Setting up:

-Create teams of three. Each team should have an even ability level

-Using a large sheet of paper (like the gigantic teaching Post-It papers) divide up poster into about 8 even sections. Each section represents a health level (more on that later)

-Print Team cards numbered 1-10 (for a class of about 30) and use poster-tack to stick each Team card to Health Level 1

-Create a few Calamity cards (similar to the game Oregon Trail) that depict true disastrous events that could happen while surviving on a tropical island. As in the game, Oregon Trail, be sure create calamity cards that use the supplies the supplies provided to the students.

-Print the supply list on different colored paper (i.e. Water Bottle, Granola and Beef Jerky on Yellow paper; Tarp, Netting, Paracord on blue paper; and Matches and Medicine on green paper). Put the three groups of supplies into buckets for students to grab when they have earned a supply and for students to return a supply for calamity cards.

How it works:

Students have to earn a supply or supplies each day. Students can do that through Exit Tickets (in which individual team members are held accountable for their learning) or by having a group complete a task/assignment as a group. Then at the beginning of class, a calamity card is read. If a group doesn’t have that supply, they go down a health level. At the end of the few weeks/end of the school year, the team or teams at the highest health level can get a prize (i.e. can leave class early, homework pass on a missing assignment, or a food-related prize).

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**Perfect 10**: This game is similar to the I finished early…now what?? post. Students draw 5 cards and use as many operations as needed to get an answer of 10. However, the goal is to use as few or as many numbers as possible to get the answer of 10. Each problem they create gets a score based on how many numbers they used.

Some options might be:

5 + 5 = 10 –> 2 pts

9 + 5 – 4 = 10 –> 3 pts

9 – 5 + 4 + 9 – 7 = 10 –> 5 pts

(5*4)/(9-7) = 10 –> 4 pts

**Cup Challenge**: The idea was borrowed from In the Middle. I played this at the beginning of the year and had students share the challenge with their friends who wanted to play during lunch.

Materials:

-Four pieces of yarn/string each about 1 ft long tied to a rubber band

-Plastic cups (enough for 6 cups per group of 4; I needed 48, but I purchased extra for a challenge)

-Index cards* (each with a number 1 – 4 on it; enough for each student to get a card)

*To keep the kids guessing and not switch cards before class starts in the future, I write “1A, 2A, 3A, 4A, 1B, 2B, 3B, 4B, 1C, 2C, 3C, 4C,” etc on the cards and the next time I use the index cards, I will tell students to find everyone with their letter instead of numbers 1 -4.

When students enter, they get an index card to help create the groups. 1: Materials collector. 2: Materials collector #2. 3: Recorded to share their group’s successes and difficulties. 4: Starter (who put three cups upside down each with a cup right-side up on top; as shown in the picture below). The goal is to make a pyramid with the bottom row of three, all cups upside down. If students finish early, I give students 4 more cups to make the bottom row 4 cups wide.

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I think before we play this game, I will show the students the most famous triangle of all: Pascal’s Triangle. Last year, I had all the 7th grade students figure out this triangle as part of a puzzle/find patterns warm-up. I gave them a partially-blank triangle where just enough was filled-in so they could find the pattern (first three rows completed and then partial completion for the next row, and then even less for the fifth row). I asked the students to think how did I know what numbers to put into the triangle. Then later in the year, the Geometry students had a shortened class period and so I asked them to help me design and create the Pascal’s Triangle to hang on the classroom wall. It turned out pretty cool! Students still ask me for a huge, blank Pascal’s triangle.

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**Factor Game**: I found this game on Illuminations, but I found a better description of it from the 7th Grade Math Teacher Extraordinaire blog I keep a printed grid (some go up to 49) ready and have players choose. During the first week of school, I go over this game so students know how to play when they finish early during the school year. We play it on the whiteboard first. Then students play in pairs and afterwards we have a discussion about what makes a good first move.

Finished Game Example |

**Product Game**: It is another gem from Illuminations. In the Materials section, I have copies of the game board ready in page protector sleeves. Students use dry-erase Markers to show the products (one student might use “X’s” and the other student uses “O’s”) and paperclips to show which two numbers they are multiplying (the paperclips are stored inside the page protector sleeve). We play this game in the beginning of the year, too.

**Number Jumbler**: My mentor teacher plays this with her 6th grade students. They love it! Have a student roll the device, add the two black die together to get your goal number. Use addition, subtraction, multipication, and division with the remaining number to get your goal number. On the box, you would add 10 and 2 to make 12. Then use 4, 2, 3, 3, and 6 to equal 12 with basic operations. The goal is to be able to use all of the numbers (4, 2, 3, 3, 6) to get to 12 instead of just saying 3×4=12.

She lets them combine numbers to make a double-digit number (i.e. combine 2 and 4 to make 24). I don’t let them do that in 7th grade. Students must use all numbers in order to get the goal number to earn full points. Some students ask if exponents are allowed and I let them use it even if there isn’t a 2 listed. Once students catch on to use 0 as an exponent, then I challenge them to come up with a different solution.

**24 Game**: I found this game on amazon after purchasing **Number Jumbler**. I can’t wait to try it this year! It’s the same basic idea, but I like that there are double digits and integers.

**Math00**: It’s like the game Taboo, but with math vocabulary. I use this as a vocabulary review, too. It’s a fun, challenging game. I use this game as a filler, extended activity, math center, etc. It is worth the purchase from Teachers Pay Teachers. Thank you Schoolhouse Diva! I do ask students to create their own to add to the pile. I printed and laminated the cards during the summer on cardstock. I want these to last and it was worth the extra time and money!