##
* *Reflection: Lesson Planning
Creating Math Games - Section 1: Introduction

This lesson is all about applying what students have learned all year. I planned this lesson to give students an open-ended way to express their understanding of math. This open-ended assignment of designing a math game gives students a chance to think outside the box as they reason through how a math game might work (MP2). They have to ask themselves, what in math do I want to use for the problems in the game? How do I want to set the game up? What happens if someone can't do the math in my game? etc.

As I watch students create games I am impressed at the level of the math reasoning students are employing. They are creating shopping games where players earn and spend money to $5.00. They are creating double digit addition and subtraction problems for students to determine if they are right or wrong. They are creating math word problems. Each game shows thought, reasoning and how they are modeling with mathematics to create their games (MP4).

*Applying Your Knowledge*

*Lesson Planning: Applying Your Knowledge*

# Creating Math Games

Lesson 15 of 16

## Objective: SWBAT apply the things they have learned this year to the creation of their own math games.

## Big Idea: Students have gained new understandings of the math concepts this year and now they have a chance to use that to create games to play.

*60 minutes*

#### Introduction

*15 min*

This lesson is a performance assessment of the skills that students have learned in math this year.

Today I tell students that they have worked so hard in math all year and I am very proud of them. I tell them that they have played all my math games and learned a lot while playing. I remind them of some of their favorite games from this year and how some have boards, some have cards, some use dice, some use money, etc.

I tell them that now it is their turn to create a math game. The math game can have any of the things we talked about, such as a board, cards, money, dice, etc. They will need to reason abstractly as they create a game and then reason mathematically as they create the problems for the game (MP2). Each game must have a written set of rules or how to play the game. If they are making a board, the roadway on the board should be at least 1 inch wide with each square also 1 inch across so they can use chips to move from space to space. Precision is important here, otherwise the board may not be playable (MP6). Each game must use math in some way. It can be math problems, word problems, money, time, etc.

I tell them that they will be working with a partner to create these games. I lay out construction paper, lined paper, graph paper, rulers, and dice, chips, and money. I tell students that they may use any of the materials that are out, and if they need other things, they should ask. They all have their own markers, pencils, crayons and glue sticks. Tape and scissors are always available.

I help partner students up by asking for all birthdays from January, February and March to go find a partner who is still sitting. I continue on until all students have a partner.

*expand content*

#### Making The Games

*45 min*

Students work with their partners to create the math games. I circulate around to provide assistance, or to listen to what students are doing as they make their games. See: Sharing Their Ideas.

I know that some groups will finish within the 45 minutes, and if so they can try playing their games. I also know that others will require additional time to finish their games. A game board

*expand content*

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- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work

- LESSON 1: My Special Strategies
- LESSON 2: Division Strategies
- LESSON 3: Estimation as a Strategy for Checking Work
- LESSON 4: Using Math at Work
- LESSON 5: Measurement Strategies
- LESSON 6: Double-Digit Subtraction - We Can Do It
- LESSON 7: Where On The Line?
- LESSON 8: Stop, Look and Check
- LESSON 9: Stop, Look and Check (Part 2)
- LESSON 10: Attributes of Groups
- LESSON 11: Relative Size
- LESSON 12: Counting Coins Again
- LESSON 13: Another Visit to Double-Digit Work
- LESSON 14: Visiting the Olympics
- LESSON 15: Creating Math Games
- LESSON 16: Playing Our Own Games