Loop cards

CONTENTS:
Introduction.
Creating your own Loop card game
Checklist.
At a glance Loop answer sheet..
Loop card blank template
Sample of a Loop card game (4th class).

Loop cards
An introduction
WHAT ARE LOOP CARDS?

A game where all children have a card on which there is both a question and an
answer. As a question is called out, each child works out the answer and if the answer
is on their card, they call it out and read the question at the bottom of their card. This
continues and works its way around the classroom until all children have participated
and it loops back to the Start person.
The objective of the game could be to revise curriculum content or focus on
mathematical language. The core methodologies of Talk and Discussion, Active and
Co-operative Learning and Problem Solving are all included along with many of
skills.
WHY USE LOOP CARDS ?

They provide a means to revise curriculum content in a fun way

They enhance childrens listening and concentration skills
They provide an opportunity to enrich their mathematical language.

ARE THERE DIFFERENT TYPES OF LOOP CARDS ?

There are different types with different names, for example; I havewho hascards,
Who am I cards, Follow mecards, but all generally involve a loop of some sort.
Some, like the Follow me use the answer to the previous question in the new/next
question. See sample below.

42

take away 12

30

divide by 5

Others, like Who am I, do not have such a connection, e.g.

36

10

20% of 50

1/3 of 18

CURRICULUM CONTENT
The Loop cards could target tables facts, symmetry, specific strand/ strand-units, be closed or
open, for example, or could involve percentages, decimal and vulgar fractions
simultaneously.

DIFFERENTIATION

Some cards require more literacy skills than others. Cards which contain story sums,
for example.
14
Tom had 12 marbles. He lost
six of them on the way home
from school. Now he has..

These type of cards place great stress on those children with reading and listening
difficulties and perhaps are best avoided, at least, in the junior classes.
Some sets contain more cards than pupils in the class. In this situation, the more able
children could be given 2 or 3 cards each.
IS IT ALWAYS A WHOLE-CLASS ACTIVITY?

No, a loop card game could be played on the table, akin to dominoes where the child
would link up the card containing the answer to follow the question card.
HOW OFTEN DO WE PLAY THEM?

A couple of times each term or more frequently if you find them useful. Generally, a
loop card game takes no longer than 5 minutes. If it is a version new to the class, we
may need to stop every so often to, as a whole class activity, work out the solution or
explain a particular word. Children love to time how long it takes to loop around the
class and to beat their previous time.

THINGS TO WATCH-OUT FOR

Children remembering who speaks before them, because, in some cases, the only link
being formed in their head is between the previous persons question and their own
answer to this i.e., they do not listen to the other questions. This can be avoided by
getting children to switch cards occasionally.
The teacher will also need to keep an at a glance answer sheet which may be
needed, in the event of a loop breaking down or a card getting lost. (see blank
sample enclosed)

WHERE DO I GET THEM ?

They can be bought commercially but can also be created by children themselves in
class.

On occasion, children could exchange the

cards which they are holding, thus needing to
pay greater attention.

MANAGEMENT ISSUES

Perhaps there could be a folder in the staff room with a selection of these type of
games, graded 1st/2nd, 3rd/4th, 5th/6th . These could possibly be printed on yellow A4
paper to signify that they are master sheets thereby avoiding teachers accidentally
cutting up the originals. If the Loop game which was played/designed proves a
success, it could be typed up, photocopied onto coloured A4 card (the colour coding
ensures that different Loop games do not get mixed up) and possibly laminated.

Creating your own class LOOP-CARD Game

(see sample enclosed designed by a 4th class, targeting language associated with the
mathematical symbols)

NOTE: instructions below need to be tailored for particular class level. Children
would have played this type of game previous to devising their own game.
The focus could be mathematical language or tables etc. but the instructions are for a
game focusing on mathematical language.

Initially, the class might brainstorm the words associated with the maths
symbols which they have encountered. These words are written on the
blackboard (see enclosed checklist).

** Initially, the teacher may allocate the number for each

child. The reasoning behind this may be to ensure explicit
use of particular math language or content objective targeted.

Children could stand up, they are then asked to choose a number between 0
and 40 **

These numbers should also be written in the correct sequence on the

blackboard.

NO CHILD SHOULD HAVE THE SAME NUMBER.

Ideally there should be a variety of numbers, odd, even, numbers with

different units in the digits etc.

Each child is given a blank I havewho has card on which they write
their own number. (see template attached)

Example:

4, 20, 18, 15, 42, 9, 24 etc

Child No:1

has written 4 on his card,

written on board.

Looks at the number of the pupil directly next to him,

I have

.
Who has half of 40 ?

i.e. 20, and thinks of a way to create this number. (Using a word/symbol
on the board. Initially, help may be needed. This word/symbol is crossed out and will
Not be used again until all of the other words on the board are crossed out).

For example, a finished card for pupil no.1 might look like

I have 20

The answer to this has already been written by Pupil No:2

Who then looks at the number of the pupil next to him, i.e. 18

..
Who has double 9 ?

and then thinks of a way to create this number.

For example, a finished card for Pupil no: 2 might look like

When all children have completed a Loop Card and it loops back to Pupil No:1,
she calls the answer and says FINISH. The game is then played to check for
possible bugs!

Checklist for teachers own information

It is important to have a checklist of the language (both symbol and word) of the math
symbols to ensure that key vocabulary is not overlooked prior to children creating
questions for use in Loop Game .
Each symbol is written on the board and children have to suggest words which are
connected with them.
If the focus of the Loop game is indeed mathematical language, as a child uses a word
from the blackboard, it is crossed out and cannot be used again until all of the others
are used.

Add, plus, +, and, increase, find the sum of, more,

altogether,

Subtract, minus, take away, find the difference, less,

how many left, -, decrease,

multiplied by, times, groups of..added together, double,

twice, x, find the product of, by,

divided by, shareequally between, 10/5 , 102, 2 10

2 10
of, 1/3 etc.

, how many groups of .. are in. half of, , one third

Note: There are probably other words which may need to be added to the above. On the other
hand, if the aim of the game was, for example, to revise multiplication facts and not the
language of the symbols, then many of the above words might not be used.

At a glance Loop card answer sheet.

I have.

Who has..?

I Have.who has BlankTemplate.

Start Card

I have

I have

Who has

Who has

I have

I have

Who has

Who has

I have

I have

Who has

Who has