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Mean, Median, Math Mania Game

a) Learning Objectives
Understand Know Do
U1. The students will
understand that quantitative
data can be analyzed using
measures of central

K1. The students will know
that mean is the average of
the numbers.
K2. Students will know that
median is the middle
number in a sorted list of
K3. Students will know that
the mode is the number that
occurs most often.

D1. The students will be
able to calculate mean,
median, and mode based on
collected and show their
thought process.

b) Standards
a. Math SOL: 5.16- The student will: describe mean, median, and mode as
measures of central tendency; describe mean as fair share; find the mean,
median, mode, and range of a set of data; and describe the range of a set of
data as a measure of variation.
b. Science 5.1
i. The student will demonstrate an understanding of scientific
reasoning, logic, and the nature of science by planning and
conducting investigations in which
1. Data are collected, recorded, analyzed, and communicated
using proper graphical representations and metric
c. 3.5 The student will recall multiplication facts
d. 3.17 The student will collect and organize data
e. 6.15 The student will
i. describe mean as a balance point
ii. decide which measure of center is appropriate for a given purpose
f. Process standards- Problem solving has been integrated throughout
the six content strands. The development of problem-solving skills
should be a major goal of the mathematics program at every grade
level. Instruction in the process of problem solving will need to be
integrated early and continuously into each students mathematics
education. Process standard

c) Strategies and mistakes
a. Strategies
i. Students will write their numbers in numerical order
ii. Students will put their cards in numerical order
iii. Students will make piles for how many they have of each card
iv. Students will line their cards up numerically and then take
away cards from each end to find the median
v. Students will multiply in their head
vi. Students will multiply on paper
b. Mistakes
i. Students might multiply incorrectly
ii. Students might not multiply each card which gives skewed
iii. Students might not put their cards in numerical order
iv. Students might think the highest card is the mode
v. Student might average incorrectly
vi. Students might divide by the wrong number to get the mean
(they should be dividing by the number of cards they have)
d) Game revision
a. Source:
b. I chose this game, because it applied to the lesson I was already
teaching. I thought it would be nice to come up with a fun game that
would go along with the lessons I have already planned. I liked this
game, because it would be easy for students to understand and relate
to since most have played cards before. When students think of a card
game they usually think of it as being a game instead of math practice.
This will be a fun game, that still helps students practice math
concepts they are learning. This game can easily be played at home
with 2 or more players.
c. I found this game online, but I modified it to make it more
developmentally appropriate. Since these are 5
graders, I thought
they should be working with higher number than what is on regular
cards. That is why I added the multiplier card to the game. I also
made it so the person who had the most at the end of round 5 was the
winner instead of the first person to 21. I did this because I wasnt
exactly sure what the total points would look like since each round
there is a different multiplier card. I also made it so that the person
who had the highest points each round was the only person to receive
the points. In the original game everyone received their own points,
but I felt like that made the game less interactive and the students
didnt even need to discuss their results with their partner until the
end of the game. This change allows for students to have to talk to
other team members to see who got the highest score each round.
e) DOs and DONTS
a. This game reflects many of the Dos and Dont of effective math
practice. This game is enjoyable for students because it is a game that
is interactive and competition. This involves families because it can
be played at home with all family members. This does work on facts
over time because students could start of with smaller data sets and
then move to larger numbers or larger data sets. This is drilled in
short time segments because the game can be played quickly. It is
not too much information for one sitting.
b. This is NOT a lengthy timed test, but instead it is a short game to
practice skills. This does not use public comparison as mastery,
because students can work together to find what the answers is or
what the points are for each round.
f) Differentiation
a. There are many ways to differentiate this game based on readiness.
One of the ways to do this would be to not have the multiplier card, so
for students that have trouble working with larger numbers can still
have practice finding, mean, median, and mode. Another way would
be to only draw five cards so they are working with less data points.

This assignment was very meaningful. As I was researching games, I realized
there are so many ideas out there to make basic fact practice fun and meaningful for
students. I realized that effective basic math practice doesnt necessarily need to be
memorization or worksheets, but it can be in the format of fun games individually or
in groups. I also realized that sending home fun activities gets the parents involved
in their homework. If parents are involved then they are more aware of what
students are learning which helps with student success. Games are an easy way to
get everyone in the family involved. This will affect my future classroom practices,
because I want to make it my goal to send weekly activities for parents to do with
their children. These can be quick 5-10 minute games, but this will be a way for
parents to be more involved in their childs learning. Im excited to make homework
fun for my students by sending home quick game ideas.
My SMART goal is to make math fun for students. This was great practice for
me to have material that might not always be fun for students, and make a game out
of it. This revealed to me that there are so many games out there that can be
selected or modified to make tings more fun for the students while still helping them
with math concepts they are trying to master.
My timeline reflection revealed that I have had good experiences with math,
because of my great teachers and I never struggled with math early on. This
assignment reflected this attitude, because I hope to be one of those teachers that
instill a love for math in all my students. I hope to do this by helping them realize
that math isnt always problems, worksheets, and tests; Instead, math can be in the
form of games or math can be all around us in nature. I hope to instill this love for
math by creating fun ways for them to practice their math skills, instead of the
typical worksheets.