# Creating Math Games

## 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.

## Introduction

15 minutes

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.

## Making The Games

45 minutes

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