Twenties is a great game for children who are developing fluency adding small numbers (1-10). Players must also subtract numbers from 20 in order to find the best placement for their domino. Before they can decide to place their domino, children must conduct calculations on several rows and compare the answers to the dominoes that they have.

Players may either keep their dominoes face-down or allow others to see them. This should be discussed by the children prior to playing the game. The teacher may want children to play with their dominoes face-up. Children can use this information to help each other decide where to place their dominoes. For example, this may prevent another player from making a line of 20. By doing this, children will actually be required to do more mental calculations and are more mentally engaged throughout the game.

##### Click the below icons to print out dominoes, card backs, rules and notes.

Twenties: Dominoes |
Twenties: Dominoes card backs |

Twenties: Rules |
Twenties: Notes |

## Participants

Recommended # of Players: 2 - 4

## Standards Addressed

**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.

- K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1to 20, count out that many objects.

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.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
- 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.4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
- K.OA.5. Fluently add and subtract within 5.

*Number and Operations in Base Ten** *

Work with numbers 11-19 to gain foundations for place value.

- K.NBT.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

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*.

**First Grade**

*Operations and Algebraic Thinking** *

Understand and apply properties of operations and the relationship between addition and subtraction.

- 1.OA.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.OA.4.Understand subtraction as an unknown-addend problem.
*For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.*

Add and subtract within 20.

- 1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
- 1.OA.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).

Work with addition and subtraction equations.

- 1.OA.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
- 1.OA.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
*For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.*

*Number and Operations in Base Ten** *

Understand place value.

- 1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
- 10 can be thought of as a bundle of ten ones called a ten.
- The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
- The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

**Second Grade**

*Operations and Algebraic Thinking*

Add and subtract within 20.

- 2.OA.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.