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# Math Blast...It's A Numbers Game

Lesson 1 of 10

## Objective: SWBAT to practice learned math skills and attempt new math concepts.

## Big Idea: Math Blast, a quick, fun, fast-paced math game, provides daily practice of prior and current math concepts and introduces upcoming (pre-teach) new concepts. Every day starts with a Number of the Day.

*40 minutes*

Math Blast Number of the Day 1 is a quick, fun, fast-paced math game! It doesn't require a lot of materials - just the PowerPoint, music, white boards, and dry erase markers. I begin every day with a Number of the Day. Math Blast is also a great place to work on mathematical practices, especially critical thinking skills, discourse and collaboration! (MP1 - Make sense of problems and persevere in solving them, MP4 - Model with mathematics, MP6 - Attend to precision.)

Math Blast is a great way to pre-teach a concept and is really good scaffolding, especially for those struggling learners. I like to add new concepts that will be learning in the near future into Math Blast. This way students are familiar with new concepts when I go to teach them. If they haven't figured out the work through Math Blast they will have at least seen the concept.

The basic content my Math Blast covers is:

- Begin with prior knowledge tasks, factoring GCF, LCM. In 5
^{th}grade this is really good to have understanding for going into fractions.

- I always add some rounding and estimation, good tools to know and it is pre-teaching our next lesson.

- I always like to end with a word problem to challenge and support students' skills in answering a problem with what the question is requesting them to do.

The first day you introduce Math Blast you will need to walk through MathBlast 1 powerpoint very slowly to comprehensively cover expectations, how to tackle different problems, and the ways students can help each other and share answers. I demonstrate, and will continue to practice, the hand signals which tells students if their work is correct or needs more attention. I try not to tell students exactly what needs to be fixed, so that they develop habits of correcting their own work.

I allow table mates to support each other, this is also a good way to support struggling learners. I usually play music while students are working (it is the "Blast" in Math Blast). They have to the end of the song to fill in their board.

In the beginning, 30 - 35 minutes may be more time than most need, but they will use all of the time when the numbers get bigger.

Math Blast is a daily exercise in Mathematical Practice 1, making sense of problems, and persevering in solving them. My expectation is that students will apply what they know to wrestle with more challenging problems. It is also a collaborative exercise, and my expectation is that students will assist each other, explaining their thinking, and considering the thinking of others (MP3- Construct viable arguments and critique the reasoning of others).

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#### See, Think, Wondering

*5 min*

I end Math Blast and lead into my lesson with a See, Think, Wondering. The art I choose always relates to the unit I am teaching.

See, Think, Wonder is a dynamic way to get your students to think deeper about a subject without them knowing that they are doing it.

The SEE part is pretty basic thinking. *I see….*

The THINK part is intended to get students to think about things in ways they haven't before. This is a fun way for students to make connection to the things we're learning in math. In my class, we'll be thinking about math and art. I use art because I am passionate about art. Use examples of things that ignite your passion! *This art makes me think about…*.

And the WONDER requires enough engagement with the topic (the art) to be able to come up with a question. *This art makes me wonder if….*

See, Think, Wonder is my way to getting their brains ready to think about math and I find that the transition is great. It is also a quick chance to expose my students to different types of art.

Note: I've added a See, Think, Wondering separate from the Math Blast in case you want to do it by itself. It is also attached at the end of the Math Blast PowerPoint.

Note: You don’t have to use art; I use art because I am passionate about art. Use examples of things that ignite your passion!

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*Claire Whyte: I just wanted to thank you for all your wonderful lessons. You are one of my go to people when I need something to help my students, particularly when they don't get a concept. I tried to upload an image of my students writing on their desks during Math Blast (which they love!) unfortunately I couldn't get it to work. Thanks again | 2 months ago | Reply*

*Responding to Damon Barnhurst*

I see more of your art now. Today was my first time on this site. You were the first teacher I selected. I see now you have other examples from lesson presented. I still might not be sure how to use art though. Thanks.

| 2 years ago | Reply

Very cool James. By using art to introduce the next concept you meant the different colored circles with the different numbers? That's what you used to get the kids talking about place value? What other examples of using art could you help me with? I am just trying to wrap my head around it. I know I could use something else to strike up conversation but I like the art idea. I just don't have very many conversation starter ideas using art. Thank you.

| 2 years ago | Reply

In the end of the section Getting Started, you state "In the beginning, 30 - 35 minutes may be more time than most need, but they will use all of the time when the numbers get bigger." Did you mean seconds?

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- LESSON 1: Math Blast...It's A Numbers Game
- LESSON 2: Math Norms: Setting the Stage for Math Workshops!
- LESSON 3: Place Value: The Games of Total Recall
- LESSON 4: Working with Numbers up to 10,000,000 Day 1
- LESSON 5: Working with Numbers to 10,000,000 Day 2 - Standard to Word form with Numbers
- LESSON 6: Everything In Its Place: Place Value
- LESSON 7: Comparing Numbers to 10,000,000
- LESSON 8: Rounding and Estimation, Day 1
- LESSON 9: Rounding and Estimation, Day 2
- LESSON 10: Rounding and Estimation, Day 3