All the math games in this unit use a polyhedral die — an inexpensive, multi-faceted die that can be found in most educational catalogues and teacher stores. You may also find a selection of available dice online at http://bigislandtoys.com/games/dicesets.htm. Another option: Students can play the games with modified standard dice. Simply convert one of a pair by taping the numbers 7 through 12 on each face of the die, and you´re ready to roll!

Dice games can be played during free time, at a center, or even at home. For a simple introductory game that kids can play on their own, supply a number of beans or coins to use as counters. Individuals or pairs roll a polyhedral die or pair of modified standard dice and count out that number of beans. (See "Where to Find Dice" for more information.) Have students play for five minutes or for a specific number of turns. Whoever has the most beans at the end wins!

Invite partners to roll a die two or three times, depending on children's level of math ability. Whoever calls out the sum correctly first wins the round. Children can keep score with tally marks. The game ends when one child has racked up 20 points. To increase familiarity with calculators, give each partner a calculator and challenge them to be the first to calculate the sum of three, four, or even more rolls. Once children are adept with the addition game, ask them to try the game with subtraction-either subtracting the smaller number from the larger number or deducting the larger number from the smaller to make a negative number.

This game can be played independently or in pairs. First, enlarge the game board Reproducible below. Cut out the game pieces and glue or tape them onto oaktag or plastic circles. Laminate the game board, display it in the math center, and invite kids to get rolling! Each child may play with a game piece on the addition track, subtraction track, or both. To play, children roll a die two times, find the sum or difference on the track ahead of them, and move to that spot. If a child is playing with a game piece on each track, he or she has the additional challenge of determining which game piece would go farther on the board and be more beneficial to move. When the answer can no longer be found ahead on the path, the player jumps to the finish and wins

Before having students play this game, pass out copies of the chart at right, or have children copy it from the board. To play, students each roll a die four times, choosing a coin category in which to record the results of each roll. For example, if a student rolls a 5, he or she might write the number 5 in the dimes category, multiplying it by the coin´s value (.10) to get the total value for the roll (.50). After each player has rolled four times, the player with the most money in the "bank" wins the game. 

Before students play this game, provide a pencil and paper on which they can keep score. Then invite student pairs to roll their way to the finish line total of 500 (or play independently to see how long it takes them to reach 500). Hand each child a polyhedral die, then have them roll the die and multiply the number they roll by ten. Next, have them roll again, multiply that number by ten, and add it to the first number. Kids keep rolling, multiplying, and adding until one of them reaches 500 — and wins the race!

Have student partners practice place-value skills by taking turns rolling a polyhedral die three times, and writing down the results as they go. The first roll becomes the digit for the hundreds place, the second roll becomes the digit for the tens place, and the third roll becomes the digit for the ones place. The player who rolls the largest total number wins the round. Challenge student pairs to roll five times to find the thousands and ten thousands place.

Before having students play this game, pass out copies of the chart at right or have children copy it from the board themselves. To play, students roll a die, plugging the first number they roll into one of the equations on their chart. They repeat the process four times, then add the products of the five problems. The player with the highest total is the “High Roller” and wins the game. Challenge students to see how quickly they can roll the die, choose which equation is best to use for that roll, and solve the equations.

 
Jacquelyn Johnson Howes teaches second grade in Weatogue, CT, and is the author of Super-Easy Shape Art (Scholastic, 2002).  This article was originally published in the October 2004 issue of Instructor.

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