Copyright © University of Cambridge. All rights reserved.
Why play this game?
is designed to get children used to moving along a number line either side of a central point. It can be help to introduce the idea of negative numbers.
The second version of the game is at a higher level, as children need to make decisions rather than relying solely on chance. In this case, children are practising addition and subtraction, and looking at all possibilities, so that they can move the number of spaces that suits them best.
What children need to know to play this game
To play this game independently children need to be able to use a die and count their move using the number thrown. They need to be able to distinguish moves to the left from moves to the right.
Start by dividing the class into two teams, one Plus and one Minus, to play against each other on the interactive whiteboard. Throw two dice and call out the numbers for each team's turn, inviting a child to come up and move the counter each time. Having played a few times, ask the children whether they think it would be a better game if the counter has to reach the end exactly. Decide on
some new rules to test this out and ask the children to play in pairs again.
Bring the class together and ask which version of the game they thought was better and why. Listen out for children who back up their opinion with a clear reason. Next, introduce a new version whereby children can add or subtract the dice numbers. Play in two teams using the interactive whiteboard again to get a feel for this new game. Each time you throw the dice, ask the children what the
two possibilities are i.e. the result of adding the two numbers and the result of subtracting the smaller from the larger. Discuss which would be best in terms of the move to be made and why. Then invite pairs to play on paper (they can decide whether the counter needs to reach the end of the board exactly or not).
In the plenary, ask the class which version of the game they thought was best and why. In this case, draw out responses which indicate that the choice of adding or subtracting means players are more in control. You could suggest that children invent their own rules to make better games, perhaps over a longer period of time, and you could dedicate an area of your wall to their ideas.
These questions have been phrased in ways that will help the teacher to identify the children's prior knowledge about both the number concepts involved in playing the game and the strategies and mathematical thinking needed to win.
Shall we add or subtract the two numbers? Why?
Is it better to play a game where you can add or subtract the numbers on the dice? Why?
Problem solving, mathematical reasoning and strategies to win.
Is it better to play a game where you have to reach the end exactly, or where you can go over the end? Why?
Can you think of some different rules of your own?
What makes your game better than the other versions?
In addition to analysing the rules of this game as suggested, the game Tug Harder
could be played which explicitly introduces a number line including negative numbers.
The game can be simplified by using one die and moving the number of thrown instead of adding the numbers on two dice. In this case having a shorter number line to 15 and starting at 8 would be better.
Children could try the Incey Wincey Spider
game as a precursor to this one.