Pre-K-2
This final lesson of the unit reviews the work of the previous lessons. Children discuss and model prices and the words on the word wall and play games to facilitate continuing practice. They add to their portfolio and listen to another children’s book. Questions for summative evaluation are suggested.
3-5
Students use a web-based calculator to create and compare counting
patterns using the constant function feature of the calculator. Making
connections between multiple representations of counting patterns
reinforces students understanding of this important idea and helps them
recall these patterns as multiplication facts.
6-8
In Part II, students make their own game boards. The task of creating a
new game is challenging to most students. They learn a lot by
experimenting and by making mistakes about what factors and products to
include in a game.
3-5, 6-8
This lesson provides students an opportunity to assess their understanding of mathematical vocabulary as they relate to key concepts from the five content areas. Through the use of a familiar game format, Bingo, students will identify numbers 0‑75 that correspond to mathematical descriptions from math vocabulary clue cards.
3-5
After using an interactive Web site to find patterns in the multiplication tables, the students practice multiplication facts and record their current level of mastery of the multiplication facts on their personal multiplication chart.
9-12
Students learn about the repeated subtraction and repeated division methods for converting a decimal number
N to a numeral in base
b, provided
b
is an integer other than ‑1, 0, or 1. Students also learn about the
Fibonacci representation, which is a method for representing a numeral
as a sum of Fibonacci numbers. The Fibonacci representation will be
useful in later lessons in this unit when exploring Nim games.
Pre-K-2
Practice counting and subitizing by playing this game (also available on iOS and Android).
9-12
In this lesson, students learn Polya's four-step problem solving heuristic and how to use metacognition. They practice these on simple word problems and equations, then apply the techniques to games and more complex problems. The problem solving heuristic can be applied to problems outside of mathematics and used for cross-curricular activities.
9-12
In static nim, the set of possible move sizes remains the same during the play of the game. In various versions of dynamic nim, the rules are such that the maximum number of counters that can be removed on each turn changes as the game is played. This maximum can depend on the current size of the pile, the number of counters removed on the previous play, or the move number of the game. In this lesson, students will explore the second type, where each move determines the maximum move size of the next move.
6-8
The paper pool game provides an opportunity for students to develop their understanding of ratio, proportion, greatest common divisor, and least common multiple.
