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5.1 Communicating About Mathematics Using Games

Mathematical games can foster mathematical communication as students explain and justify their moves to one another. In addition, games can motivate students and engage them in thinking about and applying concepts and skills.

The following links to an updated version of the e-example.

5-1-50x50.jpg  Playing Fraction Track  (5.1.1)

In this two-player e-example, students take timed turns racing to the end of each fraction line by moving one or more of their markers to sum to a given fraction value. Options include a pass and restart button.

The original applet below conforms more closely to the pointers in the book.

5-1-1.gif  Playing Fraction Tracks  (5.1.1)
An interactive version of a game (based on the work of Akers, Tierney, Evans, and Murray 1998) that can be used in the grades 3–5 classroom to support students' learning about fractions. By working on this activity, students have opportunities to think about how fractions are related to a unit whole, compare fractional parts of a whole, and find equivalent fractions, as discussed in the Number and Operations Standard
5.1.2_vid-50x50jpg.jpg  The Role of the Teacher  (5.1.2)
Two video clips illustrate communication about mathematics among a teacher and her students.
5.1.3_vid-50x50.jpg  Communication among Students  (5.1.3)
Shows how activities like this allow students to use communication as a tool to deepen their understanding of mathematics, as described in the Communication Standard.
5.1.4_vid-50x50.jpg  Reflecting on Practice  (5.1.4)
The teacher reflects on her own mathematical learning that occurs as a result of using activities like this game with her 5th-grade students.



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