Description

Head Full of Numbers Revision notes

 

Head Full of Numbers works out really well for this age.  It is a great game for working with A/S/M/D/< and >.   Using the two-minute hour glass timer in the game, the students try to create as many equations as they can from the six numbers that are rolled.  The students seemed to understand the game pretty well and enjoyed it.  There seemed to be a pretty distinct math skill levels within the students and this game accommodated all three very well.  (Those that are a bit challenged with math, those that challenge themselves with math and those that are right on target.)

 

There was time enough to play this game three times, three rolls of the dice.  I did have the students work individually versus as a table since this was our first session I was a little worried that it would get too loud as a group.  There are a lot of ways to vary this game.

 

Head Full of Numbers

Goal- To write as many equations as you can make using the six numbers

Write the 6 numbers down on your paper

Use <, >, +, -, =, x, /

 

Example- 7, 2, 2, 3, 6, 4

4+2=6  6×4=24

2=2   6/3=2

6>4   6/2=3

6-4=2  7+2=6+3

24/6=4  26-24=2

 

Cannot use a number more than once in an equation.  Can use the number again in the answer.

No 3+3=6; 3=3

 

Scoring

1.  One point for every correct equation

2.  One point for each equation that you have, but no on else has in your group has.

3.  One point if you use a double digit like 24 or a triple digit like 722.

 

Strategies:

1. Remember Fact families

2. Use Double digit or triple digit

3. Use algebra type equations

 

Use one large sheet of paper at each table for the students to work on if they are playing together as a table.  Use individual pieces of paper if they are playing on their own, otherwise they quickly became more concerned that someone else was copying off of them.

 

When the two-minute time was up, we had enough volunteers for one at each table to help the students review their work.  It ended up that we spent a brief one-on-one time with each of four students reviewing their work… what equation was correct, why another may not be correct and complementing creative thinking and tallying their score.   In this instance searching for unique equations between the students seemed to take too long, so after the first round we took out #2 on the scoring and asked each student to challenge themselves to their personal best.  This worked well with the students.  We also found some very creative thinkers who were adding three numbers together or using more algebra type equations- adding two numbers and then subtracting to equal a number.  We decided to give those an extra point as well.  Like at the end of all sessions the students gathered on the floor and share their favorite strategy.

 

This session went really well, but there is always room for improvement.  The volunteers had some great suggestions as to what they would do differently if we were to play this game again.  Here is what was suggested….

 

1.  At the beginning of the session when the students are sitting learning the rules- instead of having all of the examples written on the board already, leave the space open and ask the students to come up with examples.  This way they will be actively thinking and listening before the game begins.  We could review why something would or would not work and then after a minute or two we could fill in any remaining examples that the students did not bring up.

 

2.  Allow fact family reversing of equations.  Though this game helps to focus to find lots of ways to be creative, it is still early in the year and the students seem to need to remember that you can reverse to create an equation.  Also actively review a fact family with them.  If they found the equation 4+2=6, then they have the fact family to create the equations 6-4=2 or 6-2=4.  Not many students seemed to do this.

 

3.  I wish that I would have asked the students between games for their favorite strategy for that roll.  If I had asked 4 students each time to give one equation that they used then everyone would had have had the chance to share once.  More importantly if I had written their strategies up on the board up between each roll, then during the next roll the students would have the opportunity then to possibly learn a new strategy to immediately use on the next turn instead of waiting until they play the game on another day.  At the end of the session, the students can still say what strategies worked/didn’t/favorite and why.