# Math N’ Bowl – Bowl for fractions – probability math -additions subtraction games mat

\$205\$488 (USD)

Let’s strike up some fun! Our life-sized bowling mat invites students to mix learning and enjoyment together. Mixing bowling and math together is a sure hit!

### Sizes

GIANT – 72 inches x 277 inches, 182 cm x 703 cm
SCHOOL – 60 inches x 231 inches, 152 cm x 586 cm
HOME – 36 inches x 138 inches, 91 cm x 350 cm

 Size Choose an optionGIANTSCHOOLHOMEClear
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## Learn

Math N’ Bowl – Bowl for fractions – probability math- additions subtraction games mat

Bowling is fun and GREAT exercise. Three games of bowling are equivalent to walking one kilometer. Our curriculum-based activities are highly motivating for all students. We have integrated math learning into all activities and games for students up to grade 6.
Bowling pins and balls not included.

## Full-Day Early Learning – Kindergarten Program – Gr. 5

The suggested activities are linked to the curriculum and include some of the following:
· understanding the concept of number
· counting
· comparing fractions
· estimating, counting, and representing the value of a collection of coins
· demonstrating an understanding of place value
· investigating probability

## Kindergarten Suggested Activities – Addition

Warm up: Count the bowling pins. Pick up two pins and put them behind your back. Ask “How many pins are left? Count together.

When bowling, younger students should stand midway on the mat so that it is easier to hit the pins. The younger students may find it easier to roll the ball from between their legs.

The first student rolls the ball. They count the pins that are down and write the number on the chalkboard. Assist as needed. Allow the student to roll the ball 3 times. Each time they write the total number of pins that are down. If they have a strike, give them a ‘high five’.

## Grade 1 Suggested Activities – Subtraction

Warm up: Guess my number. I have 10 bowling pins and I knock down 3. How many are left? When a student responds, have them show the group using the pins. Assist as needed.

Bowling
Each student will be given three chances to hit all of the pins. Remind them that we roll the ball towards the pins.
Each time they roll, the person who had the previous turn will write the math equation.
E.g., 10 – 3 = 7
10 – 5 = 5
10 – 8 = 2
Please model this for the first student.

## Grade 2 Suggested Activities – Money, Probability

Warm up:
Count the bowling pins with the students.
Ask “If I knock 3 pins down with my first ball, how many pins are left? (7)
“If I knock 8 pins down with my first ball, how many pins are left? (2)

Using the language of probability
Line up the students.
Before each student rolls the ball, ask them the following question:
Is it likely, unlikely, certain, or impossible to hit down all of the pins?
Or
Is it likely, unlikely, certain, or impossible to hit down some of the pins?

Bowling for Dollars
Materials needed:
One die that reads: pennies, nickels, dimes, loonies, toonies, free choice.
Whiteboard/Chalkboard
The first student rolls the die to determine how they will count their score e.g., dimes = count by 10s.
Allow the student to have 2 or 3 rolls and then count the value of their roll e.g., 8 pins down = 80 ¢. Have the student write their amount on the chalkboard using ¢.
Repeat.

Bowling
Materials needed:
Whiteboard and marker

Each student will be given three chances to hit all of the pins. Remind them that we roll the ball towards the pins.
Each time they roll, the person who had the previous turn will write the math equation.
E.g., 10 – 3 = 7
10 – 5 = 5
10 – 8 = 2
Please model this for the first student.

## Gr. 3 Suggested Activities – Fractions

Ask: How many bowling pins are there? (10)

How many pins is ½? (Answer: 5) How do you know? A student can demonstrate using the pins.

Show the students 6 pins.

Ask:  How many pins are there? (6)

How many are ½? ( Answer: 3)

How many are ⅓? ( Answer: 20

What fraction is bigger; ½ or ⅓?  (Answer ½) Have a student demonstrate the correct answer.

Bowling for the JACKPOT!

Materials needed:

Coin (heads = dimes, tails = quarters)

Chalkboard, chalk

Goal: Be the first team to reach \$10.00
Form two teams.

The first student flips a coin to determine how they will count their turn. E.g., heads = dimes = count by 10s.

Allow the student to have 1 or 2 rolls and then count the value of their roll e.g., 8 pins down = 80 ¢.  Have the student write their amount on the chalkboard using proper notation \$.

Repeat.

Each team adds up their money until one team reaches \$10. Assist as needed.

Bowling for Fractions- Tenths

Students rolls ball to determine what fraction of the pins they can knock down with one ball. If they hit 3 pins they should write 3/10s on the chalkboard.

When a student hits a strike on their turn, everyone else in the group has to do 10 jumping jacks/side bends etc.

Option: Create a tally chart with the following:

 0/10 1/10 2/10 3/10 4/10 5/10 6/10 7/10 8/10 9/10 10/10

Students can put a tally mark in the section that represents how many pins they knock down with one ball.

You can ask them to predict which section will have the most tally marks.

Biggest Number

Materials needed:

Chalkboard and chalk

Place value grid (optional)

Biggest Number

 Hundreds Tens Ones Number 8 7 5 875

Bowling pins with numbers written on the base (0,1,2,3,4,5,6,7,8,9)

Goal: Create the highest number using the numbers on the bottom of three bowling pins that have been knocked down.

Procedure:

Students roll the ball to knock bowling pins over. Allow 1, 2, or 3 turns as time permits.

The student has 30 seconds to create the largest three digit number from the pins knocked over e.g., 2, 5 ,0, 7, 3, 8 = 875

They write their number on the chalkboard or on the place value chart (optional).

Smallest Number

As above but creating the smallest number from the digits e.g. 2, 5 ,0, 7, 3, 8 = 023

All or Nothing

Goal: Knock down the 10/10 of pins to earn a letter to spell the word FUN ( or any desired word).

Procedure:

Form two teams

Each student rolls the ball and records the fraction of the pins knocked over e.g. 8 pins down = 8/10

If the second student rolls 6/10 the team now has 8/10 + 6/10. This is equal to 10/10 and 4/10. 10/10 gives them the first letter of the word FUN. Clarify as needed.

Repeat until the word FUN is earned.

\$1000.00 is the Limit!

Materials needed:

Chalkboard and chalk

Place Value Grids – one for each team

\$1000 is the Limit

 Tens Ones      . Tenths Hundredths Amount Total Amount 4 8       . 7 5 \$48.75 \$48.75 4 3       . 6 2 \$43.62 \$92.37

Calculator (optional)
Goal: Reach the highest amount or  \$1000