# Get the Animals Home

#### Plus & Minus

Provide children with a number path game board. Children take turns rolling a number cube to determine how many counters to place on the game board. One child counts out the counters based on the number rolled and another child counts to make sure it’s the correct number. Children then place the counters on the game board, one per space. Children then choose a plus or minus card, adding or removing that many counters from the board, again checking with their partner to make sure they added or removed the correct number. Children switch roles and continue until they get to the end of the path to get the animals home.

Primary Objective

• Producing and understanding number combinations of totals to 4 or more

How to use

If most students cannot consistently create and count sets of up to 10 objects using one-to-one correspondence, you may want to instead preview the Roll, Count, & Land version of the activity.

Materials

##### Steps of the activity

The activity steps icons below outline the steps of the activity. Print these icons as cards and share them to help children remember the steps. They’re also a helpful scaffold for children!

Find a sample script for teachers to use here.

Setup 1

Provide a game board, one checking plate, one number cube, and two sets of different colored counting chips, one color for each child.

Step 1

Teacher rolls the number cube and tells how many are on it.

Step 2

Teacher counts out that many counters from the bowl and puts them on the plate.

Step 3

Teacher asks the child, “Am I right?” Child checks.

Step 4

Teacher puts the counters from the plate onto the game board, one per space.

Step 5

Teacher says how many total counters they have on the game board now and child confirms.

Step 6

Plus/Minus cards are placed face down and teacher selects one card.

Step 7

Teacher says how many total counters they have on the game board now and child confirms.

Step 8

Teacher and child switch roles and play again.

Step 1

Teacher adds more counters to the board based on the number shown on the counting card.
Subtraction

Step 1

Teacher removes counters from the board based on the number shown on the counting card.
##### Instructions

Instructions for introducing the activity to the {group title}

Explore The Executive Function And Math Skills In This Activity

Math Learning Trajectories

Counting levels

##### What to do next

Are some students ready for more challenge? Try the adaptations provided above for Whole Group. On another day, have the students play in pairs in a Small Group

If some students can’t yet consistently create and count sets of up to 10 objects using one-to-one correspondence, they may benefit more from playing the Roll, Count, & Land version of this activity.

Materials

For each pair of students playing:

##### Steps of the activity

The activity steps icons below outline the steps of the activity. Print these icons as cards and share them to help children remember the steps. They’re also a helpful scaffold for children!

Find a sample script for teachers to use here.

Setup 1

Provide a game board, one checking plate, one number cube, and two sets of different colored counting chips, one color for each child.

Step 1

Child 1 rolls the number cube and tells how many are on it.

Step 2

Child 1 counts out that many counters from the bowl and puts them on the plate.

Step 3

Child 1 asks Child 2, “Am I right?” Child 2 checks.

Step 4

Child 1 puts the counters from the plate onto the game board, one per space.

Step 5

Child 1 says how many total counters they have on the game board now and Child 2 confirms.

Step 6

Plus/Minus cards are placed facedown and Child 1 selects one card.

Step 7

Child 1 says how many total counters they have on the game board now and Child 2 confirms.

Step 8

Children switch roles and play again.

Step 1

Child 1 adds more counters to the board based on the number shown on the counting card.
Subtraction

Step 1

Child 1 removes counters from the board based on the number shown on the counting card.
##### Instructions

Instructions for introducing the activity to the {group title}

Explore The Executive Function And Math Skills In This Activity

Math Learning Trajectories

Counting levels

##### What to do next

Did some students need more support or more challenge? Don’t forget to try out some of the adaptations provided above for Small Group. Continue working in Small Groups with teacher support until students can comfortably play with minimal teacher guidance. Then have students practice the activity independently in Center

Did some of your students play the Roll, Count, & Land version of the game in Small Group? If so, then they should also play that version during Center time. Don’t forget, children should play the Plus & Minus version in Small Group before playing in Center time!

Materials

For each pair of students playing

##### Steps of the activity

The activity steps icons below outline the steps of the activity. Print these icons as cards and share them to help children remember the steps. They’re also a helpful scaffold for children!

Find a sample script for teachers to use here.

Step 1

Child 1 rolls the number cube and tells how many are on it.

Step 2

Child 1 counts out that many counters from the bowl and puts them on the plate.

Step 3

Child 1 asks Child 2, “Am I right?” Child 2 checks.

Step 4

Child 1 puts the counters from the plate onto the game board, one per space.

Step 5

Child 1 says how many total counters they have on the game board now and Child 2 confirms.

Step 6

Plus/Minus cards are placed facedown and Child 1 selects one card.

Step 7

Child 1 says how many total counters they have on the game board now and Child 2 confirms.

Step 8

Children switch roles and play again.

Step 1

Child 1 adds more counters to the board based on the number shown on the counting card.
Subtraction

Step 1

Child 1 removes counters from the board based on the number shown on the counting card.
##### Instructions

Instructions for introducing the activity to the Center.

 Review the Activity Today, the Get the Animals Home game we’ve been playing together will be at [name] Center! Tell students that the activity will be in Centers to play on their own. We recommend playing the activity in Small Groups at least once before introducing it in Centers. Adjust the Challenge MAKE IT EASIER Math: use the 10-space game board or include only the 0 and 1 counting cards so children add or subtract only 1 or 0 counters. Math & EF: use a dot cube with only 1-2 or 1-3 dots repeated on the faces. MAKE IT HARDER Math: use the 20-space game board or include the 2, 3, or higher-numbered counting cards so children add or subtract larger quantities Math & EF: use more challenging cubes—in order of increasing difficulty: dot cube with numbers 1-6, numeral cube with numbers 1-6, number cube with numbers 5-10, two dot cubes, one numeral cube and one dot cube, or two numeral cubes. You will have picture cards to help you remember how to play and to remind you whether you are the roller and counter or the checker. Display the activity step icons and role cards. Time to Play! Let’s remind ourselves how to play the game! Review the steps of the activity while referencing the activity step icons and role cards. Adjust the Challenge MAKE IT EASIER EF: use the role cards or use the activity step icons. MAKE IT HARDER EF: omit the role cards or the activity step icons.

Explore The Executive Function And Math Skills In This Activity

Math Learning Trajectories

Counting levels

##### What to do next

Keep playing this activity in Centers throughout the year. Students who played the Roll, Count, & Land version may switch to the Plus & Minus version once they’ve been introduced to it in Small Group and can create and count sets of up to 10 objects using one-to-one correspondence. Do some students need more support or more challenge? Try the adaptations provided above for Centers.

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