The teaching of science in elementary education, especially chemistry, represents a break of paradigm for students when dealing with phenomena that require great abstraction. Thus, chemistry is considered on of the most difficult disciplines in this school segment. The lack of engagement of both teacher and student in the subject further hampers the learning of chemistry. Among the subjects discussed is the periodic table. The communion of several efforts in the history of chemistry culminated in the elaboration of this instrument, one of the most used by scientists today, which demonstrates its importance. Understanding why the table took the form it took and how it is organized can help the learner make inferences about the discipline of chemistry and better understand the world around them. There are five factors that explain learning: social interaction; format; reflection and personal response; integration and transformation; and growth. If one of these factors is not well applied the student will have difficulty in learning. Gamification comes as an instrument for education with the aim of softening the disciplines and assisting in student learning. The objective of this work is the development of a modified deck set for teaching the periodic table in the second segment of elementary school. A bibliographical survey was made where sixteen articles described games with the periodic table. In the deck developed in this paper, each card has a value that must be discovered by the students from their knowledge of the structure of the periodic table, and the goal is to add 21 points before the other participants. These competitive games are intended to provide an advantageous teaching tool while allowing players a sense of progress in understanding that content.