1. Topic-
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2. Content-
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| addition, subtraction, multiplication, division, & gaining a greater
depth of understand of these through working backwards |
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3. Goals: Aims/Outcomes-
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1.Demonstrate an understanding of addition of whole numbers and
their corresponding subtractions
2.Demonstrate an understanding of multiplication of whole numbers
(limited to numbers less than or equal to 10)
3.Demonstrate an understanding of division |
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4. Objectives-
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1.using personal strategies for adding and subtracting
2.applying mental mathematics strategies
3.combining addition, subtraction, multiplication and division to
solve |
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5. Materials and Aids-
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Approximately 3 dice for every 4 students.
Students will each need a couple sheets of looseleaf and a pencil.
Pre-made bingo-type cards are an option, but students can make the
cards on their looseleaf. |
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6. Procedures/Methods-
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A. Introduction-
~ Teacher will draw a bingo-style card on the board, usually 4x4
style with numbers from 1-10. Example:
1 2 3 4
5 6 7 8
9 10 5 6
7 8 9 10
~ Teacher will ask a student to roll 3 dice and write the numbers
that came up on the dice on the board
~ Students will come up with an equation using a mixture of addition,
subtraction, multiplication, and/or division that results in one of
the numbers on the "bingo" card. Place an "X" over that number. This
is the introduction to the game "Math-Xtreme".
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B. Development-
~Teacher will ask another student to roll the dice again, and write
the dice results on the board. Students will come up with another
equation but in order to get a point, they need to come up with one
that results in an answer that is diagonally touching the number that
they just put an "X" on. If they can do it, they get a point.
~ Teacher will continue to play the game with the entire class until
there is one giant "X" on the bingo card. You would need 5 numbers
that are diagonally touching to create a big "X". A large "X" consisting
of five crossed off numbers results in 3 points.
~ Once the introduction to the game is done with the entire class,
students will be allowed to ask questions to clarify anything they
don't understand.
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C. Practice-
~Students will be grouped in groups of 4 or 5 and each group will
be given 3 dice.
~ Teacher will write a new bingo card on the board with a new sequence
of numbers. Students will write this down on their looseleaf.
~ Students will roll to determine who goes first, and each take turns
rolling the 3 dice and coming up with equations to cross off the numbers
on their bingo cards.
~ While they are taking turns, the other players check one another's
math. If any other players call out an error and it is really an error,
the player who made the error has to erase a small "x" on the game
sheet they made and skip a turn. The player who caught the error gets
to place a small "x" wherever they wish on their game sheet. If a
player calls an error falsely, then they must either lose a point
or lose their next turn.
~ If a player rolls the dice but is not able to create an equation
that allows for an x on an available number, the player must mark
on his/her sheet "no x". If they have no x for 3 consecutive turns
they are out of the game. (This rule may be changed if the teacher
finds there are players who purposely go out so they don't have to
play).
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D. Independent Practice-
Students should be able to play this game independently in groups
of 2-5, checking each other's work. If there is a disagreement between
students about whether or not an equation is correct or whether there
is an error, the teacher may have to sort it out.
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E. Accommodations (Differentiated Instruction)-
~ Students can make multiple large X's on their game sheet by playing
off of other numbers that already are crossed off.
~This game can be modified for younger grades or older grades, but
changing the numbers on the game card, changing the number of dice
(playing with 2 dice would be harder than playing with 3 or 4). The
younger grades can use just addition or addition and subtraction,
and as you get to higher grades, throw in multiplication and division.
For grade 7 & 8, game card could also include 2-digit numbers for
an extra challenge. This game is excellent because it can be made
developmentally appropriate for any level.
~ This game can also be used to support peer-based scaffold type learning.
If the students are just learning multiplication, for example, and
it's a rather new concept, students can work together in pairs, and
could play 2 against 2, helping their team mate and coming up with
equations together.
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F. Checking for understanding-
1. Students should keep their equations on a sheet of looseleaf
paper, this way the teacher can use it as a form of assessment.
2. Students will also be checking one another's math throughout the
game, for a type of peer-assessment. This is less formal and students
won't feel that they are being "assessed" so much, but more like they
are in a competitive game with their peers.
~Working in groups for the game also helps clear up any misunderstanding
of the rules swiftly, as students who do understand will help one
another. |
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G. Closure-
1. Teacher can have prizes for students with the most points to
add a little bit of extra oomph to the game.
2. Students should hand in their loose-leaf with their equations &
their name on it so the teacher can use the sheets for informal assessment.
They are an excellent indication of the level/strength of understanding
the students have with forming equations and their division/multiplication/addition
& subtraction skills. |
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7. Evaluation-
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1. Teacher can determine whether or not students grasp the concepts
through their game sheet and their equations. If there are a lot of
"no x" markings on top, the teacher will know that the student is
having difficulty putting together equations. If there is a lot of
errors, the teacher should examine the equation work to see where
the errors lie.
2. When students are comfortable with the level they are working at,
this game can always be made a little more challenging to keep their
minds stimulated! |
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