Arithmetic Board Game - Math Builder. 7 times more math practice
- 1. Teacher guide for using Math Builder in classrooms
- 2. 2 The Game Book Copy right Logic Roots Introduction Welcome to the world of Logic Roots Math Games where students practice while playing. The games are designed so that in each session, students get to practice up to 20 times more Math problems than in class and that too with a lot more fun and engagement. This Game Book will help you, the teachers, get most Math practice out of Logic Roots Math Games. It has been divided into the following 5 sections. Session name Details When 1. Before the game play This section describes all the activities that the teacher has to do before you get the students to play the game 1. Group formation 2. Arranging the game room 3. Get acquainted with the game 4. Purpose of the game session Once a year 2. Setting up the game session This section is about introducing the students to play the game in a fun and organized manner. It includes game rules too 1. Taking kids to the game room 2. Teaching them the game rules Once for each game 3. During the game play Here, we explain all the things you need to take care of, while the game is in progress 1. Getting them into desired groups 2. Getting the game open in front of each group 3. Initiate play 4. Observing and managing issues Every time 4. Winding up the game session Correctly winding up the game is as important as starting the game. 1. Finding winners 2. Announcing the end of game session 3. Wrapping up the game 4. Taking feedback from kids 5. Getting back to the class Every time 5. After the game play Your observations after the gameplay will help make the next sessions better 1. Reviewing notes 2. Discussing with other teachers 3. Recording changes for the next game session Every time
- 3. 3 The Game Book Copy right Logic Roots 1. MathBuilder The idea is that each child is learning by observing. So we are not going to give out the game rules yet. We will make them play and let everyone learn as we go along. Once the initial curiosity and excitement has subsided 1.1 Before the game play Below are the steps you need to take before playing Math Builder. Often this has to be done 1 week prior to the game session. 1) Group Formation Math Builder is a group game where 4 students play on each board. Here we will find out how many groups will be there for your class and who will sit in which group and where will each group sit and what will each group be called. a) Find out how many groups will be formed. Since this is a 4 player game and suppose you have 30 students in your class then you will have 8 groups with 2 groups of 3 members and the other 6 groups of 4 members each. b) Skill based grouping is a good idea for Math Builder. This means that for each group, you have one child who is good in Math and already takes an interest in what you are teaching. The other 3 students can be chosen at random. Choose 8 leader students Allocate rest of the class to these 8 groups Give creative and yet easy to remember names to each of these groups. Instead of simply calling them A, B, C, D, E, F, G, H you could call them Australia, Belgium, China, Denmark, England, Finland, Germany, and Hungary etc. This will make it fun and build a competitive spirit. Prepare this list in your diary and save it for future reference. Announce this grouping and group names to students in class and tell them that they have to remember their country mates for the rest of the year because we are all going to use this formation to play a game. c) Visit the game room and make a mental map of where will each group sit. You can start with First block for Australia seating Belgium behind them and so on. d) This is once in a year activity 2) Arranging the game room Before you conduct the game session, you must get the logistics in place. Before each game session, teachers must make sure that a) Game room has desired number of game boxes – Are the 8 Math Builder board games there? Are they in good condition and do they have all the components? You can take the help of 2 students to do this task
- 4. 4 The Game Book Copy right Logic Roots b) Game room has a place where students can sit in groups, preferably on the ground. So it has a mat but no tables and chairs c) Ensure availability of the game room – Check with the head mistress / principal that the game room is available that day i.e. no other teacher is planning to use it on the same day. d) Ensure you have double period – Playing the game with young kids takes time to explain and have them to practice it again. So having a double period (2 periods back to back) helps in better conducting the game session. 3) Get acquainted with the game Before you actually play the game with the students, it is imperative that you are fully aquatinted with the game. a) Check all the game components to know what all is there in the box b) Read the game rule book thoroughly. You should be able to explain the rules to all the students without the need of this rule book. Be aware of the skills that this game will require and get them to practice and it will reveal how the practice will be generated. The skills that will be practised through this game are – o Addition, subtraction, multiplication and division o The BODMAS rule o Equation balancing o Strategic thinking c) You must know how the box looks, how it is opened and closed and where each component goes. d) You must anticipate the kind of difficulties the students may face while playing. 4) Purpose of the game session For Math Builder, you will have 3 such sessions. But you must plan at what stage in the course you plan to use the game and why. A clear understanding of the objective of the game will give you more benefit. We suggest the following 3 stages a) To build interest – When you have exposed students to the arithmetic operations and rule of BODMAS but they do not have any proficiency yet. b) To build accuracy – When you have nearly completed the topic on arithmetic operations, now use this game to build accuracy. c) To build speed – When you have moved to other topics but you want to use this game for revision and to build speed. 1.2 Setting up the game session This section is about introducing students to play the game in a fun and organized manner. It includes game rules too and must be done separately for each game. 1) Taking the kids to the game room This means getting them into the groups, forming a queue and taking to the game room.
- 5. 5 The Game Book Copy right Logic Roots a) Come to the class and get the students to assemble in their groups of Australia, Belgium, China and so on b) Let them now form a queue and take them to the game room c) Ask the respective groups to reach their pre-assigned places and stand there d) Take a quick head-count e) Redistribute the groups if required. If any group has 2 or less students then merge that group into other groups. For example, if Australia has just 2 people while China and Hungary have 3 people each, then allocate 1 member of Australia to China and 1 to Hungary. f) Now ask them to sit down at their respective places in a circle. As of now, they do not have any game box with them 2) Getting them in demo groups There are several ways to teach them to play the game, we will use the 1 session observation method a) Formation of demo groups Choose 8 students such that you have 1 person from each group. Make sure these are NOT the group leaders. Choose students who are very sincere and will follow your instructions word for word. Ask these 8 to come to the centre of the room and form 2 groups of 4. We are getting them ready to play the game. So one group sits on the right side of the teacher and the other group sits on the left side with some place in the middle for the teacher to stand and coordinate easily. We will call these 8 students as the demo-group. b) Getting everyone in observer position Now tell everyone else to stand at their places. Group by group, ask them to come and stand near either of these 2 demo groups such that they are able see the game play. Make sure that the demo groups are seated on the floor, the teacher is in the middle and everyone is surrounding them without pushing. c) Getting the game box Point out 1 child in each demo group (let him be the demo group leader) to stand up. Ask demo group-1 leader to get desired game box with a mark of “1” on the box. Ask demo group-2 leader to get the box with a mark of “2” on it. They both must go and get the box, put it in the centre of the group without opening it and sit down at their previous places. Now ask the demo group leaders to open their respective boxes. No one else must touch anything. Everyone, including the demo group players are just observing. It is important to maintain decorum and discipline at this point for smooth function of the game later d) Setting up the game Ask the 2 demo group leaders to take out one item at a time so that everyone can see them. They must take out one item at a time, open it and place it neatly on the floor such that it is in the middle of all the 4 players. You must ask everyone what this is and
- 6. 6 The Game Book Copy right Logic Roots the entire class can respond that this is a game board or game cards or sketch pens etc. Leave the rule-book in the box, close the box lid and put it aside so that it is near the teacher and away from the other students, else they will lose attention and focus while you are explaining the gameplay. Now the leader would distribute 1 sketch pen, 1 slate to each player and the leader must allocate the play tiles. 1.3 Game rules 1) Narrate the game story Ask everyone to pay attention to you as you are going to narrate a story for this game. Narrate this little story - Government is building a new city. You have to build bridges, roads and paths. These will be built by using Math equations. The longer they are, the more points you score. 2) Open the box and set up the game Ask the leader to take out the contents of the box one thing at a time. First there is a game board. He must take it out and spread it on the floor for all to see. Then there is game bag that has 124 play tiles. The count of the tiles is- o “0” to “9”– 7 tiles each o “÷” and “×” – 7 tiles each o “+” and “-“ – 12 tiles each o “=” – 16 tiles At this point, there is no need to count the tiles. Just put the game bag in the centre without taking the tiles out. Ask the leader to give the slates and sketch pens to each player. The leader will now distribute 9 tiles from the bag to each player without looking inside. The teacher must tell them that once you have 9 tiles, take them out and spread it open in front of you 3) The first move Ask everyone to start thinking as they have to make equations. The game will be started by the first player i.e. the leader and will move in a clockwise direction. Ask the leader to make the first equation using the 9 tiles that he has with him. The first equation that he would make should either start from the “START” block on the board or the first equation should cover the “START”. He can make horizontal or vertical equation by keeping each tile on the block on the board. He cannot make a diagonal equation. The teacher must help the student form easy equations with the help of everyone around. So do this loudly, involving all in. For example, you could say that the player has “9”, “2”, “4”, “5”, “2”, “=”, “=”, red +”, “+”. So what equations will be formed? Help the students realize that they can form 2+2=4 or 5+4=9. Now get this equation on board. The first player has used 5 tiles. So he must pull out 5 tiles from the bag and will again have 9 tiles in hand. A player only can make as many equations as he wants
- 7. 7 The Game Book Copy right Logic Roots with the 9 tiles that he has in that turn, once he replaces the used tiles with the ones from the bag he would not make any more equations and turn would pass to the next player. Now it is the turn of the 2nd player. He must form another equation but this time using at least one tile already existing on the board. And the game goes on. The teacher must help the players for the first 2 moves till they can form equations on their own. IF any player is unable to form an equation with the existing tiles then he shall pass this turn and wait for his next turn to give it a try with the same tiles. Even after that he is not able to form an equation then he can replace his existing 9 tiles with new ones from the bag and make equations with them. 4) The scoring Follow this scoring rule o For every numeral that a child has used, you will get 1 point o For “+” and “-“ operator, they will get 2 points o For “x” and “/” operator, they will get 4 points o They will get 0 points for “=” to symbol Students can write the score on a piece of paper. They can verify it with others if required. Teacher must help the students score for the first few moves. 5) The discipline rule There is just one discipline rule. o If any player speaks in someone else’s turn, he will miss a turn. If a player has an objection with an equation made by another player then he can only speak after that player’s turn is over. 6) Winding up the game Now it is time to demonstrate the winding up of the game and this is to be led by the leader. Ask everyone to stop the game play and put all the tiles back on the board. Tell them that whoever scores the highest will be the winner of this game, make them calculate their scores and declare the winner. Ask the leader to bring out all the tiles left in the bag and pour it out on the board. Now the leader must make 4 stacks of 31 tiles each. If the leader cannot make 4 complete stacks of 31 tiles then he must call the teacher. If he has formed the stacks correctly, he must put all these coins back in the bag. Now the leader must count 4 slates and 4 sketch pens and put them back in the box Now the leader must fold the game board and put it back in the box. The teacher must guide the leader through each stage and confirm every time. The leader must close the lid of the box and then put it back in its place
- 8. 8 The Game Book Copy right Logic Roots 1.4 During the game play You already have set them up in groups, each group has a group leader, they have all seen the game play once and they now have the game in front of them. Now let us come to the part about how to get the entire class to play the game. 1) Initiate play The section is about getting the group to start playing. The students will take some time to get familiar with the components of the game and will need some help with the game rules. So this should be a step by step process. o Just as you worked with the demo group leader earlier, ask the leader of all the groups to get the boards. Open the game box step by step and then set up the game to play. o Ask the group leader to start the game. Randomly ask 2-3 groups to announce their first moves or numbers and check if they are moving correctly. o Then the next player’s turn comes. Again do the same thing with 2-3 groups and so on till all 4 players have had one chance to play o Now it’s the first player’s turn again. Again lead them through the next turn exactly like you lead the group leaders at the demo stage. o Let the groups start to play on their own. o Announce that if any group has any problem, they should call the teacher. Also announce that it is the group leader’s role to keep the board safe and game play going smoothly. 1.5 Observing and managing issues As the game moves on, the teacher must keep eyes and ears open for the issues. The kind of issues that may come up are - o Specific players in a board have not understood how to play the game – in such a case, spend 2-3 minutes on the board to help out the player. If the group leader and others have understood the gameplay perfectly, then delegate the role of helping the player to them. o An entire group is having issues with playing – You may have to identify all such groups, get them together and repeat the process that you did with the demo groups. It might take up to 10 minutes of your time. o The students are not following the rules – Make the student leave the board. He may not play while rest of the class is playing. Please be strict with this rule and if required, you may disqualify an entire group. o The students cannot do the Maths – For the time being, ask them to follow the discipline rule i.e. go back to start position or miss a turn etc. But this is also a feedback to the teacher that the students are not yet ready with the Math and are unable to apply it in real life. They will be excited by this game session. So in the immediate next class, use this excitement to your advantage and revise the topic in a way that they can prepare for the next class.
- 9. 9 The Game Book Copy right Logic Roots 1.6 Winding up the game play When it is about 10 minutes to the end of the period, start preparing for wrapping up the game. 1) On completing or winning the game o Go to that group and verify if everything was correct. You can do so by checking with other players and basing it on your knowledge of the class too. o Announce the winner and make the class to clap for him. o If there’s still some time remaining the rest of the players can continue with the game and you can ask the winner to now observe the progress of the board. He must ensure that the discipline rules are being followed. 2) When just 10 minutes are left, stop. 3) Wrapping up the game o Ask the leader to take over. o Ask everyone to stop the game play. o Now take all the leaders through the closing process exactly like we did with the demo group. o Now the leader must get up from his place, take the box and put it back in the rack where it was. Once this is done, make sure everyone claps for the leader and the group. He must then come back and sit in his original position with the group. o The teacher must tell them that it is the job of the group leader to make sure all the components go in the box and the box has to be kept back properly 4) Taking feedback from kids Once the game has been put back in place and leaders are seated, then ask students if they enjoyed the game. Ask them if they faced any difficulties and ask them if they would like to play again. Use this time to congratulate the winners again and state that if they are faster and more accurate in making arithmetic equations, they might win this the next time. 5) Getting back to the class o Now that the session is complete, ask the kids to stand at their places and form a queue o They will now have to move back to the class 1.7 After the game play Once the game play is over, it is important for the teachers to think about the session and take steps to improve the future sessions for this and other games 1) Reviewing the observations Review your observations from today. It is a good idea to record them in your teacher diary. Record major issues and major wins. 2) Discuss with other teachers If other teachers from other class or other sections have played the same game, discuss your notes with them find out ways to improve.
- 10. 10 The Game Book Copy right Logic Roots 3) Planning for the next sessions There are some things that you may not have to repeat in the next session e.g. game training from scratch or group formation. But you may have to take some corrective actions. So plan these.