Lesson | Loading...

Activity 1

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Paper clips Pipe cleaners Rulers Tape (painter's or masking)Yardsticks

Activity Narrative

The purpose of this activity is for students to use the provided materials to design their own game. Students decide the rules and objectives of the game. After playing the game at least once, students revise their design to include two of the following elements: measuring elapsed time, measuring distance, multiplication or division within 100, addition or subtraction within 1,000.

If there is time, a pair of students from each group can swap with another group at different points of this activity so they have an opportunity to play a different game.

MLR8 Discussion Supports. Before they begin, give students 2–3 minutes to make sense of the task and take turns sharing their understanding with their group. Listen for and clarify any questions about the directions.
Advances: Reading, Representing

Engagement: Provide Access by Recruiting Interest. Use visible timers or audible alerts to help learners anticipate and prepare to transition between activities.
Supports accessibility for: Social-Emotional Functioning, Organization

Launch

Groups of 4
Give students access to materials they need to make their game.
Display materials students will use to create their game.
“We are going to use these materials to create a game. With your group, discuss how you could use the materials to make a game. Think about the rules of your game and how someone can win.”
2 minutes: small group discussion
Share responses.

Activity

“Use the materials to make your game. As you work, think about our discussion of what makes a good game. Once your game is done, take some time to play your game with your group.”
20–25 minutes: group work time
“Now, revise your game to include 2 of the following: distance, elapsed time, multiplication or division, or addition and subtraction. If you already have one of these as part of your game, just add one thing from the list. If you have time after you make your revision, play the new game.”
Monitor for groups who revise their game to include the following to share in the Lesson Synthesis:
- Distance
- Elapsed time
- Multiplication or division
- Addition or subtraction
10–15 minutes: group work time
As students work, consider asking:
- “What elements did you add to your game when you revised it?”
- “How did this change the rules of the game?”
- “Did it change the way you win the game? If so, how?”

Use the materials to design your own game.
1. What are the rules of your game?
2. How does someone win the game?
Test out your game at least 1 time.
Redesign your game to include at least 2 of the following:
- length or distance measurement in inches
- time that has passed
- multiplication or division within 100
- addition or subtraction within 1,000

If you have time, play the new and improved game.

Activity Synthesis

“Find another person in the room who you did not work with and describe the rules of your game and how someone wins.”
Instruct these partners to ask each other this question: “How did your group redesign the game?” (We made each ball worth a different number of points. We recorded when the game started and ended.)

Lesson | Loading...

Settings

Language

Audience

Assessment Access

Lesson 16

Design a Game (Optional)

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

3.MD.A

3.MD.B.4

3.NBT.A.2

3.OA.A

Addressing

Building Toward

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

Addressing

Building Toward

3.MD.B.4

Student Response

Advancing Student Thinking