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USING GAMES AND ACTIVITIES TO MAKE MATH MORE FUN FOR STUDENTS Claran Einfeldt claran@cmath2

USING GAMES AND ACTIVITIES TO MAKE MATH MORE FUN FOR STUDENTS Claran Einfeldt claran@cmath2.com Barbara Jo Evans bjevans@etacuisennarie . com . Why Use Games Time is Finite!!!!!!. Student Motivation Practice Skills Conceptual Understanding Vocabulary Remediation Competition

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USING GAMES AND ACTIVITIES TO MAKE MATH MORE FUN FOR STUDENTS Claran Einfeldt claran@cmath2

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  1. USING GAMES AND ACTIVITIES TO MAKE MATH MORE FUN FOR STUDENTS Claran Einfeldt claran@cmath2.com Barbara Jo Evans bjevans@etacuisennarie. com

  2. Why Use GamesTime is Finite!!!!!! • Student Motivation • Practice Skills • Conceptual Understanding • Vocabulary • Remediation • Competition • Peer Pressure • FUN • Warm –Ups • Informal Assessments • Use in Centers • Differentiation • Strategic awareness

  3. FAVORITE GAMES • Color Tiles • Tangrams • 24 • Krypto • Sets • Quizmo • Figuro • Pig • I Have Who Has • Versatiles • Mastermind

  4. KRYPTO AND 24Use given numbers and four operations to get to target number • Basic Facts • Order of operations • Finesse writing of math sentences

  5. SETSwww.setgame.com • Classifications • Characteristics • Visual Perception The idea is to form "sets" from the cards shown. Each card contains shapes with characteristics drawn from four categories. Each category contains three different possible appearances.

  6. HOW TO PLAY SETS The four categories are: • Color (Red, Green, or Purple) • Shape (Circle, Diamond, or Squiggle) • Number (One, Two, or Three) • Shading (Filled, Striped, or Empty) For 3 cards to form a set, they must be all different or all alike within each category. To test 3 cards for a set, look at each category individually.

  7. www.setgame.com

  8. QUIZMO • Like Bingo • Multiple levels available • Vocabulary • Easy to differentiate

  9. FIGURO • Some familiar card games • Multiple Decks for student growth and differentiation • Multiple representations • Self-correcting

  10. PIG • Take a sheet of paper and divide in half • Put your name on one side, your partner’s on the other • Take turns rolling the dice and keep track of sums • Your turn finishes when you decide to end your turn OR if you roll a 1 • If you roll a 1, you record 0 for that turn • If you roll double 1’s, you record 0 for the whole game and start over. • Add each turn’s sum until you get to 100

  11. I HAVE WHO HAS • Inexpensive to make • Students have ownership • Students don’t turn off • Used for concepts and vocabulary

  12. VERSATILES • Easy to differentiate • Self-correcting

  13. LESSONS LEARNED • Small Groups 4-5 • Short Time period – about 20 minutes • Teach a few students in after school • Use in centers with differentiation • CLOSING DISCUSSION • Multi-grade levels • Adaptations • Preparation

  14. QUESTIONS

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