Playing Our Own Games

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Objective

SWBAT play the games that they and their classmates have created!

Big Idea

Nothing is more fun than a game, especially a game you created yourself.

Playing the Games

50 minutes

This is an end of the year lesson. Students created math games in a previous lesson. They will now have a chance to play their games. 

I begin by partnering up 2 groups who have created games. I tell them that they should play their own game with the new partners and then play the partner's game. They will play both games for a total of about 10 minutes (5 minutes each) and then they will move to a new set of games. If they finish both games before the 10 minutes are up, they can play 1 game again. I remind students to attend to the rules of the game, and to ask questions if something does not make sense. A group can fix something on their game if their partners are unclear about something and the creators feel that they can make it clearer. Attending to precision (MP6), reasoning about math (MP2), making sense of problems and solving them (MP1), and making use of math structure (MP7) all come in to play in this lesson.

After about 10 minutes I ask students to neaten up their games, set all pieces on top, and then leave the games where they are. I have students rotate to a new set of games. I remind them that this time the authors are not there so they will need to read the directions and figure out how to play each game. They should read the directions of one game, play it and then switch to the other game. Again, if they finish before I ring the bell, they may replay one of the games. See: Trying It Out

I repeat this process until everyone has had a chance to play each game in the room. I circulate around the room, stopping to watch students explain and play their games. I record notes of my observations on their math skills, and their math reasoning skills.

Closing

10 minutes

After the last round of games, I invite all students to go back and pick up their own games and return them to the game table. Now I ask them to return to their seats. I ask students to tell me things they liked about each game. I mention a game by holding it up and ask for some positive comments from the players. 

I give each game a chance for positive feedback. Students gain a sense of pride in their work when others notice something positive about it. I want students to leave the year feeling that they are good in math and that math is something they CAN do.