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Regents' Center for Early Developmental Education

Point (3rd Grade)

Recommended # of Players: 2 - 6
Point

This game is not as complicated as it appears at first glance. Children simply make sets of cards that add up to the number showing on the tile card (0-12). Children have the opportunity to use 2 or more numbers to make another number. They also have the opportunity to figure out the strategy of saving their smaller cards (1s and 2s) to make larger numbers.

The tile cards are divided into quadrants of 5 tiles each, for a total of 20 tiles. Some of the tiles are yellow. Children count the number of yellow tiles to find out the total they are to create using the cards in their hands. Because of the design of the tile cards, teachers have the opportunity to observe how children count and add (counting all versus counting on) and whether or not children count by 5s when counting the larger numbers on the tile cards. The objective is for children to get rid of all of their cards by using them to make the total of each tile card turned over.

When making the tile cards from the templates included on this CD, cut along the red lines.

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

Point dot cards

Point: Dot cards

Point dot card backs

Point: Dot card backs

Point tile cards

Point: Tile cards

Point tile card backs

Point: Tile card backs

Point rules

Point: Rules

Point notes

Point: Notes

Standards Addressed: 

Common Core Standards

*Click on the category title (ex: "Counting and Cardinality") to view the entire standards of the Common Core.

Kindergarten

Counting and Cardinality 

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.
  • 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.

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.

First Grade

Operations and Algebraic Thinking

Represent and solve problems involving addition and subtraction.

  • 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
  • 1.OA.2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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

Extend the counting sequence.

  • 1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

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.

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.