The aim of the game is to claim three squares in a row. The questions in Live Mathletics Tic Tac Toe are aligned to Live Mathletics levels. If you’re not familiar with the Live Mathletics levels, view the guide to each of the levels here.
What you’ll need:
Printed copies of Live Mathletics Tic Tac Toe (one between two students)
Markers for students to claim each square
How to play:
Divide your students into pairs and distribute the Tic Tac Toe sheets. We suggest pairing by ability level, but it is not a must.
One student will be X and one will be O. The X player goes first. To claim a square, the student completes the problem and writes the answer in the box. If both players agree it is correct, the player puts an X through the square and it is the O player’s turn. (It is good practice to have the opposing student work through the problem at the same time so they are ready with the correct answer).
If the opposing player believes the answer is wrong, they challenge the answer by asking the student to explain their thinking. If the opposing student still believes the answer is incorrect, they must attempt the problem themselves and share what they think is the correct answer. This is a great opportunity for students to explain and share their thinking with each other. If students cannot come to an agreement, they can raise their hand and the game instructor can check the answer. If it is wrong, no square is claimed, and it is now the opposite player’s turn.
Players continue to take it in turns to claim squares until one player claims three in a row. If all squares are claimed and no one has three in a row, the game is a draw.
After each game, players switch between X and O – taking it in turns to be the one to make the first move.
Once the game is finished, check the questions and answers with the class to make sure they worked them out correctly and have them share their experiences.
This is a fun activity to help early learners become familiar with the concept of length. Students will assemble paper gnomes and use them to compare and describe length by direct comparison.
You will need:
A printed class set of gnomes
Hand out the sheets to your students and have them write a name for their gnome. If you are using the black and white sheets, instruct them to decorate their gnomes too.
Students will need to use the scissors to cut along the lines and the tape to assemble their gnomes.
Once all the students have assembled their gnomes, you can run simple tasks using length language with the class and their gnomes such as:
Which gnome is the shortest?
Which gnome is the tallest?
Can you find something taller than your gnome?
Can you find something smaller than your gnome?
Can you find something about the same size as your gnome?
Encourage students to move around the classroom or playground comparing the length of their gnome to different objects. Use the language, short, shorter, tall, taller or about the same when describing the object’s length in comparison to their gnome.