# Math Football Final Exam Review

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## Objective

Students will be able to engage in a football game while reviewing key concepts from the semester. Student engagement will not be an issue in this competitive environment!

#### Big Idea

When you are reviewing over multiple days with your students, why not make one of the days fun and competitive with this Math Football game?!

10 minutes

## Teams and Rules

5 minutes

VERSION #1   RULES

1) Divide the class into two teams.

• Boys vs Girls is often fun, because if the girls take the lead then the boys are ultra-competitive because it’s “football” J
• You can also divide teams using popsicle sticks, or just numbering students off

2) Although teams can work collaboratively, all players must write down and complete all problems.

3) The teacher presents one problem at a time.  Both teams then attempt to collaborate and solve the problem.

4) After allowing time for collaboration, the teacher calls on one student from each team for the answer.  If this student has the correct answer with all work, then their team gets to pick from the play results hat.

• Inside the hat are results that will move the team forward or backwards on the football field.
• I project the football field PowerPoint slide on my whiteboard and use magnetic football helmets to indicate each team’s position.
• Both teams are always on offense.  There is no defense, no loss of downs, and each time the team starts on the 20 yard line until they score.
• After a score, the team is awarded 6 points and has two options:
•  Extra Point:  I have constructed goal posts out of PVC pipe in my class room (see picture) – the player who scored the touchdown has the option to kick a paper football through the uprights for one point
• Two Point Conversion:  The team can opt to try for a two point conversion problem (high level of difficulty).  Both teams attempt to solve the problem, even though the only team that can receive the points is the team who scored.
• After the score, the team returns their marker to the 20 yard line and starts another drive.

VERSION #2   RULES

1) Divide the class into pairs.

• Each pair of students is a team, and there will be four students involved in each game.
• You can also divide teams using popsicle sticks, or just numbering students off

2) Although teams can work collaboratively, all players must write down and complete all of the problems.

3) The problems are presented as a component of the game.  The students work through the problems at their own pace, turning over one at a time.

4) After allowing time for collaboration, the players in the game flip over the problem card to reveal the answer.  If this student has the correct answer with all work, then their team gets to roll the dice to see how far they move.

• A roll of a 1:  move BACK 10 yards
• A roll of a 2:  move FORWARD 20 yards
• A roll of a 3:  move FORWARD 30 yards
• A roll of a 4:  move FORWARD 10 yards
• A roll of a 5:  move FORWARD 15 yards
• A roll of a 6:  no gain - no loss

• I project the above results on my screen so that teams have this information easily available.
• Both teams are always on offense.  There is no defense, no loss of downs, and each time the team starts on the 20 yard line until they score.
• After a score, the team is awarded 6 points and has two options:
•  Extra Point:  I have constructed goal posts out of PVC pipe in my class room (see picture) – the player who scored the touchdown has the option to kick a paper football through the uprights for one point
• Two Point Conversion:  The team can opt to try for a two point conversion problem (high level of difficulty).  Both teams attempt to solve the problem, even though the only team that can receive the points is the team who scored
• After the score, the team returns their marker to the 20 yard line and starts another drive.

35 minutes

## Post-Game Show

2 minutes

At the end of the game, I like to give the students the opportunity to ask any clarifying questions over the problems that they had during the game.  Usually you will get one or two questions, but either way I like to close by asking the students to list at the board the top 3 most difficult concepts from the unit we were reviewing.  This allows me as the teacher to address these needs the following day on our way to providing a more comprehensive and personalized review.  Although listing them at the board has worked for me, you may choose to construct a poll question or even create an Exit Slip for the game.

Good luck, and happy reviewing!