Ten Timid Ghosts Board Game

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DATE: October 16
DURATION: 60 minutes
SUBJECT: Math

Materials

Board games (8)

Playing cards (8 decks)
Bags with cotton balls (8)
Pawns (16)
Ten Timid Ghosts the book
Smart board
Worksheets

Objectives
By the end of this lesson, the students will be able to:
Understand decreasing numbers
Understand the concept of taking away

Lesson
Introduction:
I will start by reviewing the story Ten Timid Ghosts that we have read for
another lesson. I will ask students, Can somebody give me a short
summary of the story Ten Timid Ghosts? After we have gone over the
story I will ask students, What do you notice about the numbers in this
story? I will flip through the first 3 pages to help them notice that the
numbers are in decreasing orders. I will then say, Every time the witch
scares a ghost, they are taking away a ghost from the house. This
will introduce the students to the term take away. I will then do a quick
activity on the smart board to demonstrate a number sentence with the term
take away. I will show students 10 take away 4. I will ask them to think about
the answer and then discuss with the person next to them. I will ask students
to show me the silent thumb when they have their answer. I will ask someone
to answer the equation. I will demonstrate the problem and how to solve it
using images on the smart board. I will then say, Give me a thumbs up if
you think you are able to do this on your own now. I will then proceed
to the activity.
Activity:
I will place students in assigned pairs. I will demonstrate how to play the
game before handing out the materials, in order to avoid disruptions. I will

explain how each team will receive a playing board and a stack of cards. Each
card has a different equation such as, 10 take away 6. Students will also have
a bag with cotton balls (ghosts) to help them count if needed. I will briefly
demonstrate how to play the game. I will then hand out the materials to each
group of students. I will say, For you to have the question correct, you
must make sure your partner agrees with your answer. I will circulate
to help students as needed. When students are struggling to find an answer I
will say, Try using the ghosts to help you count. I will put a timer for
20 minutes to indicate when students need to end their game. When the
timer rings I will say, Its time to clean up, please put all your cards
together and your ghosts back in the bag. I will ask one partner to
bring the game to my desk.
Closure/Evaluation:
I will then use a signal to get the students attention. I will hand out a
worksheet to each student with problems similar to those they saw while
playing the game. On the worksheet students are asked to draw the equation
and write the final answer. While students work on this I will circulate to make
sure students are on task. I will help the students who need assistance.
Students who finish early will be asked to draw on the back of their sheet.

Competencies
COMPETENCY 1 TO SOLVE A SITUATIONAL PROBLEM RELATED TO
MATHEMATICS
Production of a correct solution (procedure and final answer)
To apply different strategies to work out a solution
To decode the elements of the situational problem
COMPETENCY 2 TO REASON USING MATHEMATICAL CONCEPTS AND
PROCESSES
Appropriate analysis of a situation involving applications
Correct justification of actions or statements by referring to
mathematical concepts and processes
COMPETENCY 3 TO COMMUNICATE BY USING MATHEMATICAL LANGUAGE
Correct interpretation of a message (oral or written) using
mathematical language
To become familiar with mathematical vocabulary

Materials

Board Game

Worksheet

Cards