A card game for Memory, Language, Math and Attention.

A + B

Number of Players

  • 2 to 4

Equipment Needed

  • 2 decks of cards
  • Remove Kings, Queens, Jacks and Jokers.
  • Pen and paper for scoring and recording which card corresponds to which alphabet.


Object of the Game

To spell words using the cards in your hand to get points. The player who earns the most points wins.


Setting up the Game

Cards Ace to 5 are vowels. Ace is ‘a’, 2 is ‘e’, 3 is ‘i’, 4 is ‘o’, 5 is ‘u’. Try practice game “Vowels” to help (Pg. 47). Cards 6 to 10 are consonants of your choice. All players agree on which consonants are represented by which number.


6-clubsseven38       9       playing_card_diamond_10-svg

s                       r                      t                         c                        d


How to play

  1. Deal 6 cards to each player. The rest of the cards are turned face down in the middle.
  2. Player 1 makes a word using the cards in their hand. Once they have spelled a word, they replace the cards they have used from the deck in the middle. Player 1 scores their word and writes it down e.g.


Ace Ace playing_card_diamond_10-svg 8 5 2

Letters in this hand:

                                              a, a, d, t, u, e        


playing_card_diamond_10-svg Ace 8 2

                  Word made from these letters:          


Player 1 scores their word: “date” scores 10 + 1 + 8 + 2 = 21


  1. If a player spells a word using all 6 cards, they get a bonus 10 points.
  2. Players take it in turns to make words, score and then replace their cards from the deck. Each player must always have 6 cards in their hand.
  3. If a player can’t make a word, they may discard 1 card in the center and pick up a new card from the deck. If a player can’t go for 2 turns running, they may swap all their 6 cards for replacement cards ending their turn.
  4. Once a word has been spelled, it cannot be used again in the same game.
  5. If a word is in doubt, use the Oxford English Dictionary to judge.
  6. The game finishes when a player no longer has 6 cards in their hand or when a pre-arranged target score is reached.



Players take it in turns to see how many words they can make within a specified time, for example 10 minutes.

How Math Should Be Taught

How Students Should be Taught Mathematics:

Reflections from Research and Practice

Jo Boaler, Professor of Mathematics Education, Stanford University

Mathematics classrooms should be places where students:

Develop an inquiry relationship with mathematics, approaching math with curiosity, courage, confidence & intuition.

Talk to each other and the teachers about ideas – Why did I choose this method?  Does it work with other cases?  How is the method similar or different to methods other people used?

Work on mathematics tasks that can be solved in different ways and/or with different solutions.

Work on mathematics tasks with a low entry point but a very high ceiling – so that students are constantly challenged and working at the highest and most appropriate level for them.

Work on mathematics tasks that are complex, involve more than one method or area of mathematics, and that often, but not always, represent real world problems and applications.

Are given growth mindset messages at all times, through the ways they are grouped together, the tasks they work on, the messages they hear, and the assessment and grading.

Are assessed formatively – to inform learning – not summatively to give a rank with their peers.  Students should regularly receive diagnostic feedback on their work, instead of grades or scores.  Summative assessments are best used at the end of courses.

Mathematics classrooms should be places where students believe:

Everyone can do well in math.

Mathematics problems can be solved with many different insights and methods.

Mistakes are valuable, they encourage brain growth and learning.

Mathematics will help them in their lives, not because they will see the same types of problems in the real world but because they are learning to think quantitatively and abstractly and developing in inquiry relationship with math.

Picture book- For general understanding of measurements

This book is great for general understanding of measurements. So why does Mr Archimedes’ bath always overflowed? Who is responsible for it- is it the Wombat, Goat or Kangaroo? As the foreword says, “Offers science in a story-book…”

Mr Archimedes' Bath

Some ways to use this book:

1) Exploring who the real Archimedes was

  • Who was Archimedes? (A Greek mathematician, philosopher and inventor who made significant contributions to geometry, arithmetic and mechanics).
  • Explore a map/route of where Archimedes came from, studied, lived and died.

2) Ordinals

  • Kangaroo was the first to stay out of the bath, Goat was the second and Wombat was the third.

3) Exploring the law of displacement

  • In very simple terms, the law of displacement proposes that any floating object displaces its own weight of fluid.
  • Check out this video :
  • Carry out experiment with plastic animals in a container of water.