Master Game Board,
state whether the answer is correct or not and then say ‘‘Here I
am,’’ and all players mark that location.
3. The game continues with players, in turn, calling new pairs of
factors and answers, and recording the products in the proper
locations on their grids. At any turn, if a player ‘‘hits’’ a lettered location, say ‘‘Here I am.’’ When one or more players think
they know the location of all the HERE I AM discs (or those for
another specified message), they may ask to be ‘‘checked’’; at this
point they must call out all of the multiplication fact problems and
answers that correctly indicate the disc locations. Any player to
properly do so is a winner!
Example:
The leader hid the HERE I AM discs as shown on the Master Game
Board here. When the first player called out the fact that 7 × 7 = 49,
the leader said, ‘‘Correct’’ (but not ‘‘Here I am,’’ because there is no
letter from the clue at that location), so all the players wrote the answer
on their own game boards. The second player stated that 3 × 4 = 12,
and the leader said, ‘‘Correct, and Here I am!’’ All the players then
wrote the product 12 on their game boards and marked that location
with an X to indicate that they had found one of the message letters.
190
Computation Connections
Subsequent players called 4 × 4 = 16, 7 × 3 = 21, and 3 × 3 = 9, and
each time the leader responded, ‘‘Correct.’’ Because the game is not
finished, it will continue until the players place Xs in locations where
seven of their answers match the message letters, and one or more
players have been able to identify the answers to the multiplication fact
problems and the correct letter locations. Any player to do so will be
a winner!
10 10
20
30
40
50
60
70
80
90 100
10
9
9
18
27
36
45
54
63
72
81
90
9
8
8
16
24
32
40
48
56
64
72
80
8
7
7
14
H
28
35
42
49
56
63
70
7
6
6
12
E
24
30
36
42
48
54
60
6
5
5
10
R
20
25
30
35
40
45
50
5
4
4
8
E
16
I
24
28
32
36
40
4
12
3
3
6
9
12
15
18
21
24
27
30
3
9
2
2
4
6
8
10
12
A
16
18
20
2
1
1
2
3
4
5
6
7
M
9
10
1
×
1
2
3
4
5
6
7
8
9
10
×
Master Game Board (kept hidden)
49
1
2
3
16
21
4
5
6
7
8
9
10
Player Game Board
Extensions:
1. At the outset, it is a good idea to use a large Player Game Board
(on the chalkboard or overhead projector) to record the players’
answers. This will reinforce correct multiplication products and
also help clarify the written placement of the answers. (Note: The
players are also informally learning about coordinate geometry.)
2. Change HERE I AM to some other short message. If, for example,
it is Dan’s birthday, the message might be DAY FOR DAN. In
another instance, the players might be told that they will spell the
name of the smallest state (RHODE ISLAND).
3. Students can logically analyze possible answer locations. In the
Example shown above, a hit was made at 3 × 4 = 12, but not at
4 × 4 or 3 × 3. Discuss with students what other locations might
possibly contain a HERE I AM letter, given that, as noted above,
words can be placed horizontally, vertically, or diagonally, and
that there will be a single empty space between words.
Here I Am
191
10 10
20
30
40
50
60
70
80
90 100
9
9
18
27
36
45
54
63
72
81
90
8
8
16
24
32
40
48
56
64
72
80
7
7
14
21
28
35
42
49
56
63
70
6
6
12
18
24
30
36
42
48
54
60
5
5
10
15
20
25
30
35
40
45
50
4
4
8
12
16
20
24
28
32
36
40
3
3
6
9
12
15
18
21
24
27
30
2
2
4
6
8
10
12
14
16
18
20
1
1
2
3
4
5
6
7
8
9
10
ì
1
2
3
4
5
6
7
8
9
10
192
Computation Connections
Copyright â 2010 by John Wiley & Sons, Inc.
Master Game Board
Player Game Boards
10
10
9
9
8
8
7
7
6
6
5
5
4
4
3
3
2
2
1
1
Copyright © 2010 by John Wiley & Sons, Inc.
×
1
2
3
4
5
6
7
8
9
10
×
10
10
9
9
8
8
7
7
6
6
5
5
4
4
3
3
2
2
1
1
×
1
2
3
Here I Am
4
5
6
7
8
9
10
×
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
193