Maths Games for Maths Games Days

Maths Games for MathsGames Days Helen Haralambous MAV Mathematics Education Consultant hharalambous@mav.vic.edu.au

Maths Games Days • Great way of engaging students through competing with like-minded individuals • Format of a Maths Games Day • Students work in school based teams against opposing teams • Schools may enter one OR two teams • A team consists of 4 students • Components of a Games Day – typically a Games day has 3 components • Problem solving – students work as a school team • Games component – students play against opposing school teams • Relay component – students work as a school team.

Benefits of Using Games The advantages of using games in a mathematical program have been summarised in an article by Davies (1995) who researched the literature available at the time. • Meaningful situations - for the application of mathematical skills are created by games • Motivation - children freely choose to participate and enjoy playing • Positive attitude - Games provide opportunities for building self-concept and developing positive attitudes towards mathematics, through reducing the fear of failure and error • Increased learning - in comparison to more formal activities, greater learning can occur through games due to the increased interaction between children, opportunities to test intuitive ideas and problem solving strategies • Different levels - Games can allow children to operate at different levels of thinking and to learn from each other. In a group of children playing a game, one child might be encountering a concept for the first time, another may be developing his/her understanding of the concept, a third consolidating previously learned concepts

Benefits of Using Games The advantages of using games in a mathematical program have been summarised in an article by Davies (1995) who researched the literature available at the time. • Assessment - children's thinking often becomes apparent through the actions and decisions they make during a game, so the teacher has the opportunity to carry out diagnosis and assessment of learning in a non-threatening situation • Home and school - Games provide 'hands-on' interactive tasks for both school and home • Independence - Children can work independently of the teacher. The rules of the game and the children's motivation usually keep them on task.

Hints for Successful Classroom Games These tips come from Alridge & Badham (1993): • Make sure the game matches the mathematical objective • Use games for specific purposes, not just time-fillers • Keep the number of players from two to four, so that turns come around quickly • The game should have enough of an element of chance so that it allows weaker students to feel that they a chance of winning • Keep the game completion time short • Use five or six 'basic' game structures so the children become familiar with the rules - vary the mathematics rather than the rules • Send an established game home with a child for homework • Invite children to create their own board games or variations of known games.

MAV Games Days - Games Component • MAV often gets queries from schools either wishing to run smaller scale games days at a local or school level or requesting games day resources. • Publication has been produced containing a compilation of selected favouritemaths games • Todays session will simulate the games component

Game 1 - 24 Game Integers Materials:12 cards per pair, including some of 1, 2 or 3 points – one white dot, 2 red dots or 3 yellow dots. These are pre – stacked, starting with white dot cards.

Game 1 - The 24 gameIntegers The Rules: Game for two players • Cards are worth 1, 2 or 3 points, in order of difficulty • Play in pairs, (9’s filled in red). Start with 1 point cards(have one white dot) • Place cards on table, between two players. Both players are playing at the same time for the same top card. • Use all 4 numbers on the card to make 24. • You can add, subtract, multiply or divide. • Win a card by being the first to touch the card and give a correct solution • Once you take your card the next card is in play. Aim: • To make 24 with all four numbers on a card. You can add, subtract, multiply or divide. • Winner is the player with the most points after all cards are claimed.

24 Game Integers Solution (-5 - -8) x (8x1)

RECORD YOUR RESULTS • At the end of game 1, each player records their Game 1 results on their individual score sheet

Games • students on the RHS of tables stand, each pair is to move to the next table down(in a clockwise direction). • The two students at the end of the first row will move to the end of the 2nd row. • The two students at the top of the 2nd row will move to the bottom of the third row.

Game 2 – Last Square • Materials:counters of two different colours, 16 of each, playing board as below.

Game 2 – Last Square The Rules: • Game for two players • Each player uses counters of a different colour. • Players, in turn, put down 1, 2, 3 or 4 counters of their colour, (horizontally or vertically but NOT diagonal) on the board below. • The spaces must be next to each other. • You cannot skip a covered square. Aim: • To force your opponent to cover the last square. 1 point for a win

RECORD YOUR RESULTS • At the end of game 2 each player records their Game 2 results on their score sheet

Game 3 – Chase Zero Materials:TwoChase Zero Game sheets, one per player, calculator

Game 3 – Chase Zero The Rules: • Game for two players • ROUND 1 Your opponent writes a 3 digit number on your sheet and you write a 3 digit number on their sheet. • You must both try to reduce your 3 digit number to zero in the smallest number of moves. • For each move you may add, subtract, multiply or divide by any 1 digit non- zero whole number. If you perform an operation and the answer is not a whole number, that counts as one move but next time you start from the last whole number you had. Aim: • The winner of the round is the person who took the least number of moves to reduce their number to zero. The winner scores one point for that round. If both players used the same number of moves, then no points are scored.

Game 3 – Chase Zero • ROUND 2 – Same as for Round 1 but this time start with a 4 digit number • ROUND 3 – As for Round 1 but begin with a 5 digit number. This time you may add, subtract, multiply or divide by EITHER a 1 or a 2 digit whole number. • ROUND 4 – As for Round 1 but begin with a 6 digit number. This time you may add, subtract, multiply or divide by EITHER a 1 or a 2 digit whole number.

RECORD YOUR RESULTS • At the end of Game 3 each player records their Game 3 results on their score sheet

Game 4 – 57 Game Materials: • A “57” Game Grid, a copy of the 3 by 3 magic square, a counter

Game 4 – 57 Game The Rules: Game for 2 players • The first player places the counter on any square • That number counts as the starting total • The second player now moves the counter to a new square and adds the number to the total. • When moved, the counter must not be placed on the same row or column as the previous number. So for example, if the first player puts the counter on ‘9’, the second player cannot use 1, 5, 2, or 4. If the second player chose ‘7’, then the total would be 9+7 = 16 and so on. Aim: The game is won if a player reaches a score of exactly 57 OR forces the opponent beyond that number.

RECORD YOUR RESULTS • At the end of Game 4 each player records their Game 4 results on their score sheet

MOVE BACK TO YOUR ORIGINAL PLACES • RECORD YOUR RESULTS • As a team collate the results of the 4 players in your team for each game • Have your team captain sign this and • Hand this to the supervising person

References and Resources

Your feedback • Friday 7 December 2018 https://www.surveymonkey.com/r/MAV1807

Maths Games for Maths Games Days