Repeated Addition Interactive Worksheet

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1. 🍩 + 🍩 + 🍩 = ?

a) 2 b) 3 c) 4

2. 🐠 + 🐠 = ?

a) 1 b) 2 c) 3

3. 🎈 + 🎈 + 🎈 + 🎈 = ?

a) 3 b) 5 c) 4

5 DIGIT GAME

Roll and Build Number Game (5-digit + Score + Voice)

Select game mode: Highest number wins Lowest number wins

Choose whether the largest or smallest 5-digit number wins.

Player A: 0    |    Player B: 0

Player A's turn to roll

1

Click to roll dice and place the number

Player A

Player B

Class 6 NCERT bridge course Answers Activity W4.5 NUMBER CLUE GUESSING GAME

Having a sense of numbers is vital for the understanding of numerical aspects of the world. 

Students can be helped in improving their number sense at this level. 

It requires exploring and playing with numbers, and being encouraged to think about patterns and relationships between numbers.

 In school mathematics this element of playing and having fun with numbers is important. 

The following games are suggested with this purpose. 

These are expected to stimulate engagement, participation and mathematical reasoning. 

It needs to be remembered that students learn to apply the concepts learnt faster while playing games. 

A good game should have an element of competitiveness; this can be achieved by having two or more players who take turns to achieve a ‘winning’ situation of some kind. an element of choice and decision making about the next move throughout the game an element of interaction between the players in that the moves of one player affect the others.

 It should be accessible for all, with good colour contrast, language choice, Braille, large font etc. 

The following games will help in making students revisit numbers and also allow them to have a deeper look at them. 

This will help in their further learning about numbers.

Give a copy of the hundred grid as shown to the students or it can be drawn on the Board. (Make this grid in Braille also)

 Eight clues are given below: 

1. The number is greater than 9. 

 2. The number is not a multiple of 10. 

3. The number is a multiple of 7. 

4. The number is odd.

5. The number is not a multiple of 11. 

6. The number is less than 200. 

 7. Its one’s digit is larger than its tens digit. 

 8. Its tens digit is odd.

The game is played as follows

Tell the students that you have a number in your mind 

To know this number the students have to use four clues out of the eight clues given above 

One student may say the clue one by one; your response will be either Yes or No. 

After the fourth clue the student has to think about the clues, he/she asked and the corresponding response given by you. 

Based on this the student has to guess the number

 If the student is not able to guess the number, the process is repeated with another student 

The game proceeds in this way. 

It may happen that there could be a group of numbers that come under one category. 

The number supposed by you will have properties shared by many other numbers. 

The students will be led to think about the properties of numbers.

 After all the four clues are exhausted by one student, 

discussion may be held about the clues given and the corresponding response given by you. 

The students may be asked to locate a clue which is not useful.

🎯 Activity W4.5 - Number Clue Guessing Game

Guess the secret number using any 4 clues!

-- Select Clue 1 -- -- Select Clue 2 -- -- Select Clue 3 -- -- Select Clue 4 --

Class 6 NCERT bridge course Answers Activity W4.6 Roll and Build the Largest (or Smallest) Number!

 Activity W4.6 - Roll and Build the Largest (or Smallest) Number!

 This game can be played by two students or two pairs of students.

Dice used for playing the game should be tactile/accessible and the boxes drawn on board should also be accessible.

 ● The following pairs of boxes may be drawn on the Board

Student A rolls the dice four times.

 In each turn they have to fill up one of the boxes.

 In four turns student 

A forms a number by filling the four boxes marked A Similarly, 

student B fills up the boxes in B by successively rolling the dice four times.

 Students may compare the four-digit numbers so formed. 

 The student who forms a larger or smaller number is the winner.

 It can be extended to five digits also. 

 This will strengthen their learning of the numbers. 

Teachers may use similar games/puzzles/activities in the classroom and 

encourage students to device such activities.

Activity W4.6: Roll and Build the Largest (or Smallest) Number!

 Objective:

To strengthen students’ understanding of place value and number comparison by forming multi-digit numbers using dice rolls.

How to Play:

Setup:

• This game can be played by two individual students or two teams.

• Each student/team gets a set of four boxes labeled A1, A2, A3, A4 (for Student A) and B1, B2, B3, B4 (for Student B).

• Use a tactile or accessible die if needed.

• Draw or print the boxes on paper, or display them on a board.

Steps:

1. Student A rolls the die 4 times. After each roll, they must immediately choose one of their 4 boxes to place the number.

   • Once a number is placed, it cannot be changed.

2. Student B does the same using their own 4 boxes.

3. Once all boxes are filled, both students read their 4-digit numbers aloud.

4. The winner is determined by comparing numbers:

   • Option 1: Highest number wins (default mode).

   • Option 2: Smallest number wins (challenge mode).

 Example:

Rolls for Student A:

• Roll 1: 🎲 4 → Places in A2

• Roll 2: 🎲 6 → Places in A1

• Roll 3: 🎲 1 → Places in A4

• Roll 4: 🎲 5 → Places in A3

Number A forms: 6415

 Rolls for Student B:

• Roll 1: 🎲 2 → Places in B3

• Roll 2: 🎲 6 → Places in B1

• Roll 3: 🎲 3 → Places in B2

• Roll 4: 🎲 1 → Places in B4

 Number B forms: 6321

Winner: Student A (6415 > 6321)

 Variations:

• Try the lowest number wins rule.

• Increase to 5-digit numbers.

• Add bonus rounds for drawing or writing number names.

• Ask students to estimate who might win before all rolls are complete.

 Key Learning Outcomes:

• Understand place value (thousands, hundreds, tens, ones)

• Practice strategic decision-making

• Compare multi-digit numbers

• Strengthen number sense in a game-based context

Use a simple 2x4 table (or image) like this to show students' boxes:

A1	A2	A3	A4
6	4	5	1

B1	B2	B3	B4
6	3	2	1

 Discussion Prompt:

• What would you do differently next time?

• Which roll was most important?

• Did strategy help or was it just luck?

Roll and Build Number Game (Activity W4.6)

Select game mode: Highest number wins Lowest number wins

Choose whether the largest or smallest 4-digit number wins.

Player A's turn to roll

1

Click to roll dice and place the number

Player A

Player B