CONTIGby F. W. Broadbent in the May 1972 issue of The Arithmetic TeacherLESSON PLAN Heather Schuiling and Mikki Fredrickson TITLE: CONTIG Math Game CONTENT AREAS (What areas of mathematics does this lesson cover?): addition, subtraction, multiplication, and division, as well as opportunities for basic problem solving and order of operations. GRADE LEVEL: 7th grade, but can be paired down or up depending on variations of gameMATERIALS NEEDED: The materials required are simple: Three dice, a score pad, counters or markers, and a playing board (see board below.)KEY CONCEPTS: Improve basic math skills (add, subtract, divide, multiply) and order of operations, problem solving, and strategic thinking.EALR'S and GLE'S (Make the connections clear and specific) EALR 1: The student understands and applies the concepts and procedures of mathematics.Component 1.1 Understand and apply concepts and procedures from number sense.GLE 1.1.6 Apply strategies or use computational procedures using order of operations to add, subtract, multiply, and divide non-negative decimals and fractions.- EX - Compute with non-negative rational numbers using order of operations.Learning Goals: (What do you expect students to learn and be able to do from this lesson.) Have fun playing a game that will allow the student to combine different basic math skills(and order of operations) with strategic moves. Students will also learn that there are manydifferent ways to solve a problem. PROCEDURES: (Label each step in the process: Activating Prior Knowledge, Disequilibration, Elaboration, Crystallization) - Introduction/Preassessment (Do some activitiy to see what your students know.) Activating Prior Knowledge:(7th Graders) Introduce another game-but first review order of operations (See explanation for order of operations below.)- Activity (Imagine that you were writing this for a substitute to teach. Be detailed and specific.) Disequilibration and ElaborationSplit class up into groups of four (each group gets 3 basic 6-sided dice.) Each person needs scrap paper to write down their solutions. Next, see rules for CONTIG game below.- Closure Crystallization: Have students reflect in their math journals for five minutes on the game, CONTIG. Didthey enjoy the game, do they think their basic math skills and order of operations skills have improved? Accomodation Plan: Note how the following are accommodated in lesson (race/ethnicity, language, gender, class) Each must include reference to Trentacosta text. 1.race/ethnicity-Explain that this game was an idea from one man, therefore anyone can make up math games. Challenge students to try to invent one.2.language- If I have English language learners (ell) I will work out a plan to help tutors and ell class teachers understand the lesson and be able to translate for them.3.gender- Try to call on students of both genders equally, use examples using both genders,and in general be sensitive to overly aggressive boys and passive girls if that happens.4.class- All students will be treated fairly and with respect regardless of SES status. I will make sure to provide all of the materials (dice, boards, paper, etc.) so that everyone can play regardless of SES.POST-ASSESSMENT ( How does your post assessment evaluate progress toward learning goals and EALRs and GLEs) Observe if students are having fun, and using basic math strategies and order of operations to play the game.TEACHER REFLECTION (What went well, what would you do differently?) Hand out teaching and learning checklist, and self-reflect.CONTIGby F. W. Broadbent in the May 1972 issue of The Arithmetic Teacher Contig is a game that intermediate-grade children love to play, but can be enjoyed by high school algebra students as well. I have also used the game in my computer science classes when order of operations is discussed. The game provides drill and practice in the four basic arithmetic operations: addition, subtraction, multiplication, anddivision, as well as opportunities for basic problem solving andorder of operations. MaterialsThe materials required are simple: Three dice, a score pad, counters or markers, and a playing board. You may print the following board and photocopy it. Then just let the students put "X"s over the numbers that are found. Click here to see the Contig playing board RULES OF THE GAME 1. Two to five players may play Contig. 2. To begin play, each player in turn rolls all three dice. The player with the smallest sum begins play. Play then progresses from left to right (or counter-clockwise). 3. The first player rolls the three dice. He must use one or two operations on the three numbers shown on the dice. He then covers the resulting number on the board with a marker. When he has finished his turn, he passes the dice to the player on his right. A player may not cover a number that has been previously covered. 4. To score in Contig, a player must cover a number on the board which is adjacerit vertically, horizontally, or diagonally to another covered number. One point is scored for each adjacent covered number.5. When a player rolls the dice and cannot produce a number that has not already been covered, he must pass the dice to the next player. If he incorrectly passes the dice, believing he has no play when in fact he does have a play, any of the other players may call out the mistake. The first player to call attention to the error may place his marker on the proper uncovered number. This does not affect the turn of the player citing the error. 6. A cumulative score is kept for each player. A player is eliminated from further play in a game when he fails in three successive turns to produce a number that can be covered. When all players have experienced three successive failures to produce a coverable number, the game ends. The player with the highest cumulative score wins. VARIATIONS OF CONTIG 1. For a faster game, allow only five turns for each player. The player with the highest score after five rounds would be the winner. 2. Use a one-minute timer to time the turn of each player. This will tend to speed up the game. 3. Let any player challenge an opponent if the opponent does not choose the number that will score the maximum number ofpoints. The challenger should then receive the difference between the number of points scored by the chosen number and the greater number of points that could have been scored. 4. Let students play it as a solitaire game, again with a
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