*+__ Bingo *is a very simple family of games. Children are able to actively participate throughout the entire game. Even as children take turns rolling the die and announcing the number, all players get to place a mark on the number that is called at each turn.

**Addition of numbers 1-5: **Players have the opportunity to practice adding small numbers (1-5) to numbers 1-6. This provides children with a good alternative to drills with sums. Teachers can also observe how children add small numbers (counting up versus counting on; starting with the largest number versus starting with the number on the die even when it is smaller than the number being added).

**Spatial Reasoning: ** Players have the opportunity to decant from thinking about only horizontal and vertical rows. To be successful, they must consider diagonal rows, as well. Players must evaluate all the possible boxes to place their chip and decide which box is the most beneficial to help them achieve 6 chips in a row.

##### Click the below icons to print out game board, rules and notes.

Plus Two Bingo: Game board #1 | Plus Two Bingo: Game board #2 | Plus Two Bingo: Game board #3 |

Plus Two Bingo: Game board #4 | Plus Two Bingo: Rules | Plus Two Bingo: Notes |

**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 1 to 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.

*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.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*.

**First Grade**

*Operations and Algebraic Thinking** *

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).