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Math Game

Multiplication Math Jeopardy


Directions:
Choose a category and a dollar amount. Read and work through the problem.
Record the number sentence and any work done on the recording sheet. Players can
use a calculator on problems with a silver star on the bottom right corner. Show
other players the work done and determine if they player got the problem correct.
Explain strategies used to other players. Check the answer key to if a player is
stumped. If the player gets the problem correct, they get the amount of money
stated on the card to add to their winnings. If they do not get the question correct,
they must subtract the amount stated on the card from their current winnings. If
they have no winnings, they just stay at $0. Players cannot earn less than $0.
Recording Sheet:
Looks like the board, use the spaces provided to work on problems and record
number sentences for the questions they choose. They will also keep track of their
money earned on the far right side of the paper.
Variation:
2 sets of cards
Dark Blue One step word problems.
Light Blue The same word problems with a number sentence already
written on to help ELL and lower reading level students focus on the
strategies for solving the problem rather than struggling through the
language.
Categories, questions, and anticipated strategies and mistakes:
John Wayland
Library: ($100)
o The librarian put 57 books on each of the 9 shelves in the library.
How many books are in the library?
o 57x9=M
o Anticipated Strategies:
57x9=513
Using a number line use jumps of 57 nine times.
Repeated addition of 57
o Anticipated Mistakes:
Drawing 9 circles with 57 tally marks in each. While it is a
valid strategy, it is not appropriate for this question
Using a number line, but jumping too many or too few time
Using repeated addition, but adding incorrectly
Recess: ($200)
o The field beside the playground is 105 feet wide and 200 feet long.
How many square feet is the field? (Calculator)

o 105x200=M
o Anticipated Strategies:
105x200=21,000
105x2=210 then multiplying that by 100
100x200=20,000 then 5x200=1000 then adding 20,000 +
1000
o Anticipated Mistakes:
105x2 but getting the wrong number
105x2 but multiplying it by 10 or 1000 instead of 100
Typing it into the calculator incorrectly and not checking
Engineering Lab: ($300)
o There are 5 times more toilet paper rolls than milk jugs in the
engineering lab. There are 39 milk jugs. How many toilet paper rolls
are there?
o 39x5=M
o Anticipated Strategies:
39x5=195
Drawing something to represent 39 milk jugs 5 times and
adding it up
Repeated addition of 39 5 times
40x5=200 then 200-5=195
o Anticipated Mistakes:
39-5
40x5=200 then 200+5=205
Using a number line to jump 39, but doing it too many or few
times
Lunchroom: ($400)
o If 18 students get chocolate milk and 6 students get white milk, how
many times more students get chocolate milk than white milk?
(Calculator)
o 6xM=18 OR 18/6=M
o Anticipated Strategies:
6xM=18 and using basic facts to know that its 3
18/6 to find 3
Drawing out all of the milks and figuring out how many of the
white fit into the chocolate milk drawings
o Anticipated Mistakes:
Drawing the wrong number of milks
Not knowing basic facts well enough and accidentally
answering wrong
18x6
18-6

Bridgewater & Dayton


Oakdale Community Park: ($100)

o There are 576 flowers at the park. Each flower has 6 petals on it.
How many petals are in the park? (Calculator)
o 576x6=M
o Anticipated Strategies:
576x6=3,456
500x6 + 70x6 + 6x6
Using a number line to jump 6 times of 576
Repeated addition of 576 6 times
o Anticipated Mistakes:
Trying to draw it out would be inappropriate for this problem
5x6 + 7x6 + 6x6
Adding incorrectly
Bridgewater College: ($200)
o John walks 3 miles an hour and wanted to visit his sister at
Bridgewater College, which is 15 miles away. How long would it take
John to walk there?
o 3xM=15 OR 15/3=M
o Anticipated Strategies:
3xM=15 and using basic fact knowledge to know the answer is
5
15/3 to find 5
Drawing out 15 miles/dots and circling groups of 3
Doing 15 minus 3 multiple times until you get zero then adding
up how many times you had to take 3 away
o Anticipated Mistakes:
15x3
Doing 15 minus 3 multiple times until you get zero, but
stopping at 3 instead of zero
Dayton Farmers Market: ($300)
o Kim saw that there are 5 kinds of homemade cookies. Each can be
bought with or without icing. How many options does she have to
choose from?
o 5x2=M
o Anticipated Strategies:
5x2=10 using basic fact knowledge
Drawing out a picture with 5 circles and writing with and
without in each one then counting up those
5+5
Using an area model to show 5 rows of 2 then adding up the
squares
o Anticipated Mistakes:
5+2
Using the area model incorrectly and making a 5x5 or 2x2
square out of confusing
Drawing the picture incorrectly

Wildwood Park: ($400)


o When at the park, Stephanie saw 42 ducks and caught 7 fish. She saw
how many times more ducks than she caught fish? (Calculator)
o 7xM=42 OR 42/7=M
o Anticipated Strategies:
7xM=42 using basic fact knowledge to know the answer is 6
42/7
42-7 until getting to zero then adding up the amount of times it
was subtracted
o Anticipated Mistakes:
42-7
Subtracting 7 out multiple times but counting the number of
times wrong or stopping at 7 instead of zero

Subjects and Specials


Reading: ($100)
o Maria spends 20 minutes reading every day of the week. How many
minutes does she spend reading in 1 week?
o 20x7=M
o Anticipated Strategies:
20x7=140
Drawing out 20 tallies 7 times and counting them up
Creating an area model to show 20 rows of 7
o Anticipated Mistakes:
20x1
20x5 thinking about the week as only school days
Miscounting when drawing or creating the area model
Computer Lab: ($200)
o There are 27 computers in each of the 3 computer labs in the school.
How many computers are there in all of the computer labs combined?
o 3x27=M
o Anticipated Strategies:
3x27=81
27+27+27
30x3 then subtracting 3x3
o Anticipated Mistakes:
30x3 then adding 3x3
30x3 then subtracting or adding 3
Art: ($300)
o Jeff drew 12 pieces of artwork during the month of October. He drew
four times as many as Paul. How many pieces of artwork did Paul
draw? (Calculator)
o 4xM=12 OR 12/4=M
o Anticipated Strategies:
4xM=12 using basic facts to know the answer is 3

12/4
Drawing out 12 and circling 4 as many times as possible
o Anticipated Mistakes:
12x4
12-4
Drawing 12 circles 4 times
Science: ($400)
o Mrs. Jones is saving up money to go on a field trip to the aquarium
with her class. This month she saved 3 times as much money as she
saved last month. Last month she saved $24. How much money did
Mrs. Jones save this month?
o 24x3=M
o Anticipated Strategies:
24x3=72
25x3 then subtracting 3
Repeated addition of 24
o Anticipated Mistakes:
25x3 then adding 3
Drawing it out or recounting incorrectly due to the number
size
24+3

Sports
Hunting: ($100)
o Billy has tagged 4 deer each year for the past 4 years. How many deer
has he tagged total?
o 4x4=M
o Anticipated Strategies:
4x4=16 using basic fact knowledge
Drawing 4 circles and 4 dots inside each circle and adding it up
Repeated addition of 4
5x4 - 4
o Anticipated Mistakes:
4+4
5x4 + 4
Counting incorrectly
Football: ($200)
o The football field Steven plays on is 120 yards long and 54 yards wide.
How many square yards make up the field? (Calculator)
o 120x54=M
o Anticipated Strategies:
120x54=6,480
100x54 + 20x54
100x54 +2x54 x 10
Using the calculator

o Anticipated Mistakes:
Typing numbers into the calculator wrong
100x54 +2x54, forgetting to multiply by 10
Karate: ($300)
o Susies mom pays $35 per lesson. How much does her mom pay per
week if she has 4 lessons a week?
o 35x4=M
o Anticipated Strategies:
35x4=140
35x5 35
30x5 + 4x5
Repeated addition of 35
o Anticipated Mistakes:
35+4
Using the number line incorrectly, jumping too many or too
few times
35x5 + 35 or forgetting to subtract 35
Baseball: ($400)
o Joe is looking for a baseball team to play on. There are 4 teams that
play at Oakdale and 3 that play at Kempsville. He can play first base,
pitcher, shortstop, outfield, or third base on each team. How many
options does Joe have?
o 7x5=M
o Anticipated Strategies:
7x5=35 using back fact knowledge
Drawing 4 times for Oakdale and 3 for Kempsville then adding
5 dots within each to account for the positions, then adding it
up
(4x5) + (3x5)
o Anticipated Mistakes:
4+3+5
Giving the wrong answer due to a lack of basic fact knowledge,
but just guessing
4x3x5

Analysis
Standards:
Content:
Math 3.4 The student will estimate solutions to and solve single-step and
multi-step problems involving the sum or difference of two whole numbers,
each 9,999 or less, with out without regrouping.
Math 3.5 The student will recall multiplication facts through the twelves
table, and the corresponding division facts.
Math 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 of 99 or less and the second
factor of 5 or less.
Math 4.4 b The student will add, subtract, and multiply whole numbers.
Math 4.4 d The student will solve single-step and multistep addition,
subtraction, and multiplication problems with whole numbers.
English K.2 b The student will expand understanding and use of word
meanings by using number words.
English 1.1 e The student will continue to demonstrate growth in the use of
oral language by expressing ideas orally in complete sentences.
English 2.2 e The student will expand understanding and use of word
meanings by using vocabulary from other content areas.
English 2.9 e The student will read and demonstrate comprehension of
nonfiction texts by asking and answering questions about what is read.
English 2.9 f The student will read and demonstrate comprehension of
nonfiction texts by locating information to answer questions.
English 3.3 The student will apply word-analysis skills when reading by
decoding regular multisyllabic words.
English 4.1 f The student will use effective oral communication skills in a
variety of settings to communicate new ideas to others.
Process:
o Mathematical Problem Solving
o Mathematical Communication
o Mathematical Connections
Objectives:
Understand
Students will understand:
Mathematics connects to almost everything they do and take part in, not only
in school, but also in real world contexts.
Problem solving in class and during games will lead to the ability to
mathematically problem solve in their lives outside of school.
Know
Students will know:
There are many strategies to solve a single problem, some of which are area,
set, and number lines.
Multiplication facts up to twelve.
Number words.
Addition strategies such as counting up and skip counting.
Do:
Students will:
Apply appropriate strategies to find solutions to one-step multiplication
word problems.
Use invented strategies to work through the problems.
Comprehend the problems and ask themselves questions on how to solve it,
looking to the problem for answers to their questions.

Communicate their answers using precise mathematical ideas both orally to


the other players and through solving the problems on paper.
Evaluate the
Use addition and subtraction facts to figure out their winnings.
Use their knowledge of multiplication facts up to twelve to solve problems
mentally.

Explanation of how I picked it:


As I was looking up fun math games, I remembered loving jeopardy games in school
and the competition associated with it. I had a hard time figuring out how I could
make multiplication into jeopardy, but Im really excited with the outcome. I knew
how important, yet tricky word problems are, so I wanted to get students to have
fun with the challenging stuff. This could be transformed into a whole class activity,
a take home game, or a small group activity.
Community Profile:
This game relates to the community profile project in the following ways:
It includes places around the Bridgewater and Dayton communities
It includes places in the school, John Wayland Elementary School
It includes sports interests of the students like karate and football
It includes some of their names
Dos & Donts:
Beside each do and each dont, I will describe how I met or did not meet it in my
game.
Do:
Self-monitor Students are self-monitoring through their use of score
keeping. They will be able to see how they are doing based on their scores.
Self-improvement Students are able to work through the problems in order
to improve. They can work from hardest to easier using the point values or
can work from easier to harder to constantly improve on their skills. They
are also able to play this game again and again in order to do better each
time.
Short time segments This game can take a long time to play, but each
question itself doesnt take long. They are working on problems in short
chunks of time when it is their turn, not constantly.
Facts over time Since this is just one game it does not follow this. It would
however fall near the end of a unit on multiplication due to the complexity.
Involve families The students will take this home to their families to play.
The directions, inclusion of a calculator, and an answer key will make the
parents feel more comfortable working with math they probably havent
worked with in a while.
Make drill enjoyable Who doesnt love a good, competitive jeopardy game?
It is very enjoyable.
Use technology This game uses technology through the use of calculators.

Emphasize the importance of quick recall of facts When working on


problems students will realize that in order to solve the problem in a
reasonable amount of time, they will need to know their basic facts quickly.

Dont:
Lengthy timed tests This is not a timed test by any means.
Public comparisons of mastery While it is a competition, there will be no
Johnny won written on the board in any way.
Facts in order from 0 to 9 There are a variety of facts throughout this game.
All facts at once (select a strategy) This game does actually work on many
facts at once, but I believe it does so in an appropriate way. This would be a
culminating game rather than a beginning strategy development activity.
Move to memorization too soon This game does not require memorization,
but knowing those facts would be helpful in solving the problems quicker.
Facts as a barrier to important mathematics This game is all about problem
solving and reasoning, so their facts are not number one here.
Use fact mastery as a prerequisite for calculator use Calculators are not
encouraged to be used except on the questions with stars, but if a student
needs another level of differentiation, allowing them to use the calculator at
all times is a great one and would not take away from the game in the
slightest.
Reflection
Effective basic fact practice:
This game works with effective basic fact practice because the word problems
require students to build on their knowledge of basic facts in order to complete the
problems in some cases. While some problems require higher-level thinking and
use larger numbers, they can still use those basic facts as the foundation to figuring
out how to answer the problem. This project revealed how important it is to know
your basic facts and how difficult it is to do math without knowing them. I am a
good example of someone who never really learned those facts and thus struggles
with mathematical fluency. These types of games are great for building that
knowledge in a fun way.
Home-school connection:
I think home-school connection is key to the success of any student anywhere. The
communication needs to be wide open in order for that student to do well. This
game is a fun way to communicate what students are learning in class to parents.
The parents can play the game with their kids and the kids can re-teach their
parents those basic facts and skills they are learning in school. It allows for parents
to see what their children are learning first hand rather than just through a report
card or a test grade.
Influence on future classroom practice:
This project really made me think about how creative I can be when it comes to
lesson planning and the inclusion of games in my classroom. I was anxious when

beginning this lesson because it seemed so daunting. I couldnt find any games that I
liked enough to adopt. My goal was to produce something I could really use in my
classroom in the future and thats exactly what I did. I was so excited that I took the
extra time to laminate my game so I can keep it for future use in my classroom. This
project allowed me to reflect on how it is worth the time put in when the product is
finally completed.
SMART Goal:
This game and project really made me think a lot about differentiation and the
reasons for differentiation. This game could be differentiated in so many ways, but I
chose a pretty simple way to do so for this game. The game could be done with
addition rather than multiplication, with smaller numbers to suit different levels of
students, or with more challenging numbers. It could also be completed so that
every student had to use a calculator to improve his or her calculator skills. There
are so many great ways to differentiate a lesson, but even more so for a game. Just
think of all the ways people play monopoly. You can make it easier and dont play
the entire game or you can go until someone gets a certain amount of money or
properties. Its the same idea with math games. Teachers can tweak the games
according to time, personalities and attitudes of the students, how interactive they
want it to be, or how they want to organize it (individual, group, take home, whole
class, etc.).
Timeline & Reflection:
In looking back at my timeline and reflection I found the following statement,
Through this project I have found that I really want to create a positive
environment for my students to learn in, and that includes math even if it isnt my
favorite subject. Ive found a way to do that through this math game. I still very
much agree with that statement and it is shown through my creativity and how I
would like to introduce these types of games into my future classroom. Being
creative in lesson planning and games means fun for the students. Who would want
anything less?

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