I Have, Who Has - Equations

An I Have, Who Has game is not a new concept. The premiss is that each person gets a card that has two statements. One is the "I have" statement and the other is the "Who has" statement. In this case the "I have" statement is a simple equation "Who has" statement which is the answer. The way the game works is that a person starts by reading their "Who has" statement. For example, someone might say "Who has 7?". Someone else will have a card where their equation has an answer that equals 7 so they would say " I have 2x = 14". Who has negative 4?" That is, they read their equation that has an answer that equals 7 and then asks their "Who has" statement. Then someone else will have an equation that matches -4 and the game continues. If done correctly, it should end up with the person who started giving their "I have" statement. It works really well as a warm up and one of nice things about this is that you could do it multiple days and kids will likely get different cards.

• Gr7PA - solve linear equations of the form ax = c or c = ax and ax + b = c or variations such as b + ax = c and c = bx + a (where a, b, and c are natural numbers) by modelling with concrete materials, by inspection, or by guess and check, with and without the aid of a calculator NOTE - only use the 9 card set if doing this for grade 7 as there are a few multi step equations;
• Gr8PA - solve and verify linear equations involving a one-variable term and having solutions that are integers, by using inspection, guess and check, and a “balance” model 
• MPM1D, MFM1P - solve first-degree equations, including equations with fractional coefficients, using a variety of tools (e.g., computer algebra systems, paper and pencil) and strategies (e.g., the balance analogy, algebraic strategies);

• There are two sets of cards that you could download here. One set (pictured here) has only 9 cards in it (you can see that the card on the top left has the "I have" to match the "Who has" of the card on the bottom right). Depending on the size of class you have you might want to use this set multiple times (ie groups of 9) or use the larger set of 27. Either way, in order for the game to work, all cards need to be passed out. So some students may need to have more than one card.
• Regardless. Print out the set you want (ideally on coloured card stock) and we also suggest lamination to lengthen the lifespan of the cards.
• Be sure to print out a set for yourself that you don't cut out so that it will be easier for you to check as students play the game.

1. Distribute the cards one per student. All cards must be handed out so some students might need more than one card.
2. Tell each person to solve their "I have" equation and check their answer with at least one other person. 
3. Once students are confident with their answer all students should stand and then you choose one to read their "Who has" statement. The person who's equation has the same answer should read their "I have" statement followed by their "Who has" statement and then sit down. Eventually the last person standing should be the person who started. 
4. A variation might be to have students walk to the front and stand next to the person who they were matched with and eventually form an entire loop around the class.

• IHaveWhoHas-Equations-9cards (pdf) (doc)
• IHaveWhoHas-Equationss-27cards (pdf) (doc)
• IHaveWhoHas-BlankTemplate (doc)

Did you use this activity? Do you have a way to make it better? If so tell us in the comment section. Thanks

I Have, Who Has - Proportions

An I Have, Who Has game is not a new concept. The premiss is that each person gets a card that has two statements. One is the "I have" statement and the other is the "Who has" statement. In this case the "I have" statement is an proportion with a missing value and a "Who has" statement which is the answer. The way the game works is that a person starts by reading their "Who has" statement. For example, someone might say "Who has 24?". Someone else will have a card where their proportion has an answer that equals 24 so they would say " I have 8 over x equals 5 over 15". Who has 56?" That is, they read their proportion that has an answer that equals 24 and then asks their "Who has" statement. Then someone else will have an expression that matches 56 and the game continues. If done correctly, it should end up with the person who started giving their "I have" statement. It works really well as a warm up and one of nice things about this is that you could do it multiple days and kids will likely get different cards.

• Gr8PA - solve and verify linear equations involving a one-variable term and having solutions that are integers, by using inspection, guess and check, and a “balance” model NOTE - only use the 9 card set if doing this for grade 8;
• MPM1D - solve problems requiring the manipulation of expressions arising from applications of percent, ratio, rate, and proportion
• MPM1D, MFM1P - solve first-degree equations, including equations with fractional coefficients, using a variety of tools (e.g., computer algebra systems, paper and pencil) and strategies (e.g., the balance analogy, algebraic strategies);
• MFM1P - solve for the unknown value in a proportion, using a variety of methods

• There are two sets of cards that you could download here. One set (pictured here) has only 9 cards in it (you can see that the card on the top left has the "I have" to match the "Who has" of the card on the bottom right). Depending on the size of class you have you might want to use this set multiple times (ie groups of 9) or use the larger set of 27. Either way, in order for the game to work, all cards need to be passed out. So some students may need to have more than one card.
• Regardless. Print out the set you want (ideally on coloured card stock) and we also suggest lamination to lengthen the lifespan of the cards.
• Be sure to print out a set for yourself that you don't cut out so that it will be easier for you to check as students play the game.

1. Distribute the cards one per student. All cards must be handed out so some students might need more than one card.
2. Tell each person to answer their "I have" proportion and check their answer with at least one other person. 
3. Once students are confident with their answer all students should stand and then you choose one to read their "Who has" statement. The person who's answer is the same should read their "I have" statement followed by their "Who has" statement and then sit down. Eventually the last person standing should be the person who started. 
4. A variation might be to have students walk to the front and stand next to the person who they were matched with and eventually form an entire loop around the class.

• IHaveWhoHas-Proportions-9cards (pdf) (doc)
• IHaveWhoHas-Proportions-27cards (pdf) (doc)
• IHaveWhoHas-BlankTemplate (doc)

Did you use this activity? Do you have a way to make it better? If so tell us in the comment section. Thanks

I Have, Who Has - Angles

An I Have, Who Has game is not a new concept. The premiss is that each person gets a card that has two statements. One is the "I have" statement and the other is the "Who has" statement. In this case the "I have" statement is an diagram dealing with determining an angle and a "Who has" statement which is the angle. The way the game works is that a person starts by reading their "Who has" statement. For example, someone might say "Who has 138^o?". Someone else will have a card where their diagram has an angle that equals 138^o so they would say " I have x = 138^o". Who has 136^o?" That is, they read their angle that equals 138^o and then asks their "Who has" statement. Then someone else will have an expression that matches 136^o and the game continues. If done correctly, it should end up with the person who started giving their "I have" statement. It works really well as a warm up and one of nice things about this is that you could do it multiple days and kids will likely get different cards.
In this set there are questions for parallel lines with a transversal, complimentary angles, supplementary angles, exterior angles, sum of interior angles and opposite angles questions

• Gr8GSS - solve angle-relationship problems involving triangles (e.g., finding interior angles
  or complementary angles), intersecting lines (e.g., finding supplementary angles or opposite angles), and parallel lines and transversals (e.g., finding alternate angles or corresponding angles) NOTE - only use the 9 card set if doing this for grade 8;
• MPM1D - determine, through investigation using a variety of tools (e.g., dynamic geometry software, paper folding), and describe some properties of polygons, and apply the results in problem solving
• MPM1D, MFM1P - determine, through investigation using a variety of tools (e.g., dynamic geometry software, concrete materials), and describe the properties and relationships of the interior and exterior angles of triangles, quadrilaterals, and other polygons, and apply the results to problems involving the angles of polygons
• MFM1P - determine, through investigation using a variety of tools (e.g., dynamic geometry software, concrete materials), and describe the properties and relationships of the angles formed by parallel lines cut by a transversal, and apply the results to problems involving parallel lines

• There are two sets of cards that you could download here. One set (pictured here) has only 9 cards in it (you can see that the card on the top left has the "I have" to match the "Who has" of the card on the bottom right). Depending on the size of class you have you might want to use this set multiple times (ie groups of 9) or use the larger set of 27. Either way, in order for the game to work, all cards need to be passed out. So some students may need to have more than one card.
• Regardless. Print out the set you want (ideally on coloured card stock) and we also suggest lamination to lengthen the lifespan of the cards.
• Be sure to print out a set for yourself that you don't cut out so that it will be easier for you to check as students play the game.

1. Distribute the cards one per student. All cards must be handed out so some students might need more than one card.
2. Tell each person to determine the indicated angle in their "I have" diagram and check their answer with at least one other person. 
3. Once students are confident with their answer all students should stand and then you choose one to read their "Who has" statement. The person who's answer is the same should read their "I have" statement followed by their "Who has" statement and then sit down. Eventually the last person standing should be the person who started. 
4. A variation might be to have students walk to the front and stand next to the person who they were matched with and eventually form an entire loop around the class.

• IHaveWhoHas-Angles-9cards (pdf) (doc)
• IHaveWhoHas-Angles-27cards (pdf) (doc)
• IHaveWhoHas-BlankTemplate (doc)

Did you use this activity? Do you have a way to make it better? If so tell us in the comment section. Thanks

I Have, Who Has - Simplifying Expression

An I Have, Who Has game is not a new concept. The premiss is that each person gets a card that has two statements. One is the "I have" statement and the other is the "Who has" statement. In this case the "I have" statement is an expression dealing with a polynomial and a "Who has" statement which is the simplified form. The way the game works is that a person starts by reading their "Who has" statement. For example, someone might say "Who has -3d²?". Someone else will have a card where their expression equals -3d² so they would say " I have 4d² - 9d² - d² + 3d²". Who has 3x + 2y?" That is, they read their expression that equals -3d² and then asks their "Who has" statement. Then someone else will have an expression that matches 3x + 2y and the game continues. If done correctly, it should end up with the person who started giving their "I have" statement. It works really well as a warm up and one of nice things about this is that you could do it multiple days and kids will likely get different cards.

• MPM1D - add and subtract polynomials with up to two variables, using a variety of tools
• MFM1P - add and subtract polynomials involving the same variable up to degree three, using a variety of tools 

• There are two sets of cards that you could download here. One set (pictured here) has only 9 cards in it (you can see that the card on the top left has the "I have" to match the "Who has" of the card on the bottom right). Depending on the size of class you have you might want to use this set multiple times (ie groups of 9) or use the larger set of 27. Either way, in order for the game to work, all cards need to be passed out. So some students may need to have more than one card.
• Regardless. Print out the set you want (ideally on coloured card stock) and we also suggest lamination to lengthen the lifespan of the cards.
• Be sure to print out a set for yourself that you don't cut out so that it will be easier for you to check as students play the game.

1. Distribute the cards one per student. All cards must be handed out so some students might need more than one card.
2. Tell each person to simplify their "I have" expression and check their answer with at least one other person. 
3. Once students are confident with their simplification all students should stand and then you choose one to read their "Who has" statement. The person who's simplified answer is the same should read their "I have" statement followed by their "Who has" statement and then sit down. Eventually the last person standing should be the person who started. 
4. A variation might be to have students walk to the front and stand next to the person who they were matched with and eventually form an entire loop around the class.

• IHaveWhoHas-Simplifying-9cards (pdf) (doc)
• IHaveWhoHas-Simplifying-27cards (pdf) (doc)
• IHaveWhoHas-BlankTemplate (doc)

Did you use this activity? Do you have a way to make it better? If so tell us in the comment section. Thanks

I Have, Who Has - Making Change in Canada

An I Have, Who Has game is not a new concept. The premiss is that each person gets a card that has two statements. One is the "I have" statement and the other is the "Who has" statement. In this case the "I have" statement is an expression dealing with making change with money in Canada. If you are not from Canada, you may not know that here we no longer use pennies. This means that when we buy things and pay cash we actually have to round to the nearest nickel to make change. The way the game works is that a person starts by reading their "Who has" statement. For example, someone might say "Who has $4.35?". Someone else will have a card where their change equals $4.35 so they would say "I have $20 and it costs $15.63. Who has change of $1.75?" That is, they read their statement that equals $4.35 and then asks their "Who has" statement. Then someone else will have an expression that matches $1.75 and the game continues. If done correctly, it should end up with the person who started giving their "I have" statement. It works really well as a warm up and one of nice things about this is that you could do it multiple days and kids will likely get different cards.

• MAT1L - DMS1.03 – round money values to stated accuracies (e.g., the nearest cent, the nearest dollar, the nearest ten dollars, the nearest hundred dollars, the nearest thousand dollars, and the nearest million dollars), in applications drawn from everyday situations; DMS2.01 – make the correct change for an offered amount with and without concrete materials (e.g., change from a $5 bill for an item costing $4.77);
• MAT2L - EMS1.01 – read and interpret money values given in words, write money values as decimals, and round money values appropriately, in solving problems found in everyday contexts;

• This is a small set that has only 9 cards in it (you can see that the card on the top left has the "I have" to match the "Who has" of the card on the bottom right). You will likely have more than 9 students in your class and so will need multiple sets (ie groups of 9). In order for the game to work, all cards need to be passed out. So some students may need to have more than one card.
• Print out the set you want (ideally on coloured card stock) and we also suggest lamination to lengthen the lifespan of the cards.
• Be sure to print out a set for yourself that you don't cut out so that it will be easier for you to check as students play the game.

1. Make sure you have gone over the rounding rules for money first. 
2. Distribute the cards one per student. All cards must be handed out so some students might need more than one card.
3. Tell each person to calculate the change for their "I have" expression and check their answer with at least one other person. 
4. Once students are confident with their answers all students should stand in their groups and then you choose one to read their "Who has" statement. The person who's answer is the same should read their "I have" statement followed by their "Who has" statement and then sit down. Eventually the last person standing should be the person who started. 
5. A variation might be to have students walk to the front and stand next to the person who they were matched with and eventually form an entire loop around the class.

• IHaveWhoHas-MakingChange (pdf) (doc)
• IHaveWhoHas-BlankTemplate (doc)

Did you use this activity? Do you have a way to make it better? If so tell us in the comment section. Thanks

I Have, Who Has - Integers

An I Have, Who Has game is not a new concept. The premiss is that each person gets a card that has two statements. One is the "I have" statement and the other is the "Who has" statement. In this case the "I have" statement is an expression dealing with addition, subtraction, multiplication and division of of integers. The way the game works is that a person starts by reading their "Who has" statement. For example, someone might say "Who has 2?". Someone else will have a card where their expression equals 2 so they would say " I have -2 + 5 -1. Who has 7?" That is, they read their expression that equals 2 and then asks their "Who has" statement. Then someone else will have an expression that matches 7 and the game continues. If done correctly, it should end up with the person who started giving their "I have" statement. It works really well as a warm up and one of nice things about this is that you could do it multiple days and kids will likely get different cards.

• Grade 8 - solve problems involving operations with integers, using a variety of tools
• MPM1D, MFM1P - simplify numerical expressions involving integers and rational numbers, with and without the use of technology 

• There are two sets of cards that you could download here. One set (pictured here) has only 9 cards in it (you can see that the card on the top left has the "I have" to match the "Who has" of the card on the bottom right). Depending on the size of class you have you might want to use this set multiple times (ie groups of 9) or use the larger set of 27. Either way, in order for the game to work, all cards need to be passed out. So some students may need to have more than one card.
• Regardless. Print out the set you want (ideally on coloured card stock) and we also suggest lamination to lengthen the lifespan of the cards.
• Be sure to print out a set for yourself that you don't cut out so that it will be easier for you to check as students play the game.

1. Distribute the cards one per student. All cards must be handed out so some students might need more than one card.
2. Tell each person to simplify their "I have" expression and check their answer with at least one other person. 
3. Once students are confident with their simplification all students should stand and then you choose one to read their "Who has" statement. The person who's simplified answer is the same should read their "I have" statement followed by their "Who has" statement and then sit down. Eventually the last person standing should be the person who started. 
4. A variation might be to have students walk to the front and stand next to the person who they were matched with and eventually form an entire loop around the class.

• IHaveWhoHas-Integers-9cards (pdf) (doc)
• IHaveWhoHas-Integers-27cards (pdf) (doc)
• IHaveWhoHas-BlankTemplate (doc)

Did you use this activity? Do you have a way to make it better? If so tell us in the comment section. Thanks