1. WHY GAMES?? CATALINA WORDEN AND RENAE KRAMER ABE SUMMER INSTITUTE AUG. 15, 2012

2. NUMERACY “ An array of mathematically related proficiencies that are evident in adults’ lives and worthy of attention in adult education settings.” It engages with life’s diverse contexts and situations. (Ginsburg, Manly, & Schmitt). “The ability to understand and work with numbers” (Noun). Oxford Dictionary.

3. MATH GAMES

4.  Address the Levels of Knowing Math  Incorporate varied learning styles  Force the usage of mathematical reasoning  Aid Constructivist teaching  Motivate, enthuse, and increase students’ comfort  Develop problem solving strategies

5. OBJECTIVES  Teachers will observe and practice aligning a strategy game with the Levels of Knowing Math as well as tailoring them to students’ learning styles.  Teachers will recognize the validity of using games to improve numeracy skills and problem solving strategies.

6. Levels of Knowing Math 1. Intuitive Every new fact is introduced as an extension of something the student already knows. 2. Concrete Every new fact is presented through a concrete model. 3. Pictorial The model of the new fact may be sketched or illustrated.

7. Levels of Knowing Math 4. Abstract The new fact is recorded in symbolic form. 5. Application The student is able to apply this learned concept to a situation. 6. Communication The student is able to convey knowledge to another student, reflecting in embedded understanding in the highest level of learning.

8. Start in corner. Order: b, y, r, g. Expand toward center. Each piece played must touch only at the corner of its own color, not along edge. Different colors may touch along edges. Laid is played. Each square is worth 1 point once played.

9. GAME CONNECTIONS 1. Which problem solving strategies are you using? 2. How are you connecting Blokus to the levels of knowing math? 3. Which Learning Styles are you using?

10. WAYS BLOKUS PROMOTES NUMERACY Multiplication Addition Calculating score Area Perimeter Plotting points Pythagorean Theorem Volume Estimation

11. PROBLEM SOLVING STRATEGIES Draw a picture or diagram* Make a list or table Guess and check* Simplify; substitute smaller or rounded numbers* Look for a pattern* Work backwards* Act it out* Use a formula Eliminate*

12. GUIDED PRACTICE How can you connect your game to each Level of Knowing Math? In pairs, pick one game and a corresponding math topic and align them to all Levels of Knowing Math. When time has expired, report on 1 level (of our choosing) to the whole group.

13. QUESTIONS?? Southwest ABE - Granite Falls Region Catalina Wordenwordencatalina@gmail.comwordencatalina@gmail.com Renae Kramerkramerr2045@gmail.comkramerr2045@gmail.com

14. LINKS TO ADDITIONAL RESOURCES To apply for MNI ‘13 http://www.atlasabe.org/professional/math- and-numeracy) until August 31, 2012. http://www.atlasabe.org/professional/math- and-numeracy Learning fractions game: “Refraction” centerforgamescience.org/site/ Reasons for “Why Games” http://www.mathgoodies.com/articles/manipula tives.html#.UCG4O3snQk4.mailto

15. “One real life application of numeracy I can use from games in my class is….”