1. Region 10 Mini Conference
Math Games 3-5
Region 10 Mini Conference

2. set of Array Cards, recording sheet, construction paper
Small Array/Big Array
set of Array Cards, recording sheet, construction paper
Deal out 10 array cards to each player or team, spread them out, factor side up
On construction paper, spread out 6 more Array cards, factor side up. These are on the center cards. Place the remaining cards in a pile to one side
Players take turns matching small arrays to big arrays. MATCHING means that both arrays have one dimension that is the same
The goal is to make a complete match by covering a big array with a combination of 2 or 3 smaller arrays
Refer to instruction sheet for more detailed instructions
Promote that they write equations to record the completed match, using parentheses to show the smaller arrays
Allow time for participants to play a few rounds
What is the big mathematical idea in this game? What other math does this game promote?

4. Games can provide an atmosphere where children are encouraged to
Share their ideas with others
Think, discuss, and explain
Be alert, interested, curious, and challenged
Come up with interesting ideas, problems, and questions
Have confidence in their abilities to figure out things for themselves
Speak their minds with confidence
Work cooperatively
Give and take praise and criticism
Instruct others
Accept success and failure in the presence of peers and adults
Develop initiative, interest, curiosity, resourcefulness, independence, and responsibility.

5. Focus Points Read the focus points for your grade level
Discuss the Mathematical Big Ideas at each grade level with your group
Allow participants to read the critical focus points for the grade level they teach. Have them discuss the big ideas in math at their grade level.

6. The Three - P’s Plan Play Please be patient PLAN:
How will you introduce the game to your class?
2 students demonstrate while you explain or
you will play with one other student or
you can play against the whole class
How much time will you devote to playing the game?
How will you pair students or form small groups?
Research states that students who use less sophisticated strategies should be partnered with students who use slightly more mature strategies but
not with the most abstract thinkers
As students become more familiar with the game, they will spend less time on learning the rules and more time EXPLORING MATHEMATICAL IDEAS
PLAY:
play the game yourself to familiarize yourself with the rules possible
discuss the mathematical ideas embedded in the game and how these ideas may emerge during play
anticipate some possible responses or strategies that your students may use while playing the game
from your list of anticipated responses, you can create a list of questions that you can ask to probe your students’ thinking
While students are playing ask the probing questions and listen to students responses. Rather than restate a student’s strategy, ask his partner to explain it
Record the different strategies that students use and plan the class discussion
BE PATIENT
provide repeated opportunities for you students to play the game, and let the mathematical ideas emerge as they notice new patterns, relationships, and strategies
YOUR PATIENCE empowers students to independently explore mathematical ideas and create conceptual understanding

7. Pattern Blocks, Hexagon Cookies, fraction number cubes
Fraction Cookies
Pattern Blocks, Hexagon Cookies, fraction number cubes
Each player rolls two fraction number cubes
Add the two amounts and collect that number in pattern blocks
Continue to trade so that you always have the fewest pieces possible at the end of your turn.
Play until players have filled up one sheet.
Third Grade Game
In looking at the 3-5 ACOS, what grade level would this game be appropriate for?

9. Evaluation

10. 2 dice, game board, expo marker
Multiples of 4 Pathway
2 dice, game board, expo marker
Each player rolls two dice
Add the two amounts and multiply that number by 4 to get the product
Select the product from any row on the game board and circle it.
The first player to connect a path from the start row to the finish row wins.
Fourth Grade Game
In looking at the 3-5 ACOS, what grade level would this game be appropriate for?

12. Evaluation

13. Number puzzles, 300 chart, expo marker
Each participant takes a number puzzle
Read each puzzle clue to the group
As a group, determine which clue to start with
Continue the clues until your number(s) has been determine by the group.
Fifth Grade Game
Model the game using the sample number puzzles on the next slide.
Allow time for participants to play game
In looking at the 3-5 ACOS, what grade level would this game be appropriate for?

15. Evaluation

16. Game Board for Product Game for use with factors 1-9
Product game as provided in the article in your participant packet along with a game board for 0-6 factors.