Make Five

Resources and Tools for Elementary Math Specialists and Teachers

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This interactive online game for one or two players provides practice with number facts and builds strategic thinking and pattern discovery. Players choose an operation (addition, subtraction or multiplication) and 100 problems appear in a 10 by 10 grid. They then select problems that match given target numbers while attempting to get 5 in a row in the grid. Users have the option of working for 3 in a row on a 5 by 5 board, and of turning the sound off. This game is a good balance of skill and luck.

Average

(2 Comments)

Contributed by: Michiel Doorman - Author, Freudenthal Institute - Publisher

Math TopicNumber Sense, Basic Operations, Number Concepts, Algebraic Thinking, Mathematical Practices, Mathematical Processes

Grade Level1, 2, 3, 4, 5

Resource TypeActivity, Game, Interactive Media

Additional Information
- AudienceLearner
- LanguageEnglish (USA)
- Education Topic
- Interdisciplinary Connection
- Professional DevelopmentNo
- ContributorMichiel Doorman - Author, Freudenthal Institute - Publisher
- Publication Date2003
- Rights(c) wisweb.nl 2003 - 2009
- AccessFree access
Standards
- Common Core State Standards for Mathematics
  Select a standards document:
- Standards for Mathematical Practice[K-12]
- Look for and make use of structure.[K-12]
- Operations and Algebraic Thinking[K - 5]
- Understand and apply properties of operations and the relationship between addition and subtraction.[1]
- 3. Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)[1]
- Add and subtract within 20.[1 - 2]
- 6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 — 4 = 13 — 3 — 1 = 10 — 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 — 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).[1]
- 2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.[2]
- Understand properties of multiplication and the relationship between multiplication and division.[3]
- 5. Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)[3]
- Multiply and divide within 100.[3]
- 7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.[3]
- Solve problems involving the four operations, and identify and explain patterns in arithmetic.[3]
- 9. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.[3]
- Gain familiarity with factors and multiples.[4]
- 4. Find all factor pairs for a whole number in the range 1—100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1—100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1—100 is prime or composite.[4]
User Comments
- Average
  3.5
  
  Fact-Tac-Toe
  By Uncle Bob on 04/19/2012 - 11:08
- A game to be enjoyed by those who like number patterns and strategy. To get 5 (or 3) in a row, where should you play first? ... when you have 6 choices that make the target number, which gives you the best chance of winning. The size of the grid allows for many more possible plays and streaks than the usual tic-tac-types. Choose +, - or x.
- Average
  3.5
  
  Good activity, bad graphics
  By bethb on 01/11/2013 - 15:48
- This is a nice activity in concept, but the graphics are not so great. I don't think I would use this activity in this format, I might make a worksheet for it instead.

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Make Five

Common Core State Standards for Mathematics