| Rummy, which has a variety of other names, is a | | | | plus five plus five is fifteen." |
| common card game for children. Turn it into a fun | | | | Variation 2: Review multiplication families or factors. |
| math card game to add an educational element at the | | | | Add the three cards together and state all the |
| same time. Your child may never know they are doing | | | | multiplication facts that have that same answer. A J, Q, |
| extra math work at home! | | | | K is 36, so the student needs to come up with 6x6, |
| Review the rules: Use a standard deck of cards. Deal | | | | 9x4 12x3 and 2x18. A "rum" of three twos adds up to |
| out seven cards, stack the rest in a pile on table. Turn | | | | 6, so the facts are only 2x3. |
| the top card over. The goal is to get a "rum" of either | | | | Variation 3: Play the game and add points as usual. |
| three of a kind or three cards in numerical sequence. | | | | Spread all their cards on the table and see how many |
| Aces are be counted as a one or one above the King. | | | | different math family groupings can be created. Give |
| Take turns picking up a card from the pile or the one | | | | bonus points for each grouping. For this the Jack is 11, |
| facing up. Organize cards in your hand by potential | | | | Queen 12 and King is 13. A group with a 3, 5, 8 is a |
| "rums." Place any "rums" on the table during your turn, | | | | group 4, 9, K is a group. They must state the group |
| discard one card. Once a rum is played other players | | | | and all the facts that can be made with them, 9+4=13; |
| may add to it, by placing a single card down in front of | | | | 4+9=13; 13-4=9; 13-9=4 |
| them that could be added onto someone else's ( a 4th | | | | Taking this common game and changing into a math |
| card of a kind of the next number up or down in | | | | card game adapts it in a way to make math more fun |
| sequence. Play continues one until on player used all | | | | for your child in a subtle way. Children in one family at |
| their cards. Scoring is five points for each number card, | | | | different levels could play the same game with |
| ten points for each face cards and fifteen for an ace. | | | | different expectations, the younger ones count, the |
| Check a card game rule book for more specific details | | | | older ones add or multiply. The repetition of facts that |
| are common variations. | | | | happened by playing these games over and over |
| Math Variation 1: When they put the "rum" down they | | | | again, facts will help solidify the child's grasp of these |
| must to do something with the numbers. At first it will | | | | math facts. I can easily say I know that 15x3 is 45 |
| be adding or counting them. As they get older it might | | | | without even thinking is from all the times I added up |
| be multiplying. Problems should be stated fully aloud. | | | | my points for three aces as a child when playing |
| For a "rum" of three fives the player would say, "Five | | | | rummy! |