Today in our Math Workshop we introduced our first "Game", which the kids really loved. This game is called "Cover 50" and reinforces what we have been learning concerning the relationship between factors and multiples. While playing, students had to think about generalizations of multiples, such as even numbers, "factors", only having even multiples (ex. 4- 4, 8, 12, 16, ...). They also had to think about patterns we have studied, such as the ones-place pattern of 5, 0, 5, 0... in the multiples of 5 (5, 10, 15, 20, 25,...) . As students played, they took turns deciding on a "factor" in which they would cover their board with multiples for that factor (their set of cards) with the object of the game being to be the first player to be able to play all ten of their cards on their Cover 50 board. By studying their own set of playing cards against their partner's cards, they developed strategies for calling out the "factor" for their turn that they would have more multiples of than their partner. This game certainly needs to be played more than once and will now be available at a game center in our room for when students find extra time to revisit it.
Monday, September 14, 2009
Cover 50
Today in our Math Workshop we introduced our first "Game", which the kids really loved. This game is called "Cover 50" and reinforces what we have been learning concerning the relationship between factors and multiples. While playing, students had to think about generalizations of multiples, such as even numbers, "factors", only having even multiples (ex. 4- 4, 8, 12, 16, ...). They also had to think about patterns we have studied, such as the ones-place pattern of 5, 0, 5, 0... in the multiples of 5 (5, 10, 15, 20, 25,...) . As students played, they took turns deciding on a "factor" in which they would cover their board with multiples for that factor (their set of cards) with the object of the game being to be the first player to be able to play all ten of their cards on their Cover 50 board. By studying their own set of playing cards against their partner's cards, they developed strategies for calling out the "factor" for their turn that they would have more multiples of than their partner. This game certainly needs to be played more than once and will now be available at a game center in our room for when students find extra time to revisit it.
Subscribe to:
Post Comments (Atom)
3 comments:
Emily said she enjoyed playing this game. What a cutie!
What a productive game! Steven is "getting it" about multiples better. We appreciate your creativity in making learning so fun!
Kelly M.
we will definitely be figuring out this game at home!
Cathy M
Post a Comment