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Regents' Center for Early Developmental Education

One More (4-year-olds)

Recommended # of Players: Unlimited
One More

One More or One Less are fairly simple versions of Bingo and are suitable for children who have learned how to play games. An added challenge of these games are adding or subtracting 1 from the numbers 1-6. Because each child has a game board and can place a chip on their board at every turn, all players are active throughout the game. This means that many children can play at once without losing patience having to wait too long for a turn. Children also must use their spatial reasoning and strategy. Players must evaluate all the possible boxes they can place their chip and decide which box will be most beneficial for them.

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

One More game board #1

One More:  Game board #1

One More game board #2

One More:  Game board #2

One More game board #3

One More:  Game board #3

One More game board #4

One More:  Game board #4

One More rules

One More:  Rules

One More notes

One More:  Notes

Standards Addressed: 

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.
    • 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.

Geometry 

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).