1. New York City Mathematics Project
Let the Games Begin!!
October 28, 2017
NYCMP Facilitators:
Arlene DeSimone Sciarretta Ann Cola

2. FIND YOUR TEAM
When you entered the room a you were given an index card with a word or phrase –
Find the table that best fits your card
Compare your card with other teammates

3. ICEBREAKER
$100,000 PYRAMID

4. $100,000 PYRAMID
This educational game is a way for students to review key words or concepts from a unit and make connections between them. Students deepen their comprehension by describing concepts in as much detail as possible to another classmate. By making this learning strategy into a game, students are excited and engaged.

5. Why Use Math Games? Jot down why should we use Math Games
Share your responses with your table
Be prepared to share with the entire group
Games grab students’ attention and actively engage them  
While playing games, students develop a variety of connections with the content and can form positive memories of learning. Games can provide a variety of sensory experiences for students.
Through games, students can learn a variety of important skills. There are countless skillsthat students can develop through game playing such as critical thinking skills, creativity, teamwork, and good sportsmanship
Games provide a context for engaging practice. Through lively games of charades, $25,000 pyramid, or others, my students willingly use the vocabulary and structures, repeatedly gaining much-needed practice.
Students learn through the process of playing the game. By playing a game, students may be able to understand a new concept or idea, take on a different perspective, or experiment with different options or variables

6. Why Use Math Games? To practice math skills To practice math talk
To work/learn together
To increase student engagement
To have fun
To see math in a different way
Can differentiate & provide multiple entry points
Games grab students’ attention and actively engage them  
While playing games, students develop a variety of connections with the content and can form positive memories of learning. Games can provide a variety of sensory experiences for students.
Through games, students can learn a variety of important skills. There are countless skillsthat students can develop through game playing such as critical thinking skills, creativity, teamwork, and good sportsmanship
Games provide a context for engaging practice. Through lively games of charades, $25,000 pyramid, or others, my students willingly use the vocabulary and structures, repeatedly gaining much-needed practice.
Students learn through the process of playing the game. By playing a game, students may be able to understand a new concept or idea, take on a different perspective, or experiment with different options or variables

7. Why Use Games?
Students learn through the process of playing the game. By playing a game, students may be able to understand a new concept or idea, take on a different perspective, or experiment with different options or variables
Games provide a context for engaging practice. Through lively games of charades, $25,000 pyramid, or others, my students willingly use the vocabulary and structures, repeatedly gaining much-needed practice.
Through games, students can learn a variety of important skills. There are countless skills that students can develop through game playing such as critical thinking skills, creativity, teamwork, and good sportsmanship
While playing games, students develop a variety of connections with the content and can form positive memories of learning. Games can provide a variety of sensory experiences for students.
Games grab students’ attention and actively engage them  

8. Guess Who?

9. Guess Who?

10. Algebra PICTIONARY

11. PICTIONARY
Give each group a set of cards.  You can also have the whole class guess. 
Make sure that you introduce the rules of Pictionary as all students might not be familiar with how to play the game.
Each student gets to draw a card, and then has 15 secs to think about the word before they draw it.  No numbers, letters, or words can be used in the drawing.
The student starts drawing the word and then team members make guesses. 
Variation
Divide the class ( or large group) into two teams
After 2 minutes, the other team can start making guesses too. 
The team who guesses correctly earns one point for their team.
Continue having the teams take turns as time allows. 
If no one can guess the word after 4 minutes the student who drew the picture can explain what their word was and then their turn is over.

12. GEOMETRY HEADS UP

13. GEOMETRY HEADS UP Directions Form teams of not more than five people.  
Directions
Form teams of not more than five people.
Place cards face down in the center of the table.
Player 1 will pick up a card and hold it up to his forehead (facing forward) without looking at the picture.
The other team members will take turns giving that player one clue about their card.
Once Player 1 guesses the geometric shape, give your team one point!
Continue playing with each team member taking turns placing a card on their forehead and trying to guess the shape.
When time is up, the team with the most points wins the round.

14. Quick Draw/ WIN-LOSE-DRAW

15. Quick Draw Geometry Quick Draw 1. Work with a partner & take turns. .
1. Work with a partner & take turns. .
2. Lay cards facedown in a stack.
3. Partner A chooses a vocabulary card and reads aloud to Partner B.
4. Partner B draws the vocabulary word.
5.Partner A checks the drawing.

16. TABOO

17. TABOO
The objective of the game is for a player to have their partners guess the word on the player's card without using the word itself or five additional words listed on the card.
Taboo cards have the clue word on the top of the card and the taboo words listed below the clue word.

18. PASSWORD

19. PASSWORD
You may play this game alternating words or two teams playing the same word
The object of the game is to get the secret (password) word given one word clues
The clue giver may not uses forms of the word. Hyphenated words are not allowed.
One way to score
Each team keeps track of how many clues are needed to correctly get the password
The team with the lowest score is the winner

20. Dominoes

21. Dominoes Divide students into groups of 2 or 3
Each group is given a set of domino cards
Cards are divided among students (alternative each student gets 7 cards)
To start the game a double is needed ( a card with equivalent expressions)
The next student plays a card
Play continues till one player has no cards (dominoes) left
(Alternative play till all cards are played)

22. BINGO or MATHO

23. Game of 24, Krypto, Touchdown Math

24. Game of 24, Krypto, Touchdown Math
Use all four numbers once and any combination of +, -, x, / to make the target number

25. Some helpful tips
oduct/Anchor-Charts-in-Action-Why- Play-Math-Games

26. Arlene DeSimone Sciarretta Ann Cola