4MA1
LO3
Card Game
Formative Assessment:
Why is the relationship between mathematical operations
important?
What are some of the relationships between mathematical
operations?
How
do you get a larger answer or a smaller answer and
what kind of math would
you use?
How
does knowing this relationship help in determining amounts in a card game?
Instructional
Strategies or Activities:
Write the consecutive numbers 1 – 25 on the
chalkboard. Separate all of the face
cards and 10’s out of a deck of cards.
Let a student choose 3 cards from the remaining pile. Write the 3 numbers on the board. Students then combine those 3 numbers in any
order using any operations to get an answer of 1 – 25. Each time an answer is found, erase that
number from the board. Allow students to
choose a set of 3 cards, three to four times per game. The goal is to have a sum of less than 50
left on the board at the end.
(Ex. Cards
3 + 6 + 7 = 16 (erase the number 16)
3 x 6 + 7 = 25 (erase 25)
7 + 3 – 6 = 4 (erase 4)
7 x 6 / 3 = 14 (erase 14)
When students can’t think of any other combinations, pick 3
new cards and try to erase more numbers from the board.
Summative Assessment:
Observe students to see if during participation
they understand that the order of numbers and then the operation used,
determines the end amount.