By playing with simple math addition and subtraction problems, this game could be used for lower grade levels. And "higher" and "lower" level bingo cards could be made to differentiate between math abilities. A helper or even another student could run the "higher" group.

Have students graph their measurements on a large collective classroom visual and make connections to the different objects. They could then remeasure the objects with either a different non-standard tool or a ruler and see if the same connections can be made. ie: The pencil is always twice as much as the crayon.

To differentiate: Add multiple dominoes to extend, and make more difficult the mental math process. Or allow students that are struggling to use paper and pencil to figure out the solutions.

To connect this to social studies, have students find pictures of real world castles and report on location and history of the building to base their model off of.

To extend this project, have students add and subtract rolls to come to a final answer. ie: the first roll is a quarter, the second roll is a dime, the total would be $0.35

To extend this lesson, the graphs made by students could be used to introduce and explore simple probablities.

Use the students' graphs to introduce and explore basic probablity. The more spins or more student data collected, the closer more statistically true the data should be.

To conncet this activity to science, have students go on a nature walk and all pick out one "non-living artifact" to bring back to the classroom. Have students share what they found, then create categories for the artifacts. Make a Real Graph with the artifacts.

To differentiate, advanced students can fill in a missing fact from the family. Some fact families could even have multiple answers depending on the use of division or multipication. For ex., 5 and 10 could be 2 or 50.

To help make conncetions, show children "real world" examples of a torus before you begin the lesson. For example, familiar tools, shapes in nature or buildings.

To extend or differentiate, have students color or draw their own patterns.