Always+Twelve

= Continuing the Investigation = As you play **Always 12**, reflect on the following:

Mathematics Involved:
1.) What is the mathematical reasoning that is possible as the game is being played? 2.) What standards are being addressed? 3.) What are some strategies or mathematical models I can promote through thinking aloud?

Pedagogical Issues:
1.) What are effective ways to introduce the game? 2.) Who could benefit from playing this game? 3.) How can I facilitate student autonomy in playing the game? 4.) How can I get students to share their thinking with their peers while playing the game?

Ways to Improve the game:
1.) Appearance 2.) Wording of rules 3.) Changing of rules

Pre-K–2 Expectations: In pre-K through grade 2 all students should–

 * count with understanding and recognize "how many" in sets of objects;
 * use multiple models to develop initial understandings of place value and the base-ten number system;
 * develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections;
 * develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers;
 * connect number words and numerals to the quantities they represent, using various physical models and representations;

Pre-K–2 Expectations: In pre-K through grade 2 all students should–

 * understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations;
 * understand the effects of adding and subtracting whole numbers;

Pre-K–2 Expectations: In pre-K through grade 2 all students should–

 * develop and use strategies for whole-number computations, with a focus on addition and subtraction;
 * develop fluency with basic number combinations for addition and subtraction;
 * use a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators.