MATHOPOLY A Game of Exploration
This project is valuable and effective because it gets all students
actively involved in the learning process.
4
GRADE LEVEL
Curriculum/State Standards
Mathematical Processes
[Problem Solving, Estimation, Analyzing, Reasoning, Algorithms, and using Manipulatives]
Number and Operations
[Place Value (writing numbers in standard, expanded, and written form), Fractions (adding, subtract-
ing, ordering, converting, and com-
paring), and Multiplication]
Algebra
[Equations, Function Tables, and Patterns]
Geometry
[Solids, Perimeter, Area, Coordi-
nates, Capacity, Volume]
Data, Probability, and Statistics
[Probability, Mean, Median, Mode, Range, Graphs].
Overview
This project is a fun, game-inspired
approach to learning state assessed
mathematics standards. It gets students
actively involved and excited about
learning by allowing them to visit
different “properties” and complete
hands-on activities. These “properties”
allow them to practice and extend all
the skills they have learned in their
daily whole group lessons.
Project Objectives
• The student will gain an understanding of place value by building numbers, then writing them in standard,
expanded, and written form.
• The student will learn to add, subtract, compare, and order fractions by
using a fraction balance.
• The student will gain an understanding of solids by building them using
sticks/connectors and nets.
• The student will become fluent in
their multiplication facts.
• The student will understand
coordinates.
• The student will master algebraic
functions and increase computational
speed.
• The student will explore probability
and graphing using dice.
• The student will experiment with
capacity and volume as they estimate
and measure water in different containers.
• The student will create and solve
his/her own word problems.
• The student will use clues to solve a
math mystery.
• The student will use tangrams to
solve puzzles.
• The student will compare and
balance equations.
• The student will use a geoboard to
experiment with perimeter and area.
• The student will know and be able to
use mathematics vocabulary.
• The student will become excited
about mathematics.
1
YEAR
Continued on the back...
$498
TOTAL BUDGET
THIS WINNING PROJECT IDEA WAS SUBMITTED BY:
Amy Loftis A.H. Roberts Elementary School
301 Zachary St., Livingston, TN 38570
“MATHOPOLY - A Game of
Exploration” project continued...
Materials
Place Value Cards, Rainbow Fraction Math Balance, Fractions and
Decimals Activity Chart, Build and
Learn Geometry Kit, Fold-a-Shape
Classroom Kit, Digitz Multiplication
Game, Coordinate Plane Domino
Game “Where’s Wilson?”, Magic
Function Math Machine, Hundreds
Board Combo Kit, Dice-in-Dice Tub,
Liquid Measure Kit, Build-a-Story
Problem Flip Books (Time, Money,
Measurement), Tangram Pattern Cards,
Equation Invasion Game, Compare
and Learn Comparing Equations Kit,
Read It!Solve It! Graphing Card Bank,
geoboards (2), package of 800 rubber
bands (for geoboards), math vocabulary pocket chart, Geometry Mystery
Box, student timer, pawns (for game
board), magnetic tape (for the bottom
of the pawns), poster board and markers (for the game board)
Readiness Activity
Students worked together to make a
big MATHOPOLY Game Board for
the bulletin board. On the first day of
play, all students started on the “GO”
space. They each rolled a die and
moved their magnetic pawn that many
spaces around the game board. There
were 18 spaces on the board.
(1) “GO”, (14) different properties (see
below), and (3) “Free Choice” (they
get to choose their favorite property).
I also labeled places in the room so
students would know where to go
when they visited their “property.”
Strategies/Activities
These were the “properties” that students visited:
(1) “ Park Place Value:” Here, students
used place value card, i.e., 300,000;
20,000; 5,000; 100; 60; 7 to build
numbers, i.e., 325,167. They then
wrote them in standard, expanded,
and written form.
(2) “ Free Fraction Parking:” Here, students used a fraction math balance
to demonstrate the relative size of
fractions and practice adding, subtracting, and converting fractions.
The balance allowed them to check
their work as incorrect equations
would not balance out. Students
also compared and ordered fractions by placing them on a number
line.
(3) “ B & O Build-a-Solid Railroad:”
Here, students pieced together
easy-fitting sticks and connectors
to build geometric solids. They
also identified and compared faces,
vertices, and edges as they used
nets to create solids.
(4) “ Marvin Multiplication Gardens:”
Here, students raced against the
clock in this fast-paced game to
master multiplication facts and
identify missing factors. Students
also used timers to do multiplication timed tests.
(5) “ Connecticut Coordinates Avenue:”
Here, students answered the
question “Where’s Wilson?” by
matching domino cards with hiding
places and ordered pairs to build a
pattern from the starting board.
(6) “ Atlantic Algebra Avenue”” Here,
students drew number cards to create and solve equations. Then, they
dropped the cards into the machine
and the answers popped out below.
They wrote the answers on the
write and wipe function cards.
Students also used the Hundreds
Board to do Wade Sherard’s hundreds board activities and arrow
paths.
(7) “Pennsylvania Probability Avenue:”
Here, students explored probability
as they rolled these special dice
(each translucent die has a smaller
die right inside) and tallied the
outcomes. Then, they graphed the
results. Students also calculated the
mean, median, mode, and range.
(8) “Mediterranean Measurement
Avenue:” Here, students estimated
and measured capacity and volume
as they poured colored water into
labeled containers from ¼ teaspoon
to 1 gallon.
(9) “Problem Solving Railroad:” Here,
students wrote and solved their own
word problems by flipping through
a spiral notebook split into thirds
to choose the details of each word
problem. Students built over many
different story problems per book.
The books covered money, measurement, and time. Students wrote
and illustrated these in a class math
journal.
(10) “Tennessee Tangrams Avenue:”
Here, students used critical thinking skills while using tangrams
to solve puzzles.
(11) “Electric Equations Avenue:” Here,
students used cards and tiles to
compare and balance equations.
(12) “St. James Geometry Place:”
Here, students read clue card then
reached inside the mystery box and
searched for the matching shape.
Students also used geoboards and
rubber bands to build shapes with
various perimeters and areas.
Continued on the back...
“MATHOPOLY - A Game of
Exploration” project continued...
Strategies/Activities (cont.)
(13) “Reading-a-Graph Railroad:”
Here, students read and solved
activity cards covering circle
graphs, pictographs, bar graphs,
line graphs, data tables, and plots.
Students also used information
gathered from class surveys (i.e.,
favorite food, subject, animal,
etc.) to make graphs.
(14) “Vermont Vocabulary Avenue:”
Here, students used cards in a
pocket chart to match math vocabulary words with their definition and illustration.
Culminating Activity
At the end of each game day class
period, some students had the opportunity to win a “Chance” card. This card
gave them a chance to earn a prize by
explaining one thing they learned at
their property.
Evaluation Method
I used teacher observation as the primary evaluation, because I floated
around the room during this time.
Some “properties” also had worksheets
that were turned in to me for review.
Also, at the end of each game day,
some students presented to the class
something they learned while at their
“property.” At the end of the nineweeks, I also gave a comprehensive
skills test.