Inventing an outdoor
strategy game
rategy
utdoor st
ting an o
Inven
ay dara
How to pl
players or
s two
eria require
e from Nig
This gam
teams. It
is played
Resource
game
1
Inventing an ou
tdoor strategy
Suggested focus
with stones
or sticks
questions for this
game
Task 1
und.
in the gro
• Where will you
put your counters
at the start? Why
• Where could
?
you place a coun
ter to make three
• If you can’t mak
in a row?
e a row of three
immediately, how
you move your coun
could
ter towards mak
ing a row of three
What’s your next
?
move? Why?
• How many mov
es will it take you
to make a row of
How might your
three?
opponent stop you?
• How could you
detract your oppo
nent from seeing
you are planning
where
to make three in
a row? Why migh
work?
t this
• If you played
the game again,
what
would you do
differently? Why
? How would that
improve the outc
ome?
Playing dara
Task 2
A
ple of a DAR
An exam
•
•
•
•
•
•
•
What is the boar
d like for your gam
e? Why?
What other thing
s are needed to
play the game?
How is the boar
d set out? Why?
What are the instr
uctions for playi
ng the game?
What are the rules
of the game?
What is the aim
of the game?
What strategies
would a player need
in order to win your
game?
• How many playe
rs could play your
game?
d
game boar
draw it
a stick to
out on soil
or sand.
The
Inve
nting a
above) or
number game
chalk (as
er using
ds 12
rd by eith
side nee
game boa
squares.
etc. Each
be 5 x 6
Make the
lls, sticks
rd should
bles, she m’s counters.
game boa
tea
stones, peb
er
be
oth
ld
cou
to the
rs – which ch are different
e counte
Find som the same type, whi
of
counters
y
have
counters
How to pla
rd until all
game boa this point.
re on the
Task 3
row at
r anywhe
be
three in a
a counte
rs cannot
be placed
to place
nte
s
not
cou
turn
st
sit
es
rs mu
team tak
square. The three counters
m’s counte
1. Each
nt empty
there. A tea
is to make
an adjace
been put
The aim
s.
nter into
cou
way
a
n or side
to move
es turns
ved up, dow
onent’s
team tak
can be mo
of their opp
2. Each
).
gonally but
remove one go, even if more Trialling the
moved dia t not a diagonal one
, they can
one
(bu
rs in a row opponent in any
game
in a row
e counte
ir
make thre counter from the
to
es
nag
ove one
ve.
en this
a team ma
only rem
d in a mo
nters. Wh
3. When
A team can counters is create
their cou
row with
e
counters.
a
thre
in
e
of
row
ke thre
than one
ble to ma
m is una
when a tea
e is over
wins.
4. The gam their opponent
happens,
Bridgend Outdoor Schools
Ysgolion Awyr agored
Pen-y-Bont ar Ogwr
Resource 2
activity
• How does the
game work?
• How could the
board be improved
? Why would this
it?
improve
How could the instr
uctions be improved
Are the rules clear
?
? If not, what migh
t make them clear
Is the game too
hard/easy? Why
er?
do you think that?
Did you enjoy playi
ng the game? If
not, what would
more enjoyable?
make it
•
•
•
•
KS3
Maths
KS3
Maths
Inventing an outdoor strategy game
Learners use the outdoors as a classroom in
order to play a mathematical game, dara. Dara
is a two-player/team abstract strategy board
game played in several countries of West Africa.
In Nigeria it is played by the Dakarkari people. It
is popular in Niger among the Zarma, who call it
dili. In the Hausa language (Niger and Nigeria),
the game is called doki which means horse. It is
a clever alignment game related to noughts and
crosses but far more complex. The game was
invented in the 19th century or earlier.
Inventing an ou Resource 1
tdoor strategy
ame
game
rategy g
oor st
g an outd
Inventin
Suggested focus
Task 1
ay dara
How to pl
players or
uires two
eria req
e from Nig
teams. It
is played
with stones
This gam
Playing dara
questions for this
or sticks
Resource 2
activity
und.
in the gro
• Where will you
put your counters
at the start? Why
• Where could
?
you place a coun
ter to make three
• If you can’t mak
in a row?
e a row of three
immediately, how
you move your coun
could
ter towards mak
ing a row of three
What’s your next
?
move? Why?
• How many mov
es will it take you
to make a row of
How might your
three?
opponent stop you?
• How could you
detract your oppo
nent from seeing
you are planning
where
to make three in
a row? Why migh
work?
t this
• If you played
the game again,
what would you
differently? Why
do
? How would that
improve the outc
ome?
Task 2
• What is the boar
d like for your gam
• What other thing
e? Why?
s are
Theneeded to
play the game?
or sand.
• How out
is the
on soil
boar
d set out? Why?
draw it
Inventingve)
a stick •to What are the
or
a
instructions for playi
lk (as abo
g cha
num
ng
•
the game?
usin
Wha
ber
12
er
t
gam
are
ds
e
thenee
rules of the gam
rd by eith
h side
e?
game boa
squares.
etc. Eac
• ksWha
t is the aim of the
be 5 x 6
Make the
shells, stic
game?
rd should
nters.
, pebbles,
• cou
m’s
Wha
game boa
t strategies woul
be stones
other tea
d a player need
ch could
nt to the
whi
ere
–
rs
diff
in order to win your
game?
ch are
e counte
Find som the same type, whi
• How many playe
of
counters
rs could eplay your
y
game?
hav
counters
How to pla
Through playing the game, there are
opportunities for learners to develop their literacy
and numeracy skills, specifically those involved
with oracy and numerical reasoning.
d
A game boar
ple of a DAR
An exam
rd until all
game boa this point.
re on the
row at
Task
r any3whe
nte
three in a
ce a cou
cannot be
be placed
counters
turns to pla
rs must not
nters sit
are. The
m takes
nte
tea
squ
cou
h
m’s
three cou
empty
1. Eac
there. A tea
adjace
• nt How aim is to make
r into an
been put
ways. The does the game work?
a counte
n or side • How
to move
s
dow
turn
up,
could the board opponent’s
es
ved
team tak
ir improved?
can be mo
thebe
of
but
2. Each
Why would this
one
ally
it?
re
gon
one). ling
improve
can remove one go, even if mo
moved dia t not a diagonal Trial
the
a row
• , they one
(bu
nt in any
the instructions
in a row
game e counters in theirHow
opp could
be improved?
make thre
counter from • Are the rules clear
nages to
this
ove one
?
ve.
If
team ma
en
not,
rem
a
mo
y
what
a
Wh
en
onl
might make them
d in
• Is the gamethe
nters.
3. Wh
ir cou
A team can counters is create
clear
too
hard
er?
with
/eas
row
e
counters.
y? Why do you think
in ayou
• eDid
row of thre
ke thre
enjoy playing the
that?
than one
ble to ma
game? If not, what
m is una
more enjoyable?
would make it
when a tea
e is over
wins.
4. The gam their opponent
happens,
Opportunities to develop
LNF
Literacy
Numeracy
Oracy across the curriculum: Developing and
presenting information and ideas.
Developing numerical reasoning: Identify
processes and connections, Represent and
communicate, Review.
Curriculum
KS3 Maths
Skills - SMP 1, 3, 4; CM 1, 7; RM 2, 6
Resources
Resources included with this activity
1
2
How to play dara
Suggested questions in sets, relating to each section of the source square, which can be given to
each pair as they start each section. Conversely, these questions can be used by the teacher.
Resources that need to be made available
1
Sticks, stones, pebbles, shells etc. naturally found outside. Chalk if playing on tarmac.
2
KS3
Maths
Inventing an outdoor strategy game
Risk assessment
Prior to carrying out outdoor activities, please read Assessing risk in outdoor spaces (hyperlinked). You will
need to follow your own school’s health and safety guidelines and subsequently make your own risk assessments that directly relate to the outdoor space that you are going to use.
How to run the activity
Preparation
You might like to start learners with games of noughts and crosses, Connect 4 or Othello etc.
to get them to practice and verbalise strategies that may be useful when playing dara. In order
to improve their reasoning skills, ask them to explain to a partner why they place a counter
in a particular position after each turn. It is probably better that they don’t explain it to their
opponent as they may give their strategies away!
Explain to the learners that they are going to play an African number strategy game outside,
similar but more complex than noughts and crosses. Once they have mastered dara, they are
going to invent their own mathematical game that can be played outdoors.
Doing the activity
Task 1: Playing dara
Ask the learners to read the instructions and to set up their board game. You might like to
organise the groups in mixed ability to start off with and once all learners understand the
game, rearrange into ability groups before setting up a team or single player tournament.
Whilst they are playing the game, the teams could be posed questions to discuss (as team
tactics) such as:
•
•
•
•
•
•
Where will you put your counters at the start? Why?
Where could you place a counter to make three in a row?
If you can’t make a row of three immediately, how could you move your counter towards
making a row of three? What’s your next move? Why?
How many moves will it take you to make a row of three? How might your opponent stop
you?
How could you detract your opponent from seeing where you are planning to make three
in a row? Why might this work?
If you played the game again, what would you do differently? Why? How would that
improve the outcome?
3
KS3
Maths
Inventing an outdoor strategy game
Task 2: Inventing a number game
Explain to the learners that they are going to invent their own mathematical game to be
played outside using just the materials available in their outdoor space (plus chalk if needed).
Before inventing their own game, learners could research other such games on the internet
so that they have a wider knowledge-base and don’t all base their game on dara.
Allow time for learners to mind map their ideas and in their groups to decide upon the basic
board and the rules for their game. Whilst they are doing this, you could pose questions such
as:
•
•
•
•
•
•
•
•
What is the board like for your game? Why?
What other things are needed to play the game?
How is the board set out? Why?
What are the instructions for playing the game?
What are the rules of the game?
What is the aim of the game?
What strategies would a player need in order to win your game?
How many players could play your game?
Task 3: Trialling the game
Once the games have been drafted, ask groups to exchange games and to test them out,
making suggestions for improvement. Whilst trialling, questions could be posed such as:
•
•
•
•
•
•
How does the game work?
How could the board be improved? Why would this improve it?
How could the instructions be improved?
Are the rules clear? If not, what might make them clearer?
Is the game too hard/easy? Why do you think that?
Did you enjoy playing the game? If not, what would make it more enjoyable?
Task 4: Making the finished game
Once learners have discussed the findings of their trials, allow time for them to finalise their
games. These could then be used with other classes/year groups as assessment tools to
assess their numerical reasoning.
4
KS3
Maths
Inventing an outdoor strategy game
Assessment against the LNF
Many aspects and elements could be demonstrated by learners as they carry out this activity. The main
focus areas of the activity within the LNF are shown as shaded boxes in the tables below.
Literacy
Strand
Oracy across the
curriculum
Reading across
the curriculum
Element
Developing and presenting
information and ideas
Locating, selecting and using
information
Responding to what has been read
Organising ideas and information
Writing across
the curriculum
Aspect
Speaking
Listening
Collaboration and discussion
Reading strategies
Comprehension
Response and analysis
Meaning, purposes, readers
Structure and organisation
Language
Writing accurately
Grammar; Punctuation; Spelling;
Handwriting
Numeracy
Strand
Developing
numerical reasoning
Element
Identify processes and connections
Represent and communicate
Review
Use number facts and relationships
Fractions, decimals, percentages and ratio
Using number skills
Calculate using mental and written methods
Estimate and check
Manage money
Length, weight/mass, capacity
Using measuring
skills
Time
Temperature
Area and volume; Angle and position
Using data skills
Collect and record data; Present and analyse data; Interpret results
5