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(Katie Kruger). Alright, so Peter and Judy
were playing with a pair of dice,
so we are going to do that today too.
This is a game called Contate, and this is great for middle
schoolers who are just learning about order of operations.
So what we have are...
Alright, so what you're going to do is you're going to
work with partners, so someone at your table you're
going to partner up with.
And you're going to each have three dice.
And you're going to take turns rolling your dice, and whatever
three numbers come up on your dice, you have to use order of
operations to get to a number that's on your game board.
So there's two there, the second game board is a little
lengthier, it has some bigger numbers, so if you want to
work with smaller numbers you can use the first one.
So basically if I rolled one, two, and three.
I can do three plus two, plus one, is six.
I can do three minus two is one plus one is two.
I can do three squared minus one, nine minus one is eight.
There's many different things that you can
do using those three numbers.
So basically what you want to do is to just use your dice and
your order of operations to get a number on the board.
We have little cubes, little squares, so each
person is going to have their own color.
And when you get a square on the board, you put down your marker,
and whoever has the most markers wins.
The goal is to obviously get the most markers, but you get more
points for having two markers next to each other.
You get an additional point for however
many marker is touching one.
So you want to put them in clumps.
Alright, so I'll let you guys get started, if you need help
we'll be coming around.
[unclear audio].
(Dr. White). You need to pair off
with somebody that you think you can beat,
oh excuse me, these are yours right?
You need some.
[unclear audio].
(Katie). Okay guys, can I
have your attention?
Hello?
Hey everybody, I know you are not done with the game,
but I think we get the gist of how the game works.
So has anyone noticed any strategies maybe for getting a
higher score or for getting maybe the bigger numbers.
What kind of operations would you have to use
to get the bigger numbers?
Multiplication and exponents, right?
So these are the types of things that you need to
make connections with your students.
So then as you were going along, I didn't tell you before,
maybe for your students you have them keep track
of their score as they go along.
So they can see how getting the good points next to each other,
like getting those blocks next to each
other would get them more points.
So they can use strategies to find how the numbers would
work with the numbers next to each other, so.
So that's Contate, now on your sheet there are some
variations for 7th and 8th graders, that will make
it a little bit more challenging.
So if you're interested in middle school and are a middle
school teacher, you might want to take a look at that.
And so that's Contate, and then.
(Brandon). That's going to conclude
our seminar or whatever, workshop for the day.
Just to summarize what's kind of gone on today, I know it's kind
of been a little crazy and hectic at times.
I hope everyone had fun first of all.
I feel like just myself being a future teacher and doing
some of the stuff that we've done today, I could
use this in my classroom.
I think it will be a good way to get students, because a
lot of students when it comes to math,
it's kind of like pulling teeth.
You do have those students who do like math,
but a lot of students I've seen just myself
being in the classroom don't like math.
I feel like this is a really good way to get them involved
with math and have fun with it.
As well as get them reading and make
a connection between two things.
And we're going to open it up, if anyone has any questions
about anything that we've done or any questions about the group
or anything like that, feel free to ask.
(Amanda). Or comments, just anything.
If you guys would like to be a part of it
or anything like that.
(Ben). This is the first time
that we've actually done it where we
kind of let you guys participate and
try to write your own things.
So if you guys have any comments on that, did you like it,
is there something that you wish we did differently, or?
(Pam). It's good that you have
the participation because some seminars they have
are where you don't participate.
It's like being in class.
(Ben). Exactly.
(Pam). Although those skits,
watching them are fun, so you did have that going for you.
(Ben). Thank you.
(Amanda). Does anybody think that
they are going to take maybe what they've learned
here and use it in a classroom when it comes to math class.
Yeah?
That's good.
(Brandon). If you do have any questions
or anything about what we do, you can e-mail Dr. White.
His e-mail is in the packet somewhere, I saw it so.
(Dr. White). And if any of you teachers,
where are the classroom teachers in here?
How many of you have your own class right now?
I know there's several of you, four of you right?
And Kelly use to be a member of the math literature group,
she's one of our alums right here.
If any of you would like to arrange a program where the
students could come to your school and do a workshop for
your students, it doesn't cost you anything,
we're free, we're cheap.
And if you'd like if you're teaching middle grades and you'd
say we would like you to design this for middle grade kids, with
lower grade, how long do you want it, they'll do that.
That's what they do, this group, this is the 15th year I guess,
14th or 15th year that the Math Literature Connection
has been here at Eastern.
We are probably the best kept secret at the school,
but they've been to Washington, D.C., not this group but the
math literature group has been there.
They've been to Alaska, they've been all over the place doing
workshops and [unclear audio] conferences, state math
conferences, and they go to the elementary schools,
the latest elementary school last year,
they were at Bradley near Kankakee.
Bradley West, and they did a thing just for fifth graders,
they wanted it just for fifth, so they did it three times
because they had a hundred and some odd
fifth graders in the school, big school.
(Brandon). We always enjoy
doing it for kids as well because they seem
to have a lot of fun with it.
We had a video rolling when some of you were coming in, we are
going to put it back up and just play it through.
You can stay and watch or you can feel free
to make your exit now.
This is just our practices and kind of what we do while we
practice different skits that you didn't see today.
♪ [music plays throughout] ♪♪.
(Chris). I can jump from
the top of that stoop and land on the floor.
(Ben). Let's see it.
Okay, on the count of three, one, two, three.
(Chris). Not fair.
(Ben). Pay up.
[screams].
[groans].
(Ben). Hey guys, I found
something, do you guys want some gum?
(Kim). Joe are these your sisters?
(Katie S). Sisters?
(Katie K). I did not leave [unclear audio].
(Ben). I can explain, I can explain.
(Katie S). Can you?
(Ben). Yes, we're having a
party, surprise!
(Katie S). Yay, I love parties.
(Ben). Move it or lose
it sister, let's go.
(Katie S). Alright Katie, if you
know everything, I bet you cannot guess
how many people are on this bus.
(Katie K). Well I bet there's
five people on this bus.
(Katie S). Five, I counted seven.
(Ben). Right turn.
(Katie K). Five was close.
(Ben). Left turn.
(Clint). [unclear audio].
(Ben). I will come back there.
[screaming].
(Ben). Next stop.
(Katie S). I need to get off this bus.
(Ben). Anybody else,
anybody else want off?
(Dr. White). I want to thank you
for coming and giving us your time today,
and we'll see ya.
[audience applause].
♪ [music playing-- no dialogue] ♪♪.