HOW MUCH TIME DOES MY STUDENT NEED?
It is recommended you reserve at least two days with at least 35 minutes of game time on each day. Depending on the math and reading level of your students, this minimal time should allow most of them to complete mastery at our introductory level and some of the to master the intermediate level. It is likely that to master the advanced or challenge levels that the students will need either more classroom time or to play at home.
A suggested sample week with the Story Problem Challenge
Feel free to use this as is, or modify for your classroom as needed.
When you're logged in to the copilot, you can just click on the class name, which is the lesson button. This will open the dashboard and start the game on the student computers.
Watch the video to see this in action!
Enjoy the extra information the dashboard provides, and be sure to send us any feedback you may have.The first day will be filled with excitement. You may want to mention that part of the fun/challenge of this game is not figuring out the answer but figuring out what model represents the problem. The goal of the game is really to figure out the model and then turn that model into an equation.
During the game, monitor the students by walking around and also by checking the live dashboard. Slow progress or lots of red marks for a student is an invitation to discuss with that student their strategy and thinking. The most important thing is that they are having fun and that they can explain what they are doing.
After about 20 minutes of game play, it’s suggested you stop the game and have a brief discussion related to what they are learning and why. Most research shows that this type of intervention is critical to learning. Limit this discussion to 5 minutes. Try asking:
• Did anyone discover a trick that seems to work often?
• Did anyone come across a problem that they needed to skip? Can they describe it?
• Can anyone describe a problem that the solved?
• Did anyone get a problem that thought was funny? Can they describe it?
• Can anyone describe a problem that involved addition (subtraction/multiplication/division/fractions)?
Have the students continue playing the game for another 15-20 minutes.
The second day should more or less follow the same pattern as the first with 20 minutes of game play, a short discussion, 20 minutes of play, discussion, and exit ticket. This day may be challenging for both you and the students as the subject matter will become more diverse as some students move forward while others continue to master material from the previous day.
On day three, it may be worth working a couple of multiplication/division problems on the board. Some students will have already mastered these while others will be continuing to work on them.
For day four, we recommend working through a couple of fraction problems on the board. Some students will have already mastered these while others will be continuing to work on them.
MORE TO TRY
As an enticing alternate activity for more creative readers and writers, you might break students into groups and have them write their own word problems. These problems can be mailed to the University of Washington Center for Game Science and some might be chosen for future versions of Riddle Books.
Ready for day five? Not all classrooms may have the time (or student interest) but if you do, consider engaging students by working a couple of two-step problems on the board. Some students will have already mastered these while others will be continuing to work on them. Some students may complete all levels on this day.
KEEP THE FUN GOING ALL YEAR LONG
The Center for Game Science at the University of Washington is pleased to announce the availability of our Teacher Toolkit. On this site you can find a growing collection of lesson plans, Common Core compatibility charts for several of our current titles, and some hands-on games- for when you want to be low-tech. We look forward to working with teachers to provide a resource that is not only easy to navigate, but useful!