Basic Product Use: Place the spider web, with its numbered sections, on the floor. (Different activities require different numbers and cards; replace any as needed.)

Hang the chart in a place where it can be written on. If desired, put number cards on the bottom row (over the existing numbers) to create a different range of numbers. The left column is for the selected math operation cards and can be changed by adding different number cards. Put these in any order and make them age appropriate (see below). These cards can be used to adapt to any age group or level.

Discuss the basics of the underhand toss. Players take the spider ball, stand back from the web at the desired distance, and underhand toss it onto the numbers on the web. The player remembers that number (or numbers), and goes to the chart to record the information. The chart has the number possibilities on the bottom row, and the operations to perform on that number up the first column. The object is to fill in the chart by each player doing the operation card for his or her number, and writing in the answer in the appropriate space.

Once the players are familiar with the format of the game, add locomotor skills, such as skipping or hopping. Players use the locomotor skill on the way to and from the chart. A useful option is to have players continue doing the locomotor skill on their way back to their line after recording on the chart.

An option that engages the most students and keeps attention levels strong is to use 4 spider balls at once. The 4 sides of the web can have a line behind them with students underhand tossing from all 4 sides. This can be made easier by using 4, different-colored spider balls with matching-colored pens for recording. A big advantage to this way is that data analysis can be done by group since each has its own color.

Objectives:

1. Students will improve eye-hand coordination.
   
2. Students will develop object control skills (throwing or rolling an object).
   
3. Students will improve their mental mathematics skills as a direct result of the game.
   
4. Data analysis strategies will be introduced and reinforced as students discuss their results and look at patterns that emerge.

GAMES

NOTE: The last game in this guide, Data Analysis, has a very detailed set of instructions, which can be used for all of the games.

Simple Chart (Grade Levels K-2)
The left column has no operations and is left blank. Demonstrate the underhand toss. Discuss the chart and show where the numbers are recorded (in the column for that number). Toss the spider ball, remember that number, and put an X above that number on the chart. When a number is duplicated, the X goes in the next available space above that number column. The chart below shows the results for a class of 15.

1. Which numbers were gotten the most? Why?
2. Which numbers were gotten the least? Why?
3. What might change if we did this again? Why?
4. How many people played? How do you know?
5. What do you think would happen if 30 people played?

Try using different numbers for the web and the chart. Replace the existing numbers with number cards to get a new range of numbers. Try filling the whole chart or each person going 4 times.

Simple Chart Addition (Grade Levels K-3)
Put addition operations such as +5, + 10, etc. in every space of the left column. After tossing the ball and getting a number go to the chart and find the column and row for that number. Every number tossed has the operation that is in that row performed on it (+5, +10, etc), and the result is written on the chart in the column above that number. Try using different number ranges to practice different addition facts. Make up your own cards to fit any level.

1. Which numbers were gotten the most? Why?
   
2. Which numbers were gotten the least? Why?
   
3. What might change if we did this again? Why?
   
4. How many people played? How do you know?
   
5. What patterns do you see? Explain.

Simple Chart Subtraction (Grade Levels K-3)
Put a subtraction problem (such as 10 - X) in every space of the left column. After tossing the ball and getting a number, go to the chart and find the column for that number. Do the subtraction problem for that row and the result is written on the chart above that number. Try using different number ranges to practice different subtraction facts. Make up your own cards to fit any level.

1. Which numbers were gotten the most? Why?
   
2. Which numbers were gotten the least? Why?
   
3. What might change if we did this again? Why?
   
4. How many people played? How do you know?
   
5. What patterns do you see? Explain.

Complex Chart Operations (Grade Levels 3-8)
Put any math problems that the students can handle (such as square roots, powers, etc.) in every space of the left column. After tossing the ball and getting a number, go to the chart and find the column for that number. Do the problem for that row and the result is written on the chart above that number. Try using different number ranges to practice more complex problems. Make up your own cards to fit any level.

1. Which numbers were gotten the most? Why?
   
2. Which numbers were gotten the least? Why?
   
3. What might change if we did this again? Why?
   
4. How many people played? How do you know?
   
5. What patterns do you see? Explain
   
6. Which problems were done wrong?

For this game a useful option is to let people do the problems for each column in any order. Those who have difficulty with a particular problem can get help, and those who want a challenge will have it.

Place Value (Grade Levels 1-5)
For this game pretend that the �10� is a �0� so that the digits can be used to create place value. Roll 3 times to get a 3-digit number. If a �0� is gotten on the first roll, roll again. The 3-digit number is the three numbers in the order they were gotten.
Example: 1st roll = 2, 2nd roll = 4, 3rd roll = 7.
The 3-digit number would be 247.

The 3-digit number is put on the chart in the column of the first digit, and 247 would go in the 2s column above the 2. Try more digits, if you can. Discuss place value.

1. What is the difference between getting a 9 on the first toss, the second toss or the third?
   
2. What are the highest and lowest 3-digit numbers that you can get?
   
3. If the goal were to get the highest 3-digit number, when would you like to roll a 9? 0?
   
4. What is place value?

Data Analysis (Grade Levels 2-8)
Put appropriate operation cards in the first left column. Record the answers to the operations selected in the columns above the numbers gotten from the toss.

Example (using the chart below): Player 1 tosses a 5 and goes to the chart. The player finds the 5 on the bottom row, sees that the operation that is in column 1 (for the 5) is �+1,�adds 1 to the 5 and writes 6 in the space above the 5, and, in the same row as the operation, the player writes �+1� (Row 2 column 6 of the example chart). If the next player gets a 2, they would end up putting a �3� (from the operation 2+1) in the space above the 2 in the row with the operation +1 (row 2 column 3 of the example chart). Any player getting a duplicate number, such as another 5, would do the next operation above the number (+2 from the example chart), and put the answer, 7, in the next space available above the 5 (row 3, column 6 in the example chart).

Once all turns are finished, discuss the results (Data Analysis).

1. What is the frequency (most often/least often) of the numbers?
   
2. Are all numbers represented?
   
3. Which number came up the most?
   
4. What are the high and low numbers (range)?
   
5. Would the results be different every time we did it? Why or why not?
   
6. Which operations did people get wrong or right? Why?
   
7. If someone gets a number, can you get the same one? Why or why not?
   
8. Make predictions (guess) on which numbers will come up and play again (probability).

After trying these games, try coming up with your own.
Just use your imagination!