It is placed face up on top of the pile of leftover cards. Once students have grasped all of the ins and outs, you can introduce “The Starter.” This card is pulled from the middle of the deck after the cards have been dealt. This exercise of looking for combinations of 15 will continue in this way for a week or two. If Team A only found ways to earn 4 points, but when they show their combinations, a player from Team B notices an additional way to make a combination of 15 that Team A failed to see or mention, the sly individual from Team B who uncovered the extra points gets them for their team (B, not A). In other words, you have Team A and Team B. Also, you could suggest that if one team sees points in another team’s cards that were not discovered and therefore not counted, the team that discovered the missing points gets them! That will get kids into looking for as many points as possible. If interest wanes at all, you could move the pegs on the board.

I always shuffle the deck between every “round.” This makes it feel more like a card game and less like math practice. In groups of 3, I give kids 6 cards to puzzle over. Shuffling between rounds makes it feel more like a card game than math practice.Īfter modeling making wise decisions regarding which card combinations make the most points, I have students try.

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