Problem Solving Activities, Games and Investigations
We specialise in writing problem solving activities, games and investigations
for Primary School. The general approach that we take, with teacher notes that
encourage Reflection and Extension, is illustrated by a game for grades 1 - 3, Three
in a Row.
Because of syllabus differences, we have prepared two series
of problem solving books. The Queensland series is aimed at the Lower, Middle
and Upper Primary School levels, while the NSW series focuses on the Working
Mathematically Strand, and provides a full coverage of mathematical topics
within the working mathematically theme.
Three in a Row: A game for 2 players
Players take turns to throw 2 dice and add (or subtract) the numbers thrown.
If their answer is not taken, they cover their number with a counter.
The first player to get 3 counters in a row is the winner.
OR become co-operative players and try to cover all the numbers without
getting 3 (of the same colour) in a row.
Teacher Notes
Ensure that the children understand the rules of Tic-Tac-Toe
before introducing this new twist to the game.
We also suggest that you play a few games with the children
as a whole class. You will need to demonstrate the new rules (you may prefer to
allow them to use additions only at first) and model the decision making by
making comments such as:
"I’ve thrown a 5 and a 3. I can make 8 by addition
and 2 by subtraction. Should I go for the 2 this time?"
Ask for suggestions as to where you should place your marker
each time, as a way of helping the children to see that this is a game that
requires logical thinking. Involve the children in making the addition and
subtraction and in discussing the decision of which total to choose before they
play the game themselves.
As the children play this game you will be able to observe
their preferred strategies for mental computation to 12. The children may:
If necessary, check their understanding by asking questions
such as:
"You’ve got a 2 and a 5. What’s the easiest way
to find the total?"
"You were fast at finding the answer. How did you do
it so quickly?"
"Do you know an easy way of finding 6 – 3?"
Reflection
After the children have played the game a few times, ask them
to talk about their approaches. Ask questions such as:
"How do you choose between an addition or a
subtraction?"
"Have you ever made a silly move? Why was it
silly?"
"Is there a good/bad starting number?"
"Are there some numbers that are easier to make than
others? Why might that be?"
In this way encourage the children to clarify their
strategies for the game. You could also use this opportunity to discuss
strategies for addition and subtraction:
"What strategies can you use to help you with your
number facts?"
Extension
Working in groups, the children can play the game in a
collaborative way. Challenge them to cover the board in less than 15 throws.
This will encourage them to use the outcomes of the reflection time, for
example, by trying to cover the ‘difficult’ numbers as soon as possible.
