Lauren Gorda

ELED 433 Section:0003

Game Directions and Game Materials
Math Game Project
10/12/14
Title: Race Around Staunton Land
Number of Players: 4
Game Materials:
Community Cards (10)
Deck of Playing Cards (52) (take out the kings)product
Two Game Pieces (one for each team of two people)
A multiplication table fact chart for multiplications facts 0-12 if needed to check a fact
A recording sheet with an example of a multiplication problem for them to draw any facts they
are not familiar with, in order to help them solve their problems
Game board
Game Directions:
1) Each team begins on start, and one player designated by each group flips one card from
the deck Ace=1, 2, 3, 4, 5, 6, 7, 8, 9, 10, J=11, and Q=12, Joker =0. (the kings will not be
included in the game) The team that flips the highest number will go first.
2) Each team will have a Person 1 and Person 2. They will alternate between who picks the
two cards each time for their team. Person 1 will pick for Team 1 first, and will flip over
one card from Card Deck 1as their first factor and one from Card Deck 2 as their
second factor, and will multiply the card from Card Deck 1 with the card from Card
Deck 2 to get their product. Each time they solve a fact it must be recorded on the
recording sheet. Each team must have a designated color so that it is clear which
problems are for which team. The players from the opposing team will have a copy of the
multiplication table facts for numbers 0-12 and will double check to make sure the other
team got the right answer if they are unsure about what it is. The team working on the
problem will have a piece of paper that shows an example of how to solve multiplication
problems through drawing pictures of equal grouping of items when they are multiplied
together if they need to draw it out to help them solve. The object is to race around
Staunton, so watch your time! Work on your solving your problems as quickly as
possible. This will be available to each team during each of their turns in case they are
not familiar with the basic fact they have been given to solve. If the team answers their
problem incorrectly then they have to move back 1 space. If they answer correctly, then
they will move the amount of spaces for the lowest face card they drew. Some spaces will
say to draw a community card from the community card deck and the player from each
team that is supposed to be drawing the cards, will pick one and be asked to solve the
word problem on the card, and if they answer it correctly they will get to move forward
two or three spaces. Watch out for the Uh Oh spaces! You will have to move backwards,
follow the directions written on each space to see if you should move back two or three
spaces.

3) Each team will rotate and race around Staunton land, and the first team to make it back to
the school (McSwain Elementary School) wins.
Modifications in order to increase the difficulty level based on students
readiness/interest:
- Add in the king cards for the students to work on multiplying numbers by 13 for upper
grades.
- Add in one or two zeros to each of the digits on the cards so that the problems are more
difficult to solve
-Have the face card numbers represent the denominators for fractions so that they can add
the different fractions for upper level grades such as fourth grade, for lower grades such
as second grade the students could add or subtract their numbers they pick from their face
cards
*Repeat the same original set of directions for the modifications listed with these
modifications

Lauren Gorda
ELED 433 Section:0003
Math Game Project
Analysis
Standards for this Lesson:
During the third grade, students will learn different ways to solve and represent
multiplication problems. In second grade, students were exposed to a variety to ways of
combining number based on place values involving both addition and subtraction:
(VA SOL 2.7)
2.7 The student, given two whole numbers, each of which is 99 or less, will
a) estimate the difference; and
b) find the difference, using various methods of calculation and develop strategies for
solving practical problems
(VA SOL 2.8).
2.8 The student will create and solve one- and two-step addition and subtraction
problems, using data from simple tables, picture graphs, and bar graphs. (like
applying context information to solve word problems like they will have to do in
their community context problems)
This lesson builds on standards the students have previously learned and prepares them
for understanding a higher level of math content, in this case multiplication. The lesson directly
relates to SOL 3.5, but then could also help them move into the students being able to then work
with these facts in different models such as area, set, and number line since they will be fluent
with solving multiplication problems. Then they can then move into understanding the operation
of division problems as well, and then work on solving division problems with the same models
they worked with in SOL 3.6 for multiplication.
(VA SOL 3.6)
3.5

The student will recall multiplication facts through the twelves table, and the
corresponding division facts.

3.6

The student will represent multiplication and division, using area, set, and number line
models, and create and solve problems that involve multiplication of two whole
numbers, one factor 99 or less and the second factor 5 or less.
Then, the students will eventually be able to move into representing decimals in
fraction form after mastering their multiplication and division facts (VA SOL 4.2 and
4.3).
SOL 4.2: The student will
a) compare and order fractions and mixed numbers;
b) represent equivalent fractions; and
c) identify the division statement that represents a fraction.
SOL 4.3:
4.3 The student will
a) read, write, represent, and identify decimals expressed through thousandths;

b) round decimals to the nearest whole number, tenth, and hundredth;

c) compare and order decimals; and
d) given a model, write the decimal and fraction equivalents.
The numbers on the cards could be modified so that they could be represented, as
decimals and/or fractions and they would have to change them into fractions, and then multiply
the two fractions together. Therefore this lesson can be used for fractions as well by having
students draw the two cards from the two decks, and they will be their denominators for their
fractions that they could then add together. To develop these skills students first need to
understand multiplication facts and the grouping of multiplication.
Process Standards:
The students will use various mathematical skills such as problem solving, mathematical
communication, reasoning, and make connections and various representations with concepts
presented in the 3.5 SOL.
They will use these mathematical skills in order to model multiplication in a variety of different
models (i.e. array, number line, etc.) in SOL 3.6, and in order to solve multiplication problems
in their algorithm form with one single and one double digit number, and then can move into
solving adding and subtracting decimals and fractions in SOLs 4.2 and 4.3 as well.
ex. 54
X3
Process Standards Cited:
3.NBT.1Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.2Fluently add and subtract within 1000 using strategies
and algorithms based on place value, properties of operations,
and/or the relationship between addition and subtraction.
3.NBT.3Multiply one-digit whole numbers by multiples of 10 in
the range 1090 (e.g., 9 80, 5 60) using strategies based on
place value and properties of operations.
Grade 3 explanations for 15 tens is 150
Skip-counting by 50. 5 tens is 50, 100, 150.
Counting on by 5 tens. 5 tens is 50, 5 more tens is 100, 5
more tens is 150.
Decomposing 15 tens. 15 tens is 10 tens and 5 tens. 10
tens is 100. 5 tens is 50. So 15 tens is 100 and 50, or
150.
Decomposing 15.
15 X10= (10x 5) X10
(10 X10) +(5 X 10)=
100 +50=
150

Cross-Curricular Standards:
The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking questions, and
summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
d) Use language appropriate for context.
e) Increase listening and speaking vocabularies.
Learning Objectives for this lesson:
U1: The students will understand that the meaning of multiplication, which is a one-tomany constant relationship between two sets that can be expressed as a ratio.
U2: The students will understand that there are different contexts in which multiplication
can be represented.
K1: The students will know the definitions of the terms factor and product.
D1: The students will solve multiplication algorithm problems.
D2: The students will create visual drawings in order to represent multiplication
algorithm problems.
etc.
Anticipation of student strategies and mistakes:
Some students may not understand that multiplication means two sets of information
multiplied together, and so they might just add or subtract the two numbers without reading the
directions first to know they should multiply them. Also, with their two digits they might add the
second one on to the first the number of times that the second digit is in thinking that is how you
do multiplication since they are taught that it is repeated addition, however they need to realize
that it is 6 groups of 3 so 6 needs to be added twice more to the original 6 so that there are 6
groups of 3 in order to get the correct answer which is 18. For example for the numbers 6 and 3
they might add 3 to 6, 3 times and get 15. Finally, they might flip the values of the Jack and the
Queen cards, since they might not know the order that cards go in a card deck, and might not
remember from the directions.
Explanation of how I created my game:
When deciding on how to create my math game I first thought of making the framework
revolve around my students community, so that they can directly see how math can be applied in
their community. I decided to have them work on multiplication problems since my lesson
involves them working on different models used to represent multiplication, and so this game
reflects the SOL prior to the one I am teaching for my lesson. Therefore, I thought I could
explore and find a creative way that students could learn their multiplication facts, and so this
would help me with figuring out creative ways that I could come up with for them to learn the
different models associated with multiplication. Furthermore, many of the SOLs and process
standards I used for my lesson plan transferred to this game so that I could see the connections

between them needing to know their basic multiplication facts in order to participate in my
lesson.

Community Connection:
For my game, I incorporated community cards that students could draw in order to move
extra spaces. On each card is a place close to their school in their community that my group and I
used in our community profile assignment, and there are multiplication word problems that range
in level of difficulty for them to solve in order to move ahead extra spaces so that they could see
how multiplication problems are used to solve problems directly in their community to connect
their home and school environments. The places are the schoolyard behind their school where
they play recess, the church behind their school next to the schoolyard, the fire and rescue squad
in their neighborhood, food lion, YMCA, post office, and a residential neighborhood across from
the school. More so, the entire game is framed around the city that their school is in, and they
start and end at their school so that they are racing around the community back to their school.
Dos and Donts:
This game reflects the Dos and Donts of basic fact practice because it allows students to
monitor their facts in terms of which are relatively easy for them to solve and which they need to
use a different strategy to solve such as by drawing a visual description of what the problem
would look like so that they can practice how it should be solved. They can monitor how fast it
takes them to solve each fact so that they can self improve each time, since the game has them
trying to work towards solving their basic facts as quick as possible in short time segments in
order to reach the end of the game board. They could practice with this game a little each day for
a week and then revisit it later on throughout a multiplication unit, so that they can see how
much they have improved on their facts. The teacher could make copies of their recording sheets,
that the students could take them home to their parents showing them what facts they knew
relatively easily, and then which ones they needed to come up with other strategies for on their
recording sheets. This game makes having to know multiplication facts fun through a game, and
shows how basic multiplication facts are used to solve real life context problems with the
community cards.
For the Donts students do not have to work on timed tests, and they are not being singled
out on being at a slower step in their thought process with these problems. Instead, they are
working as a team with their partner in order to solve their basic facts to move up on the game
board toward the end of the game. The numbers are drawn at random from the card deck for
them to practice their basic facts, and these facts are only from numbers 0 to 12. The numbers
can be increased for them to practice with later on in their unit. It helps them represent and
practice their basic facts in different ways on their recording sheets, and they can learn from their
partner if they struggle with a particular one itself. Finally, the students could be given
calculators for higher leveled multiplication problems, if they at least understood how to solve
smaller single digit multiplication problems.

Lauren Gorda
ELED 433 Section:0003
Math Game Project
Reflection:
This assignment helped me realize how essential basic facts are important to know before
additional concepts can be taught about deeper mathematical content. For example, in this case it
is important for students to know them before they can be taught multiple different
models/representations can be used in order to solve multiplication problems.
This assignment showed me how to relate a skill learned in school to a community
context in a fun and engaging way for students to learn their basic facts, and learn the purpose
behind why they have to learn them. In my future classroom practices, I would use a game like
this and modify it for later SOLS and other content areas such as for students to practice with
their addition, subtraction, and division facts. Also, when planning my lessons I will focus on
creating home-school connections with the content I am presenting to them so that they can see
the connections between what they learn in school, and how it can be applied to real life
contexts.
This assignment helped me work towards my S.M.A.R.T. goal because it helped me
practice planning different ways that I could connect mathematical content across other subject
areas, and present it in a fun and engaging way so that the students could enjoy learning about it.
This project can also be modified and used to teach other mathematical content such as addition,
subtraction, and division. Therefore, it helps with improving my S.M.A.R.T. goal because it has
me thinking about how to diversify how I teach mathematical content in terms of taking one
activity and thinking about how it can be modified in order to teach other content, and also on
how to connect mathematical concepts to other SOLS. (for example with this lesson and how it
relates to English in that students work collaboratively as a team and discuss the thought process
used to solve their basic multiplication facts)
Finally, looking back on my mathematic timeline and reflection I have noticed that it
reflects my personal belief on multiplication because it is something I loved to learn in
elementary school, and so I wanted to pick it to construct my math game on. Also, my goal at the
end of my timeline was to find creative and engaging ways to represent mathematical
information in fun and creative ways and this game certainly does just that!