This game could be used in younger grades (K and 1st) by having the students use a regular deck of cards and finding four numbers of the same kind instead of equivalent numbers. Higher advanced students could use a deck of cards with harder fractions and percentages. They could also create their own decks of cards to play with. Lower ability students could use decks of cards were they have to find two fractions and/or two percentages instead of four different equivalent numbers.

Even though this activity is mainly for 3rd and 4th grades it can be changed to work with every grade level K-6. For older grades you could change the activity to include a wider variety of shapes/concepts. For younger students you could use basic shapes and have them create a picture with them without writing the words. This activity could be linked to writing. Students could create a picture with their shapes and then write a story about their picture. You would be connecting langauge arts with math. For ELLs put them with a native English speaker and have the ELL make the picture but have the native English speaker write the words or story for the picture.

Students who are more advanced can write down the name of the shape they made. When blowing bubbles the students could also count how many bubbles they were able to make with each shape and write that number down. ELL students could practice just making the shapes with pipe cleaners. Students who are farther behind could work with other students in creating different shapes, but after that they could blow their own bubbles outside. The students could also skip the bubble blowing and just create shapes with pipe cleaners and glue these on paper to create a pipe cleaner shape display. Older students could also do this activity with more advanced shapes.

For students who understand the concpet easily you can intorduce multiplication and division in the problems. For these students you could even have them create their own problems. For students who are farther behind you could make the game easier by using smaller numbers or put students into groups to work together. For ELLs write the actual symbol (+, -) instead of writing add and subtract.

For the more advanced students you could place them in pairs and one of the students would create a shape and their partner would then have to find the volume. Students could also find the area of the sides or the perimeter. This activity could also be used when students do not understand the concept of volume. You could start the activity very slow with simply finding the volume of one cube and then gradually make the volumes more complex.

This game could be used for younger children with addition or subtraction. Students could design their own "fields" to be used when playing the game. If the students are playing any form of baseball in gym they could come and do this activity afterward to connect gym and math.

This activity could be included in a science unit dealing with the weather. Students could also complete this activity based on different cities by finding the data online and then plotting it on a bar graph each day. ELLs could use the city they were from to get their data for their graphs. Students with learning disabilities that could not perform this activity on their own could be paired up with another student and work together to create the graphs. This could also be used as an at home activity for extra credit.

This game can be used with more advanced or older students by using two digit numbers instead of only one digit numbers. The pair could also compete against eachother with just paper and pencil instead of someone having a calculator. Problems could be made easier for students who need extra help, by having only two or three numbers on a card to add together. Instead of having only addition, the note cards could include subtraction, multiplication, and/or division.

This activity can be adjusted for different ranges of ability. Students who have a good understanding of patterning could pair up with eachother and try to challenge one another into figuring out their patterns. You could also use different manipulatives instead of money, for instance for the students who are less adapt at patterning you may use cubes of different colors and then they could see the pattern easier. For ELL students you could use money from their home country that they may recognize.

This activity can be adjusted to different number patterns. Instead of counting by 10's you could count by any number such as by 5's or 3's. For the ELLs in your classroom you could use cereals from their home countries so they would have a home connection to the classroom. You could also turn this activity into a patterning one where the students create patterns based on cereal type and/or colors.