This game provides rich opportunities for children to figure out strategies. Because players can see each other’s cards, they can readily figure out how to block each other from being able to place cards in line. For example, if one player has the red 6 and no other red cards, and the next player has the red 7, the player with the red 6 can withhold playing the red 6, preventing the other player from placing the red 7 and perhaps causing that player to have to skip several turns.

For this reason, the game’s primary value is in developing strategies. The game also gives children many experiences with the numeric sequence emphasizing the sequence of numbers from 1 to 10.

**Recommended # of Players:** 2 or 4 (not 3)

Click here to download the game.

## Standards Addressed

### Head Start Standards

#### Social and Emotional Development

**Social Relationships**** **

- Communicates with familiar adults and accepts or requests guidance.
- Cooperates with others.
- Develops friendships with peers.
- Establishes secure relationships with adults.
- Uses socially appropriate behavior with peers and adults, such as helping, sharing, and taking turns.
- Resolves conflict with peers alone and/or with adult intervention as appropriate.
- Recognizes and labels other's emotions.
- Expresses empathy and sympathy to peers.
- Recognizes how actions affect others and accepts consequences of one's actions.

**Self-Concept & Self-Efficacy**** **

- Demonstrates age-appropriate independence in a range of activities, routines, and tasks.
- decision making regarding activities and materials.

**Self-Regulation**

- Recognizes and labels emotions.
- Handles impulses and behavior with minimal direction from adults.
- Follows simple rules, routines, and directions.

**Emotional & Behavioral Health**

- Expresses a range of emotions appropriately, such as excitement, happiness, sadness, and fear.
- Refrains from disruptive, aggressive, angry, or defiant behaviors.

#### Approaches to Learning

**Initiative and Curiosity**

- Demonstrates flexibility, imagination, and inventiveness in approaching tasks and activities.
- Asks questions and seeks new information
**.**

**Persistence & Attentiveness**

- Maintains interest in a project or activity until completed.
- Resists distractions, maintains attention, and continues the task at hand through frustration or challenges.

**Cooperation**

- Plans, initiates, and completes learning activities with peers.
- Joins in cooperative play with others and invites others to play.
- Models or teaches peers. Helps, shares, and cooperates in a group.

#### Logic and Reasoning

**Reasoning & Problem Solving**

- Seeks multiple solutions to a question, task, or problem.
- Recognizes cause and effect relationships.
- Classifies, compares, and contrasts objects, events, and experiences.
- Uses past knowledge to build new knowledge.

#### Language Development

**Expressive Language**

- Engages in communication and conversation with others.
- Uses language to express ideas and needs.
- Engages in conversations with peers and adults

#### Literacy Knowledge and Skills

**Print Concepts & Conventions**

- Recognizes print in everyday life, such as numbers, letters, one's name, words, and familiar logos and signs.
- Understands that print conveys meaning.

#### Mathematics Knowledge and Skills

**Number Concepts & Quantities **

- Recites numbers in the correct order and understands that numbers come before or after one another.
- Associates quantities and the names of numbers with written numerals.

**Number Relationships & Operations**

- Uses a range of strategies, such as counting, subitizing, or matching, to compare quantity in two sets of objects and describes the comparison with terms, such as more, less, greater than, fewer, or equal to.

**Geometry and Spatial Sense**

- Understands directionality, order, and position of objects, such as up, down, in front, behind.

**Patterns**

- Sorts, classifies, and serializes (puts in a pattern) objects using attributes, such as color, shape, or size.

### Common Core Standards

**Kindergarten**

Know number names and the count sequence.

- K.CC.1. Count to 100 by ones and by tens.
- K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Count to tell the number of objects.

- K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality.
- When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
- Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
- Understand that each successive number name refers to a quantity that is one larger.

Compare numbers

- K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
- K.CC.7. Compare two numbers between 1 and 10 presented as written numerals.

*Operations and Algebraic Thinking** *

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

- K.OA.1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
- K.OA.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
- K.OA.5. Fluently add and subtract within 5.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

- K.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as
*above*,*below*,*beside*,*in front of*,*behind*, and*next to*.