BACK to First

Math
Lessons
of the
Year

Math About Me
15 Math Activities
Games 4 Learning
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Copyright © 2012 Teresa Evans (Updated 2013, 2014, 2017, 2019, 2021, 2023)
Games 4 Learning
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 Contents
What You Need to Know 4

What’s My Number? – Getting To Know You Number Game 5

Figure Me Out – Students Write Equations About Numbers in Their Life 7

My Life in Numbers Quilt - Students Create a Collaborative Quilt Display 11

Make a Me Cube – Students Construct a Cube About Themselves 13

Numbers About Me Poster Puzzle – Students Make a Poster 15

The Long, Long Me – Measuring with Non-Standard Units 18

We Are Similar and Different – Students Compare Themselves by Constructing a Venn Diagram 20

How Many Do I Have? – Students Find Something to Match Each Number 23

Name Values – Students Calculate the Value of Names in the Class 25

A Timeline About … – Students Construct Timelines About Their Lives 27

Give Me a Minute – Students Count Things That Can Be Done in 1 Minute 29

It’s About Time - Students Read and Record Times 31

Family and Friends Shape - Students Identify Shapes and Their Features, Convert Them into People 33

When’s My Birthday? – Play the Game and Create Birthday Graphs and Birthday Posters 35

Eliminate Number Game – A Game Using Numbers About the Students 50

Extra Birthday Posters with Neutral/Muted Frames 57

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 What You Need to Know
This is a collection of printable Back to School activities that focus on math and numbers
related to the students.

Key Features
• This packet includes 15 Printable Math Activities.
• These are fun and engaging activities using math concepts related to the students.
• Activities are No Prep or Low Prep - easy to prepare and perfect for that busy back to
school time.
• They have been designed as a fun way to ease students back into math at the start of the
year.
• Some activities can be used to create displays or bulletin boards in the classroom.
• Teachers' Notes are included for each activity.
• Activities can also be used throughout the year.

Use These for

• ‘Getting to know you’ activities with a math focus, as students share information about
themselves.
• First math lessons of the year for the first day of school or the first week of school.
• Includes activities for
- math centers,
- whole class activities,
- individuals

Wishing you lots of fun using these with your students!

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Activity 1

What’s My Number?
In this activity students will get to know each other as they recognize, record and share numbers
that are significant in their lives.
To begin, have students fill in the worksheet answering each question with a number.
Once students have answered each or as much as they can, they gather together and take turns
to tell one of their numbers and ask the class what it represents.
A student might say, My number is 14. What’s my number?
The other students have to guess what the number relates to in this student’s life.
For example 14 may be their address number or their birthday date number but is unlikely to be
the number of brothers that they have.
Optional: After playing the game, ‘What’s my number?’ discuss with students other numbers that
are common and significant in their lives, e.g. bus number, car license plate number, numbers
worn in some sports etc.

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 What’s My Number?
You are going to play a game with your class or with a group.
Answer the questions in the boxes with a number.

What is your How old are What is your

birthday date? How many brothers you? How many sisters do shoe size?
(Day only do you have? you have?
e.g. 25)

How many What are the

minutes does it last 2 digits of
What is your address How many pets do What is your birthday
take you to get your phone
number? you have? month?
to school? number?
(e.g. 3 for March)

Now ask each other questions about these numbers.

Say, ‘My number is …… What is my number?’ putting in one of the numbers in the boxes.
For example, ‘My number is 7. What is my number?’
The others have to guess what the number is to you, e.g. your birthday date or the number of pets you have.

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Activity 2

Figure Me Out
In this activity students will share information about themselves by writing equations for some of
the numbers in their lives. Before completing the worksheet, students can take turns to come to
the board and ask questions like,
- How old am I?
- How many pets do I have?
- How many brothers do I have?
The student then records an equation that has the answer for the question.
For example, A student might ask, How old am I? then record 5x7-26. The other students then
calculate the age of the student, 9. Encourage students to write complex equations if this is within
their abilities.
Students can then complete the worksheet, writing an equation to give the number for each
section on the sheet. The student then draws a picture of themselves in the center of the sheet.
Encourage students to create complex equations. Depending on the abilities of the students you
can specify that each equation must have 2 different operations. These can be displayed on a
bulletin board or around the room.
Optional Activity – See the Next Page for Figure Me Out Number Hunt.

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 Figure Me Out Number Hunt
After the Figure Me Out sheets have been completed, these sheets can be used for a Figure Me
Out Number Hunt.
Display the Figure Me Out sheets around the room where students can view them.

Print one Figure Me Out Number Hunt sheet and fill in student’s names for each question.
Copy enough of these pages for each student.
You may like to have 2 or 3 copies of the sheet and put different students’ names on each so that
there is one question about each student in the class. These can then be copied so that each
student has one of the named sheets, or all of them.

Alternatively: Print one page for each student and have student’s fill in the names on their own
copies.

Now the students can move about the room, finding the appropriate Figure Me Out sheets,
calculating the equations and recording their answers.

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 Figure Me Out
Write an equation in each oval. The answer for the equation must be the number for that oval, e.g. if you have 5 brothers,
you could write 8+8-11 in the Number of Brothers section. Write your name and draw yourself in the center oval.

Letters in My Birt
h Age My Birth
My Family Month Date
Name

er
Numb My Shoe
s
of Pet ____________ Size

Number of Numb Number

o
My Fav
orite ber of
States of Sis r
e Plane R f
m d In ters ides
Numbe Nu
ers I Have Live
r Broth

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 Figure Me Out Number Hunt
Use the Figure Me Out Sheets to answer these questions about the people in your class. Answer the equation
they have written on their sheet and record the answer.

1. How many brothers does ___________________ have? ___________________

2. How many sisters does ___________________ have? ___________________

3. How many pets does ___________________ have? ___________________

4. How many letters does ___________________ have in their family name? ________

5. How many plane rides has ___________________ had? _________________

6. How many states has ___________________ lived in? ___________________

7. How old is ___________________ ? ___________________

8. What is ___________________ ’s birth month? _________________

9. What is ___________________ ’s birth date? _________________

10. What is ___________________ shoe size? ___________________

11. What is ___________________’s favorite number? ___________________

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Activity 3

My Life in Numbers Quilt

In this activity students create a quilt square about numbers in their life. To complete the square
they are required to do some calculations related to their age and year of birth. The squares can
be cut out and displayed together to make a large collaborative class quilt display.
Students fill in the writing squares, draw themselves, then color the squares.
You may like to discuss and suggest a color palette or students can select their own color range.
Encourage students to color the squares symmetrically to create a pattern.
After coloring the squares, students cut out the large square. Display the quilt squares together in
rows to create a large quilt of small quilt squares.
Each square can be glued onto a slightly larger
square of colored paper if you desire, before
arranging the squares to make the quilt pattern.
The squares can also be displayed on a colored
background with a small space between each.
PLEASE NOTE: This quilt square can be displayed
with the All About Me Quilt Square from the
Back to School Writing Prompts Quilt.

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 My Life in My Life in Numbers by

Numbers ______________

Quilt
This is Me
Born in My Age at Home.

Write your name and details on Year in Years

the two writing squares. _______ _______

Draw yourself in the center of Month in Months

the other two squares. _______ My Birth _______
Date is
Color the squares with the
number graphics. Make sure ____/____/____
you color them symmetrically.

Cut out the large square and My Age

display it with your classmates' Doubled _____
squares to make a large quilt.
Tripled _____
This is Me How old What year
at School.
in 2030? will I be 25?
_______ _______
in 2045? will I be 50?
_______ Favorite _______
Number
____________
Circle -
Odd or Even

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Activity 4

Make a Me Cube
In this activity students create a cube that is all about them. These can then be displayed where
students can reach them and they can read about each other or view the illustrations. They can
be hung from clothes hangers to make a mobile.
Instructions have been omitted from the worksheet template as teachers can choose to have
students draw or write on the cube.
Instruct students to complete it as follows.
My Name – Write their name in fancy lettering or draw a picture and write their name beneath it.
My Family – Draw their family or write the names of their family.
My Likes- Draw or write 2 things that they like. My
n am
e
My Dislikes – Draw or write 2 things that they dislike.
Claire
My Friends – Draw or write the names of 2 or 3 of their friends.
My Favorites – Draw or write 2 or 3 of their favorite things, e.g. favorite color, animal, food, movie,
book, sport etc.
Optional: This activity can used to introduce or review the concept of a cube.
Discuss the features of a cube, draw nets for a cube, discuss and name other three dimensional
shapes.

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 Make a Me Cube

My Family
Fill in each square.
Cut around the edge.
Put glue on the grey areas and fold into a cube.

My Dislikes My Favorites My Name My Likes My Friends

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Activity 5

Numbers About Me
Poster Puzzle
This poster is a great way for students to get to know each other at the start of the year.
Each student creates a poster about numbers in their life. The poster also becomes a puzzle for
others to try to solve.
Students draw themselves or write their name in fancy letters in the center of the poster.
In each of the surrounding boxes they write a criteria that will tell how a particular number relates
to them, e.g. month of birth. The others are listed on the Instructions sheet.
They then write the numbers in the boxes on the Instructions sheet, cut them out and glue them
onto the poster to create a flap over the boxes on the poster.
The poster is decorated and is then ready to be displayed.
Other students and adults can then try to guess, how each number relates to the student and
check if they are correct by lifting the flap.
Optional: Introduce or review months of the year and the number for each
month, e.g. March is month 3.

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 Numbers About Me
Can you guess how each number relates to me?
Lift the flap to see if you are right.

Glue Here Glue Here

_______ _______

Glue Here Glue Here

_______ _______

Glue Here Glue Here Glue Here

Glue Here

_______ _______ _______

_______

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 Numbers About Me
Poster Puzzle Instructions
You are going to make a poster about numbers in your life. It will become a
puzzle for others to solve.

You Will Need: Numbers About Me Poster Sheet, Pencils, Markers, Glue,
Scissors

What To Do:
1. In the frame in the center of your poster, write your name in fancy letters
or draw a picture of yourself and write your name under it.
2. In the 8 boxes on the Poster Sheet write the following – one in each box.
- Age
- Brothers
- Sisters
- Day of Birth
- Month of Birth
- Address Number
- Pets
- Favorite Number
3. Now write the number for each of these in the boxes here, e.g. Day of
birth – 18, Month of birth – 2 (if birthday is February 18)
4. Cut out the boxes, cutting along the dotted lines.
Fold along the grey line.
5. Glue these boxes above the boxes on the Poster only gluing along the
top of each box so you can lift the flap to see what is under it.
6. Color the numbers on your poster.
7. Display your poster and let others guess how each number relates to
you. They can lift the flap to see if they are right. Cut along the dotted lines.
Fold along the grey lines.

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Activity 6

The Long, Long Me

In this activity students measure their length (height) using non standard units of measure.
You will need:
- worksheet for each student,
- string,
- scissors,
- objects to use for measuring – use what is available, e.g. blocks, unifix, pencils, markers,
crayons, books, shoes, popsicle sticks, erasers, Base 10 Blocks.
Have each student lay down and cut a length of string the same length as the student. Students
could work in pairs to do this. After they have recorded the objects they will be using to measure
their length,
have them record an estimate of how many of these objects their length will be. Students then
use the objects, laying them out along their piece of string to measure their length. A second
column is there to record their length later in the year.
Optional: Discuss which of the objects would be most suitable for measuring length
and advantages and disadvantages of measuring with these. Discuss the need for standard units
of measure. Introduce or review objects used for measuring length, e.g. rulers, measuring tapes,
and standard units of length, e.g. inches, feet, centimeters and meters.

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 The Long, Long Me

How long are you? You are going to measure your length with a variety of different objects.
Have a friend or the teacher cut a piece of string the same length as you.
Estimate then measure your length using the objects.
A second space is available so that you can repeat this at the end of the school year.

Object My Guess How Many? How Many?

Choose 5 different Estimate how many you Date__________ Date___________
objects to measure your think you will be. Measure your length Measure your length
length. using the string and the using the string and the
objects. objects.

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Activity 7

We Are Similar and Different

This activity is a compare and contrast activity where students present their information in a Venn
Diagram. Each student requires a worksheet to complete. Before starting the activity you may like
to discuss the We Are Similar and Different Zebra and Giraffe comparison on the next page.
Display for students to see and discuss the information presented in the outer circles and the
overlapping circles. Ask students to suggest other facts that could be added. Students then work
with a partner to find similarities and differences between themselves and their partner. Team
each student with another. If possible partner students with those who don’t know each other
very well as this is a great activity for students to get to know each other. Students label the
circles with their own name and their partner’s name. They then discuss themselves and find
similarities and differences. The following are suggestions for things they could compare.
Physical characteristics, e.g. color of eyes, color of hair, type of hair.
Members of their family, e.g. number of brothers or sisters, parent’s occupation.
Pets, e.g. type of pet, number of pets.
Sports or activities they participate in.
Favorites, e.g. sports, colors, food, animal, movies, books.
When students find something that they have in common, they write this in the overlapping
circles. Things that are different are written in the outer circle beneath the appropriate name.
Optional: Discuss how everyone has similarities and differences. A discussion about tolerance of
differences could follow this.

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 We Are Similar and Different
This diagram shows some of the things that are similar and different for a zebra and a giraffe.

Zebra Giraffe
Both

Has stripes Four legs Has spots

Short neck Has a tail Long neck
Black and white Eats plants Yellowish color
Short legs Found in Africa Long legs
Well camouflaged Mammal Long tongue
in grass

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 We Are Similar and Different
Find similarities and differences between you and your partner. Write your name in one box and your partner’s name in the
other. Where the circles join, write things that are the same for both of you, e.g. brown hair, pet dog. Write things that are
different for both of you in the rest of your circles. Find 5 things to go in each section.

Both

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Activity 8

How Many Do I Have?

This activity is a counting challenge that will require some creative thinking.
It can also be used as a puzzle activity after students have completed the sheet, so that members
of the class can learn more about each other.
Students are to attempt to finish each sentence so that it is true. Some will be easy – I have one
home/head/brother/cat. But some will require some thought as students try to finish the
statements, I have 6/7/8/9.
You may like to make suggestions and brainstorm things that they can consider counting for this
activity. A list could be brainstormed on the board or on a chart for students to reference as they
attempt to complete each sentence. Some ideas are pets, rooms in my house, people in my
family, cousins, aunts, uncles, fish in my fish tank, white shirts, swimsuits, pillows on my bed,
dolls, televisions/computers in my house.

Optional: Once students have completed as many as possible, their sheets can be collected and
distributed randomly to the class. Tell students that they are not to show the name on the sheet
they have been given, to anyone. Students can now take turns to read the sheet they have been
given and the class can try to guess who the student is. This is a great getting to know each other
activity!

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How Many Do I Have?
I have 1 tail.

Name_________________________________ Complete each sentence so that it is true.

I have 0 ____________________________________
I have 1 ____________________________________
I have 2 ____________________________________
I have 3 ____________________________________
I have 4 ____________________________________
I have 5 ____________________________________
I have 6 ____________________________________
I have 7 ____________________________________
I have 8 ____________________________________
I have 9 ____________________________________
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Activity 9

Name Values
Students love to play around with their names and explore their names.
In this activity, students are asked to calculate the value of their name after assigning a value to
each letter of the alphabet.
Each student requires a Name Values worksheet. A list of class names should also be made
available.
Students can do the required calculations mentally, on paper or they can be directed to use a
calculator.
Choose the method that suits their abilities and direct them to use this method. After calculating
the value of their first name, they will find the value of 2 classmates names.
Students can then attempt the challenges. They are to find the highest valued name in the class
and the lowest valued name. To do this they will require a list of class names. The next challenge
has them attempt to find names with values they are given. If students can’t find a name in their
class with that value, suggest that they try other names that they know, e.g. family and friends’
names.
Optional – Have students calculate the value of each of the names in the class and then order
them highest value to lowest value.
Or – Have students calculate the value of each of the names in their family.

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 Name Values My name is Glen. My
name value is 38.

Complete the value for each letter below.

a b c d e f g h i j k l mn o p q r s t u v w x y z
1 2 3 4 5 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 25 26
What is the value of your name?
Write your first name on the line then work out it’s value. Do the same for 2 people in your class.
Example Abbie 1 + 2 + 2 + 9 + 5 = 19

My Name __________________________________________________________

Classmate 1. ________________________________________________________

Classmate 2. ________________________________________________________

Challenges
Whose name has the highest name value? ____________________________________________

Whose name has the smallest name value? ___________________________________________

Can you find people in your class with the name values below?
18 ___________________ 24 ___________________ 35 ___________________

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Activity 10

A Timeline About …
In this activity students create a timeline about themselves.
Each student requires a worksheet.
They start the timeline by adding their name in the title. Next they write their birth date in the first
box and then draw a picture of themselves as a baby.. They draw themselves in the present day in
the last box.
In between they choose 5 significant events that they would like to record. You may choose to
have students draw pictures of each event and then label them or you can have students record a
short sentence to tell about the event.
Students can also be asked to date each event as best as possible. They can record the month
and year if possible or just the year that the event occurred.

Optional – Before attempting the timeline, you may like to model a timeline for students by
creating a typical calendar year timeline. Significant events like Easter, Christmas, start of school
and end of school can be added to the timeline that you create on a chart or on a Smartboard.

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 A Timeline About ____________
In the first box, write the date you were born and draw yourself as a baby. In the last box draw yourself as you are now.
Add 5 special events from your life in the other boxes.

I was born on This is me now.

_______________. Date __________.

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Activity 11

Give Me a Minute
In this activity students time themselves performing different activities and record
the results.
Students require: Give Me a Minute Worksheet, a ball to bounce, spare paper
Before beginning the activity, have students turn away from the clock to where they
are unable to see a clock or watch and estimate how long one minute is. They can put their hands
on their heads to signal when they think a minute has passed. On the one minute mark, make a
distinguishing sound, e.g. a loud cough, a loud chair movement. After all or most students have
indicated that they believe a minute has passed, tell students who was close, who was too early
and who was too late. Explain that the sound you made was the one minute mark. Discuss how a
clock with a second hand can be used to time one minute and how the second hand will move
around the clock once in a minute.
Give each student a worksheet and partner students in pairs to take turns at performing the
activity while their partner times one minute. Students can now work in pairs performing the
actions and timing each other.

Optional: After they have completed the worksheet, discuss other units of time. Make a list of
units of time and discuss the relationship between them, e.g. 60 minutes in an hour, 7 days in a
week, 12 months in a year.
Discuss how long different activities might take, e.g. to drive to a particular place known to most
students, to make a sandwich, to have a bath.

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 Give Me a Minute
Name_________________________________
Work with a partner. Take turns to time one minute while the other person does the activities.

A minute is 60 seconds. What can you do in one minute?

Starting at 1, what number can

How many times can How many jumping
you count to in one minute?
you bounce a ball and jacks (star jumps) can
catch it in one minute? you do in one minute?

_________

_________ _________

How many times can

you write your name in
one minute?

How many times can you say Start at 1 and write numbers
the alphabet in one minute? counting in ones. What number
can you write up to in one
minute?
_________

_________
_________

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Activity 12

It’s About Time

This activity has students consider what is happening at different times in a school day. Students
also read and draw times on clock faces.
There are three parts to this activity.

1. Students draw times on clock faces to show when they perform certain activities.
2. Next they read the times on the clock faces and record as digital times. They then write what
they would be doing at this time.
3. Students decide what their favorite time of the day is and record it on a clock face and as a
digital time. They then tell why it is their favorite time of the day.

Give each student a worksheet to complete. Students can then share with others what their
favorite time of the day is. Have the student show their favorite time to the class on a clock face
so their classmates can identify the time. Then have the student tell why it is their favorite time.

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 It’s About Time Name_________________________________

Draw the times on the clocks to show when you do these things.

Leave for school Have lunch Eat breakfast Go to bed

Write the digital time beside each clock face then write what you do at that time on a school day.

__ __ __ __ __ __
in the morning in the afternoon in the evening

__________________ __________________ __________________

What is your favorite time of the day? Draw it on the clock face and write it on the digital clock.
Circle a.m. or p.m. Tell why it is your favorite time.

Why? __________________________________
__ __
_______________________________________
Circle - a.m. or p.m. _______________________________________

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Activity 13

Family and Friends Shapes

In this activity students identify 2D shapes and draw on them to turn them into a
family member or a friend.
Optional: Before they start the worksheet, discuss the names of the shapes and discuss the
features of each shape.
Play Which Shapes?
Ask students to look at their worksheets and identify the shape or shapes for each clue.
Questions can be chosen to match the ability of the students. See below for basic and advanced
questions.
Basic Questions Advanced Questions
Which shapes have Which shapes have
• 4 straight sides? • parallel lines?
• no straight sides? • perpendicular lines?
• only one side? • at least one acute angle?
• 3 corners? • at least one right angle?
• 5 sides? • at least one obtuse angle?
• no corners? • no right angles?
• sides that aren’t equal in length? • parallel lines and obtuse angles?
• the same length and width? • 3 sets of parallel lines?
• sides of different lengths? • obtuse and acute angles?
• more than 5 sides? • parallel lines and acute angles?

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 Family and Friends Shapes
Name_________________________________
Turn each of the shapes into someone in your family or a friend by drawing arms, legs, facial features, hair, clothes, glasses etc.
Write the name of each person you have drawn beside the name of each shape.

Shape Person

square ______________

circle ______________

rectangle ______________

triangle ______________

pentagon ______________

oval ______________

octagon ______________

star ______________

trapezoid ______________

hexagon ______________

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Activity 14

When’s My Birthday?
There are 3 parts to this activity.
1. When’s My Birthday?’ Guessing Game
Make a game of guessing when each student’s birthday is. To begin make sure that students know
their birth dates. Students now take turns to ask, ‘When’s my birthday?’ After a student asks the
others guess by saying a date. The student who has asked the question gives clues by saying
‘before’ or ‘after’.
Example – Student A whose birthday is August 9 asks, ‘When’s my birthday?’
Student B guesses – ‘October 4’
Student A answers, ‘Before.’
Student C guesses, ‘April 9.’
Student A answers, ‘After’.
Guessing continues with Student A replying, ‘Before’ or ‘After,’ until a student guesses correctly.
2. Birthday Charts
Record each student’s name and birthday date on the appropriate chart. The Birthday Charts can
be laminated and used year after year or printed on cardstock.
PLEASE NOTE: 2 Sets of Birthday Charts are included with - Bright Frames p35, Muted Frames p56
3. Birthday Graph
Print a copy for each student and print the birthday symbols. Have students glue one symbol on the
graph for each student birthday. Alternatively, have students complete the graph coloring one block
for each birthday in the month.

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 Our Birthdays

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

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 Our Birthdays Symbol Cards
Students can complete the birthday graph by coloring a block for each birthday or they can use the Birthdays Symbol Cards.
To use the symbol cards each student requires one set of cards to complete the graph.
3 sets are on this page. Print one sheet for every three students.

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Activity 15

Eliminate Number Game

This is a fun, number game that uses properties of numbers relevant to the
students and their lives. Review number properties of numbers with 1 or 2 digits (and maybe 3 or
more) in this game of Elimination.
Preparing the Game
Each student requires an Eliminate Number Game Form to complete. Print one sheet for each pair
of students.
Print the Eliminate Number Game cards on cardstock. Cut into cards. The Eliminate Number
Game Cards
are placed in a box or bowl where cards can be drawn out one by one.
Playing the Game
Start the game by having each student fill in the Eliminate Number Game Form.
When each student has completed the form, students all stand. The teacher or a student draws a
card from the bowl and reads the card. The students follow the instruction on the card and sit
down if their number has the property described, e.g. Sit down if your shoe size is an even
number. Once a student sits down they are eliminated for this game and do not stand again.
Play continues in this way until only one student remains – the winner.
PLEASE NOTE: If several students are all eliminated in the last draw and no winner remains, have
all of these students stand again and continue to redraw new cards until only one winner remains.
Play again and again!

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Eliminate Number Game Eliminate Number Game

Name_______________________ Name_______________________

Fill in the form then play the game. Fill in the form then play the game.

Your birth date, e.g. 15 ______ Your birth date, e.g. 15 ______

Your birth month number, e.g. 7 for July ______ Your birth month number, e.g. 7 for July ______

Your favorite number (1 or 2 digits only) ______ Your favorite number (1 or 2 digits only) ______

Your shoe size ______ Your shoe size ______

Number of people living in your home ______ Number of people living in your home ______

Number of letters in your first name ______ Number of letters in your first name ______

Your address number ______ Your address number ______

Last 2 digits of your / a parent’s phone Last 2 digits of your / a parent’s phone
______ ______
number number

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 Eliminate Number Game Cards

Eliminate Number Eliminate Number Eliminate Number

Game Card 1 Game Card 4 Game Card 7

Sit down if your birth date is Sit down if your birthday Sit down if your shoe size
an odd number. month is smaller than 4. is an even number.

Eliminate Number Eliminate Number Eliminate Number

Game Card 2 Game Card 5 Game Card 8

Sit down if you say your Sit down if there is a odd Sit down if your first name
favorite number when you number of people living in has more than 7 letters.
count in 5’s. your home.

Eliminate Number Eliminate Number Eliminate Number

Game Card 3 Game Card 6 Game Card 9
Sit down if the last 2 digits
Sit down if your address of your/a parent’s phone Sit down if your birth date is
number is larger than 100. number make a 10’s smaller than 12.
number, 10, 20, 30 etc.

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Eliminate Number Eliminate Number Eliminate Number
Game Card 10 Game Card 13 Game Card 16

Sit down if your birth month Sit down if your address Sit down if there are more
number is larger than 10. number is smaller than 7. than 6 people living in your
home.

Eliminate Number Eliminate Number Eliminate Number

Game Card 11 Game Card 14 Game Card 17

Sit down if your favorite Sit down if your birth date is Sit down if your favorite
number is an even number. larger than 27. number is smaller than 10.

Eliminate Number Eliminate Number Eliminate Number

Game Card 12 Game Card 15 Game Card 18
Sit down if the last 2 digits
Sit down if there are less Sit down if there are 5 of your/ a parent’s phone
than 4 numbers in your first letters in your first name. number make a number
name. larger than 75.

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