Students love practicing numerical patterns with rules while playing math games! This matching math game is low prep and loved by both students AND teachers. You’ll print, cut the puzzle pieces apart, use the recording sheet, and begin solving number patterns. Use these puzzle pieces as morning work, a teacher table, small group station, math center, or even as an early finisher activity.
In this math station activity, students will review how to create a numerical pattern based on a rule all while playing a highly engaging math matching game!
What does this math resource include?
- Teacher Direction page
- 20 Matching Puzzles
- Student Recording Sheet
- Teacher Answer Key
What’s the best way to use this matching game?
- Math Centers or Stations
- Whole Group Practice
- Morning Work
- Early Finisher Activities
- Send home to engage students’ families
Tips for Playing Matching Math Games:
- Print the puzzle pieces on cardstock or regular paper. If you are looking to use them for years, it’s worth the time to laminate them. Cut out the puzzle pieces and store in a labeled plastic baggie.
- Create groups of 2-4 students. The lower number of students means the more focused students are while playing.
- Show students how to compare and discuss answers. Did you both get the same answer? If students get different answers, ask them to solve the problem using a different strategy or help coach each other through the problem.
Do your students need math practice? Students will be playing a game and will often forget that they are even practicing math skills! Research shows that challenge-based gamification in the classroom leads to an increase of 34.755% in student performance (ScienceDirect, 2020).
Supports Common Core Standards:
5.OA.B.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
Teachers Like You Say This:
⭐️⭐️⭐️⭐️⭐️ “These are great for small group! I love that they are self-checking, students know they must have the wrong answer if there isn’t a matching puzzle piece.”
⭐️⭐️⭐️⭐️⭐️ “Loved how this had X and Y to start getting their minds ready for graphing functions!!”
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Copyright © Chloe Campbell
Permission to copy for single classroom use only.
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