Math Jock: Kicking Your Way to Mastering Mathematic Equations
Common Core Standards :
3.OA.4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.
5.OA.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
NCTM: Numbers and Operations- Understand operations how they relate to one another. While addition and subtraction is for K-2, the time challenge makes this appropriate for grades 3-6.
Appropriate Age Group
Xbox, Kinect, Body and Brain Connection game
none are needed, but handouts that have been created are attached
1. The goal of this lesson is for students to explore and enhance basic addition, subtraction, multiplication, and algebraic mathematical skills through kinesthetic movement.
2. To play the game a student kicks a soccer ball that represents the correct answer to a mathematical equation.
3. Teacher should hook up Kinect prior to lesson and have game already set up for use. This means that each student should have previously created a profile/avatar for the game. If profiles/avatars have not been set up, use a class period with station activities to allow each student to create a profile/avatar as one of the stations. With individual profiles/avatars students can track progress over a long period of time. Profiles/avatars are not required and the same one can actually be used for everyone. All you need is to touch the play again aspect of the screen.
4. Go to Custom Exercises and then to Math. From there go to Math Jock. The game has different levels so make sure each student is on the correct level when starting. Each student should begin on level one when first starting activity.
5. This lesson can be completed in one of two ways. It can be a full class activity or station activity. This depends on the goals of the teacher and the needs of the individual students.
FULL CLASS ACTIVITY
One student can play while the others in the class either watch/do mental math or write the answers down on a sheet of paper. (There is a sample chart attached for the class activity.) With the mental math, one student is in front of the class completing the activities while the rest of the class is trying to get the correct answer. Immediate feedback will be given as each student sees the result by the player and can confirm if his or her own answer is correct. For the writing down aspect, it is the same except the students are filling in the chart with the answer they think is correct. After the student finishes playing the game, the rest of the class can compare answers to see who got which answers correct. The teacher can be keeping a key to share with the class when the game is finished. The game itself takes on average 2-3 minutes per player. Calling out of the answers is an option, but I have found that it distracts the player. (On a personal note: I did this and had the kids call it out to me. I chose the one that I heard the most answers of and then everyone got to participate and be an active part of the lesson. They also got immediate feedback on their choices. This can get loud, so be ready for an active lesson if you choose to be the player!)
Follow the same as above, but have the students do it in groups as part of the station activities. The group can complete the number of games for the amount of students in the group (3 students = 3 games). The students can talk about the games played and discuss the types of problems that challenged them and the ones that they found to be easier. They can also fill out the chart and compare answers.
FOLLOW-UP ACTIVITY SUGGESTION
Have handouts available for the students to practice the same type of exercises that they played in the game.
INFORMATION ABOUT LEVELS
Level 1: Addition and Subtraction through 20 using two or three numbers. At times a basic multiplication problem arises. This is usually the last one or two problems in the 15 problem series. This is geared for grades 3, 4, or 5. There are 15 problems. A grade of B or A levels a person up.
Level 2 Intermediate: This level starts out like basic, but quickly challenges the students by changing the location of the missing number in the equation. It also has 2, 3, or 4 numbers in the equations as well as mixing addition and subtraction. This is for high-level grades 3 or 4, and good for grade 5. There are 15 problems. A grade of B or A levels a person up.
Level 3 Advanced: This level is challenging and has mixed equations of addition, subtraction, and multiplication. It also throws the aspect of “no answer” being an option, which means that the student does not move at all. This is for high-level 4 and 5th grade. There are 15 problems. This is the final level and improving time or score are the goals of this level.
Projected Learning Outcomes
Students should enhance their sills for basic computation of mathematical equations through kinesthetic movement. The levels should challenge each student and allow for personal goals to be set and attained.
Handouts can be graded as a daily grade. The number correct on game can be recorded and tracked to monitor progress. Follow up handouts can be given and assessed that correlate with the same type of problems within the game.
Advice About Grade Given on Program
There is a grade awarded (A, B, C, D, F) for the level of correct answers. This should be addressed with the students. The goal is not to demoralize or embarrass students. By recording the number correct a student can track progress and know this is part of an activity, not a recorded grade taken from a game. A grade can be given based on improvement or just the concept of participation. One student did suggest that for every 100 points a student gets to play another Kinect game for fun during a study hall period.
These charts are needed for this activtity.