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Design a Math Game –
Get Lucky and Algebra Jeopardy
Lesson Plan and Game Details for Teachers
Student Handout
Get Lucky and Algebra Jeopardy
Description: “Get Lucky” is a fast-paced thinking game that requires students to be creative in
the ways that they can manipulate basic operators and randomly given integers to reach a “lucky
number.” “Algebra Jeopardy” is a team-based activity that tests the knowledge students have
acquired in the classroom with review questions categorized by topic. The combination of these
games is appropriate for students in 6th through 9th grade (Algebra 1).
How to Play:
1. Separate into teams of 2-4 people.
2. Once teams are made, the game leader picks a “lucky” number (any integer) and each team
draws three cards randomly from a deck of cards that has been shuffled and sprawled out on a
desk.
3. Once your group has your three cards, quickly determine which combination of cards will put
your team closest to the “lucky number” the game leader has chosen. Teams can choose two of
the four basic operations (addition, subtraction, multiplication, or division) to achieve a number
closest to the one selected by the teacher. However, no card or operator can be used twice.
Additionally, Aces are worth 1, Jacks are worth 10, Queens are worth 12, and Kings are worth
13.
For example,
Let us say that the “lucky number” is 90 and
Your team draws a 5 of Clubs, a Jack of Diamonds
(11), and a 4 of Hearts.
Some of your options include:
(5 + 11) * 4 = 64, (11 - 4) * 5 = 35, (5 + 4) * 11 = 99, (11 * 4) - 5 = 39, etc.
Options you may not use include:
(11 - 4) * 4 = 28 (repeated card) (11 * 4) * 5 = 220 (repeated operator)
The most ideal situation would then be to select the combination that totals 99 because it is
closest to 90!
4. Once the game leader says that time is up, all groups will present their card combinations. The
team closest to the “lucky number” wins the round!
Student Handout
5. In the case of a tie or if two teams have totals that are equidistant from the “lucky number,”
the teams will settle the match via Rock, Paper, Scissors (best 2 out of 3). In the case of more
than two teams having equidistant totals, the round is discarded.
6. Repeat two (or more) times and have teams tally their scores. They will carry over to Algebra
Jeopardy.
7. Now moving into “Algebra Jeopardy,” the team with lowest score from “Get Lucky” will go
first. If there is a tie, it will again be settled with Rock, Paper, Scissors (best 2 out of 3).
8.)
Teams answer one after the other, choosing whatever subject and points they wish from the
projected game board.
9.) If one team answers incorrectly, the team directly after has the chance to answer for
double the points issued to that specific question. If that team answers incorrectly, then the
team directly after has the chance to answer for triple the points issued to that specific
question. If the question circles all of the way back to the initial team, the question is thrown
out, and the team following the original team continues.
10.) Every cycle, a different student should answer than the one who went before on the same
team.
11.) For the final minutes, the game moves into Final Jeopardy. Prior to answering, teams
must wager all, some or none of their points.
Student Handout
12.) Each team that answers correctly gets the exact amount of points they wagered. If a
team answers incorrectly, they lose the amount that they wagered. The winner is the team
with the highest score at the end!
Variations:
Poker Face
After all teams draw their cards and have been given the “lucky number,” the option is given
to each team to exchange one or two of their cards for new ones. This choice is optional and
is not required if only one or some of the teams choo se to do so. Play continues normally.
Lemmy‟s Luck
Any team that draws the Ace of Spades is given the option to eliminate another team from
participating in the round. Once the team is eliminated, play continues normally.
Jokers Wild
Two Jokers are placed in the deck, and act as “wild cards.” Wild cards may be assigned any
value between 1 and 13. The value must be announced when the team that draws the card
presents their combination. No changes may be made following this announcement. Play
continues normally.
All In
No changes are made to the general gameplay. However, if a tie occurs, preference will be
given in the following order: straight flush (cards in numerical order all of same suit i.e. 6, 7,
and 8 of Clubs), flush (cards all of the same suit), straight (cards in numerical order), three of
a kind, one pair. Play continues normally.
Questions :
1.) What is the smallest “lucky number” one could achieve with one hand (three cards)?
Student Handout
2.) Given that the “lucky number” is 2 and you‟re dealt a King of Hearts, an Ace of
Diamonds, and a Queen of Clubs, what strategy do you use to win?
3.) Given that the “lucky number” is very large (greater than 169) and you draw three Kings,
you have an advantage. What is it?
4.) Create your own variation of “Get Lucky,” and explain what effects it would have on
both game play and team strategy.
Teacher Lesson Plan
Grade levels
Algebra Jeopardy is a game that is compatible with freshmen (possible early sophomores) in
high school taking Algebra I. The template itself can be adjusted to adapt with other curriculum
so as to be used with other grade levels. The template is a power point presentation that allows
the teacher to pick the questions at his/her discretion. Our goal was to use Algebra Jeopardy as a
fun- filled exam review that gets the entire class involved. Get Lucky is a game that can be
applied to a broader range of grade levels. It requires only knowledge of addition, subtraction,
multiplication, division, and quick thinking. Suitable grade levels are 6 th grade and above.
Game Type
Combination of several types
Pending on questions asked in Jeopardy…
o Allows learning the language of mathematics
o Know facts
o Understand concepts
o Devise strategies (wagering)
Get Lucky
o Develop arithmetic skills
Required materials
A deck of cards
A computer enabled with Microsoft Power Point
A score sheet
Paper and pencils for the students (for scratch work)
Projector and white screen
Instructions (Games are played in unison with each other)
The class is numbered off into 3-5 teams via counting off before the games start.
(1, 2, 3…..1, 2, 3……etc)
GET LUCKY
Once teams are made, each team draws three cards randomly.
The teacher picks a “lucky” number (any integer).
Students can choose two of the four basic operations (addition, subtraction,
multiplication, or division) to achieve a number closest to the one selected by the teacher.
No card or operator can be used twice. A=1, J=11, Q=12, K=13
Example, team picks J (11), 5, 4. Teacher picks 90.
o Options include: 51, 35, 49, 24, 99, etc.
o Ideal situation is for students to choose (5+4) * 11 = 99
o Two operations were used and no card was used twice
The team with closest possible combination will receive 10 points.
If two teams are equidistant from the “lucky” number, the round is settled via rock, paper,
scissors (best 2 out of 3). If more than two teams are equidistant, the round is discarded.
Repeat two (or more) times and have teams tally their scores. They will carry over to
Algebra Jeopardy.
ALGEBRA JEOPARDY
Team with lowest score from Get Lucky will go first. If there is a tie, it will be settled
with Rock, Paper, Scissors (best 2 out of 3)
Teams answer one after the other, choosing whatever subject and points they wish. If
one team answers incorrectly, the team directly after has the chance to answer for double
the points issued to that specific question. If that team answers incorrectly, then the team
directly after has the chance to answer for triple the points issued to that spec ific
question. If the question circles all of the way back to the initial team, the question is
thrown out, and the team following the original team continues.
It is the teacher‟s duty to make sure all participants are answering questions within the
individual groups. Every cycle, a different student should answer than the one who went
before.
After first ten questions, due to time constraints, the game will move into Double
Jeopardy (all questions are worth twice as much)
For the final minutes, the game moves into Final Jeopardy (teams can wager all, some or
none of their points). If answered correctly, team gets the exact amount of points they
wagered. If answered incorrectly, they lose the amount they wagered.
The winner is the team with the highest score at the end.
Correlation with NCTM standards
Get Lucky requires students to “think on their feet” by quickly executing addition,
subtraction, multiplication, and division between three numbers to devise an answer that closely
matches the one asked by the teacher. The correlation with NCTM standards is that Get Lucky
allows for students to “develop a deeper understanding of very large and very small numbers and
of various representations of them.” Get Lucky also allows students to “understand meanings of
operations and how they relate to one another.”
Algebra Jeopardy encompasses all the NCTM standards required in Algebra some of which are
to “understand patterns, relations, and functions.” The questions asked are either variations from
upcoming class exams or variations of possible state exam questions.
The process of the game itself requires communication within the team and fast problem solving
skills.
Number and Operations
Standard Expectation How it is addressed in Get
Lucky/Algebra Jeopardy
Understand numbers, ways of Develop meaning for integers In Get Lucky, teams formulate several
representing numbers, and represent and compare ways to try and obtain the „lucky number‟
relationships among numbers, quantities with them through of combination of adding,
and number systems subtracting, multiplying, and /or dividing.
There are different combinations that will
yield different numbers.
Understand meanings of Use the associative and In Get Lucky, teams only have an option
operations and how they relate commutative properties of of choosing 2 out of the four operations to
to one another addition and multiplication yield the closest answer. They must know
and the distributive property how multiplication differs from addition
of multiplication over and how division differs from subtraction
addition to simplify and when to use which operator.
computations with integers,
fractions, and decimals
Compute fluently and make Develop and analyze Hands are dealt over and over in Get
reasonable estimates algorithms for computing Lucky. As time goes on, more hands are
with fractions, decimals, and dealt and the students become faster and
integers and develop fluency wiser with their strategies in the game.
in their use
Algebra
Standard Expectation How it is addressed in Get
Lucky/Algebra Jeopardy
Understand patterns, relations, Identify functions as linear or In Algebra Jeopardy, there are questions
and functions nonlinear and contrast their which test the ability to both identify
properties from tables, graphs and draw them effectively.
graphs, or equations
Represent and analyze Recognize and generate In Get Lucky, students are required to
mathematical situations and equivalent forms for simple develop a quick equation using basic
structures using algebraic algebraic expressions and operators and solve for a target number
symbols solve linear equations using linear equations.
Problem Solving
Standard Expectation How it is addressed in Get
Lucky/Algebra Jeopardy
Build new mathematical Encompassed in both Get Lucky and
knowledge through problem Algebra Jeopardy, students are required to
solving use their judgment and strategic thinking
to arrive at the solution.
Solve problems that arise in In Get Lucky, there are multiple numbers
mathematics and in other to choose as your final answer but only
contexts one will be the closest.
Apply and adapt a variety of In Get Lucky, the inclusion of variants
appropriate strategies to solve makes it necessary for students to be able
problems to understand how the new rules change
the strategy for winning.
In Algebra Jeopardy, students‟ problem
solving skills are put to the test via
brainteaser questions.
Monitor and reflect on the Since keeping scores is a vital process of
process of mathematical both games, it becomes easy to see which
problem solving teams are grasping the problem solving
concepts, allowing for extra help to be
given to those with low scores.
Communication
Standards Expectation How it is addressed in Get
Lucky/Algebra Jeopardy
Organize and consolidate Students are split up into teams and in Get
mathematical thinking through Lucky are required to show what their
communication answer is and how they arrived at it.
Communicate mathematical Students need to be team players and
thinking coherently and clearly converse with one another to arrive at an
to peers, teachers, and others answer that is agreed upon by all.
Analyze and evaluate the Along with developing their own
mathematical thinking and strategies, teams will assess the strengths
strategies of others of their opponents to ensure victory.
Use the language of Within Algebra Jeopardy, questions are
mathematics to express laid out in a very similar format to what a
mathematical ideas precisely student may encounter on an exam, giving
a familiarity with what type of syntax
could be expected when asked a question.
Connections
Standards Expectation How it is addressed in Get
Lucky/Algebra Jeopardy
Recognize and use connections Students begin to see in Get Lucky how
among mathematical ideas different operations between different
numbers yield different answers. If they
lucky number is high, they know to use
multiplication as of the two operators. If
the lucky number is low, they know to
divide.
Understand how mathematical With the inclusion of variants within Get
ideas interconnect and build on Lucky, students must be able to
one another to produce a understand how the new.
coherent whole
Recognize and apply Various “word” questions within Algebra
mathematics in contexts outside Jeopardy test the ability to assess the
of mathematics question and identify the mathematical
tool needed to solve it.
Teacher’s Answer Sheet
Get Lucky:
1.) What is the smallest “lucky number” one could achieve with one hand (three ca rds)?
A: The smallest number one could achieve playing with standard rules would be -168 (an ace
and two kings).
2.) Given that the “lucky number” is 2 and you‟re dealt a King of Hearts, an Ace of Diamonds,
and a Queen of Clubs, what strategy do you use to win?
A: (K – Q) + A = (13 – 12) + 1 = 2
3.) Given that the “lucky number” is very large (greater than 169) and you draw three Kings, you
have an advantage. What is it?
A: If you have all three kings and are playing with standard rules and one deck of cards, you
know that you hold three of the four kings, making it impossible for an opponent to get a higher
total than you (K*K = 169, K*Q = 156).
4.) Create your own variation of “Get Lucky,” and explain what effects it would have on both
game play and team strategy.
A: While there is no right answer, all forms of the game should attribute victory to a fair amount
of chance. Have students explain what makes their game easier, harder, or more interesting and
what strategies other students would need to discover to win in their version.
Algebra Jeopardy:
Solving Equations:
10) x = -5
20) x = (y - b)/m
30) n = 5
40) x = 2
50) t = 10
Graphing Equations:
10) (View Drawing)
20) Vertically
30) Horizontally Forward
40) D
50) A
Quadratic Formula:
10) f(x) = ax2 + bx + c, where f(x) = 0
20) (-b (+/-) (b2 – 4ac)1/2 )/(2a)
30) b2 – 4ac
40) x = -7; x = -3
50) x = 4; x = -3
Systems of Equations:
10) x = -2; y = 2
20) x = 4; y = 5
30) x = (51/13); y = (3/13)
40) x = (13/54); y = (1/18)
50) 14 chickens; 48 goats
Trivia:
10) Arabic
20) 4
30) 11 out of 36
40) 40
50) 26
Final Jeopardy:
(270 votes + 72 years)/4 wins = 85.5 or 171/2 or 342/4
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