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Games on a Plane by PUHLP0J7

VIEWS: 23 PAGES: 10

									       A.J. Bills                                                   Mike Fabozzi
Bill6787@fredonia.edu                                          Fabo9570@fredonia.edu

                                  Games on a Plane!

Introduction:
        This is a compilation of some games that are sure to get your students excited
about doing math. These games are great for grades 5-9. The audience will learn how to
play these games and even participate in some of them. The four games we have compiled
are:
        1) Smadness
        2) Pictionary with Pythagoras
        3) Card Crazy
        4) Mathsketball
These games cover a vast majority of topics from order of operations to geometry to
algebra and more.

NYS MST Standards:
    6.N.22 Evaluate numerical expressions using order of operations
    6.A.4 Solve and explain two-step equations involving whole numbers using inverse
     operations
    6.G.5 Identify radius, diameter, chords, and central angles of a circle
    6.G.6 Understand the relationship between diameter and radius of a circle.
    7.N.11 Simplify expressions using order of operations

NCTM Standards:
    Understand the meaning and effects of arithmetic operations with fractions,
     decimals, and integers
    Precisely describe, classify, and understand relationships among types of two- and
     three-dimensional objects using their defining properties
    Model and solve contextualized problems using various representations, such as
     graphs, tables, and equations

Objectives:
    Introducing fun games to get students interested in reviewing and learning math.
    Giving the audience suggestions on how to adapt and alter the games to suit most
       units
Poker is a game that has taken the world by storm in the last 5 years. It is also starting to
reach young aged children, kids as young as fourth graders. So why not use poker as a
means to teach these students the order of operations and ways to manipulate them to
achieve the highest score possible.

Objective:
       When dealt 5 cards, the students will be able to use their best judgment as to what
cards to hold, and after two re-deals, be able to organize the cards to achieve the largest
outcome.

Materials
       - 3 mixed/manipulated decks of cards
       - Pen/pencil
       - Paper

Procedure:
The students are first dealt 5 cards. Each card will have an operation on it. The students
will then decide which, if any, they want to hold. They will then have a “re-deal” to get the
number of cards needed to get back to 5. This process will happen once more, for a total of
two re-deals. It is now the students’ job to order the cards as to achieve the highest
possible score. The game can be set to a certain limit and have a number of students pitted
against each other. Below is an example of a few cards out of the deck. The values of the
cards are as follows:
A=1, 2=2, 3=3, 4=4, 5=5, 6=6, 7=7, 8=8, 9=9, 10=10, J=11, Q=12, K=13 (divisions round down).




Before applying the cards, everyone starts with a 0.

                    The following is an example of a round of the game…
The deal:




                                Hold                                  Hold
The first re-deal:




                     Hold       Hold        Hold         Hold         Hold
Last re-deal:




- Now that we have our final 5, we have to organize them to achieve the highest score.




                 (11        +    1)     x      2    x      9      x    12       = 2592
Introduction: This cross between math and, you guessed it, basketball is designed to
engage students in fun filled math problems while they believe they are playing a wholesome
game of basketball.

Materials:
    Small toy basketball hoop (substitute a garbage can, box, etc.)
    Miniature basketball (substitute any type of small ball)
    Tape to mark the distances from the hoop
    Dry erase markers
    Dry erase boards (substitute laminated construction paper)
    Dry erasers (substitute paper towels or a cloth)
    PRIZES!

Directions:
         Break your class into small groups of 4-6 students per group. Assign a playing order
for each group, perhaps just count clockwise around the room. When a team is up they must
decide if they want a 1, 2, or 3 point question. Read the question aloud for all teams to hear
and all teams begin working on the question. The “shooting team” gets to answer the
question first, even if another team has an answer first. If the “shooting team” gets the
right answer one person is sent to shoot from the point line from which they chose their
question. If, however, the “shooting team” has the wrong answer the team that arrived at
the answer first or next may “rebound”. If the “shooting team” missed the shot they get no
points and there is no “rebound” option for other teams. If they have the right answer that
team may shoot from the same point line as chosen by the first team. This process can
continue until a team arrives at the correct answer.



Notes:
    It would be a good idea to have teams raise their hands when they arrive at an
       answer so that if the “shooting team” does not get the right answer you know which
       team is next in line for the “rebound”.
    The point lines should be close enough to the basket that all students should be able
       to make even the 3 point questions, because the game is more about the math than
       their athletic abilities and since they get no point if they miss it takes away from
       the game if students are doing the right math, but cannot make the baskets. I
       would recommend for the point lines; 1pt-6ft, 2pts.-7ft., 3pts.-8ft.
    No one should be allowed to shoot another time until everyone else in their group
       has taken a shot.
    Students can pass on a shot if they want, but since the point lines will be relatively
       close to the basket none of the students should feel uncomfortable about missing.
   If a student does miss a shot, no points are awarded and there is no “rebound”
    option. This would take the focus off the math and place it more on the athletics.




                                      (Not to scale)




                        Sample Problems for MATHSKETBALL:

1 point questions:
    1) Write the equation of a line whose slope is   3
                                                     4   , and whose y-intercept is -7.


    2) What is the area of a rectangle with length 9 and width 6?

    3) Solve the following equation for x:   2x  5  21 .

2 point questions:
   4) Given y  3x  4 , draw the graph.
       5) Using Area   r , find the area of a circle whose diameter is 12.
                            2




       6) Solve the following equation for x : 3x  1  2 x  2 .


   3 point questions:

       7) Find the slope of a line traveling through points (4,-5) and (8,11).

       8) If the perimeter of a rectangle is 76in” and the length is 3 more than twice the
          width, find the length and width of this rectangle.

       9) There exists a straight line that is cut by another line. One of the angles formed
           is 34 , what is the measure of the supplement angle?
                




   *Questions can be altered to fit most any unit that is in need of reviewing.




Introduction:
        This spin on an old classic is a great way for you to review geometry based units with
your students. It is a fun game that is geared more towards the visual aspect of math
rather than the majority of math that is more mentally based.

Materials:
    Easel with large white paper for students to use for their pictures (substitute
       chalk board or dry erase board)
    Markers for the students to use to draw their pictures (substitute chalk for chalk
       board)
    Stop watch of some sort
   Optional:
            Game board for students to move their “pawns” along. The winner is the
              team who reaches the end of the board first.
               Larger game board in which a student represents the “pawn” and moves
                along for the team
               Cards with what each student must draw for his/her team
Directions:
        The simplified version of this game entails the teacher to be the artist and the
students to be one big team or two somewhat smaller teams. You draw the pictures and the
class tries to guess what they are. In the case of two teams award a point to the team that
correctly guesses the picture while alternating the team’s turns.

         A slightly more complicated version of this game would include the class being in 2
or more groups and having the students of each team take turns drawing. In this version
the team on the winning side of a coin flip gets to go first. They choose a card from the
pile and must draw whatever is on the card. The cards should be clearly marked as 1, 2, or 3
point drawings. Their team has 60 seconds to guess what the person is drawing. If they
fail to guess correctly the opposing team has one guess to steal their points away.
Whichever team guesses the correct answers gets to move their “pawn” (game piece or
student) ahead by the number of points on the card. The first team to reach the end of
the game board is declared the winning team.
Notes:
      It is always a good idea to let the kids play the version where they can draw and
         even where another student is the game piece because they get much more into the
         game.
      Often times it is harder to break the class up into 4 or more teams so there are 2
         or more games going on at once if there is only one teacher and quite a few
         students.
      You could play a combination of both versions where there are two large teams and
         perhaps student game pieces, but you are still the person who draws. Or, students
         come up and you give them a drawing. In this case if you do not have point values
         assigned to the drawings, allow each team to move ahead one space each time they
         guess the correct answer. Eventually a team will miss and the other will pull ahead
         so there would still be a clear winner. In the event of a tie, teams will have a sudden
         death round
      Remember, as in regular pictionary, the use of words and symbols is prohibited.



                                  Some sample drawing suggestions:

1 point drawing:
        1) Equilateral triangle

        2) Isosceles Triangle

        3) Square

2 point drawings:
       4) Polygon

       5) Trapezoid

       6) Rectangular prism

3 point drawings:

       7) Circumference of a circle

       8) Irregular polygon

       9) Similar triangle




Smadness can be used to help students review their basic operations, order of operations,
and ways to manipulate them to obtain a certain result. The game can also be adjusted to an
upper level of understanding using such things as exponents, roots, and factorials.

Objective:
        When given 4 random numbers (by rolling 4 dice once), to produce the numbers 1-10
using the four basic operations:
        - Addition
        - Subtraction
        - Multiplication
        - Division

Materials Needed:
        - 4 standard rolling dice
        - Pen/pencil
        - Paper
Directions:
        Arrange the students into even groups. Roll the dice to obtain your 4 numbers. Let
the students copy the numbers down. When everyone has them all copied down, have
everyone begin. The first group of students to finish with all correct operations is the
winning group. Remind the students not to stop once a group claims they have won because
they may have an incorrect operation, in which case they need to correct it before the next
team with all correct solutions finishes. The following is an example:
        4 numbers: 2, 6, 1, 3

                                      1   3  2 1
                                              6



                              
      2     6-(3+2)+1
      3     6
              +(2-1)
            3
      4      6 2
             31
      5      6
               +2+1
             3
      6           6

               3 2
                1
      7          3 
            6+          
                 2 1
     8    6  2 – 3 -1
       9    ( 6  2 )-( 31)
      10    6+3+(2-1)

          Game 1
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             Game 2
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