VIEWS: 23 PAGES: 10 POSTED ON: 9/17/2012
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 31 5 6 +2+1 3 6 6 3 2 1 7 3 6+ 2 1 8 6 2 – 3 -1 9 ( 6 2 )-( 31) 10 6+3+(2-1) Game 1 1 2 3 4 5 6 7 8 9 10 Game 2 1 2 3 4 5 6 7 8 9 10