Created byBarbara Schlegel

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Addition Strategies Board Game Design

Grade 2Math5 days

In this project, 2nd-grade students design board games focused on addition strategies. They explore counting on, doubles facts, and adding ten to solve problems and navigate the game. The project integrates math standards, encouraging students to apply these strategies in a fun, engaging way by creating a board game.

Addition StrategiesBoard Game DesignCounting OnDoubles FactsAdding TenSecond GradeMath Education

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a fun and engaging board game that uses addition strategies like counting on, doubles, and adding ten to help players navigate the game and solve addition problems?

Essential Questions

Supporting questions that break down major concepts.

How can we use counting on to help us add numbers?
What are doubles facts and how can they help us add?
How does adding ten help us add quickly and accurately?
How can we design a fun and engaging board game?
How can we use addition strategies to help players navigate the board?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to explain how to use counting on as an addition strategy.
Students will be able to solve addition problems using doubles facts.
Students will be able to solve addition problems by using the adding ten strategy.
Students will be able to design a board game that incorporates the use of addition strategies.

Common Core Standards

CCSS.MATH.CONTENT.2.OA.B.2

Primary

Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.Reason: This standard aligns directly with the project's focus on using mental strategies, specifically doubles and adding ten, to add numbers fluently within 20.

CCSS.MATH.CONTENT.2.OA.A.1

Secondary

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.Reason: While the project focuses on specific addition strategies, it inherently involves solving addition problems, which aligns with this standard's broader application of addition within 100.

CCSS.MATH.CONTENT.2.NBT.B.5

Secondary

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.Reason: The addition strategies of counting on and adding ten directly relate to using place value to add fluently within 100.

Entry Events

Events that will be used to introduce the project to students

Addition Strategy Pet Adoption

A class 'adopts' a virtual pet that has unique addition-related needs. To care for the pet, students must solve addition problems using specific strategies, earning resources to design a board game that helps other students learn those strategies to care for the pet.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Counting On Challenge: Number Line Navigator

Students will practice using the 'counting on' strategy by navigating a number line. They will start at a given number and 'count on' the second number to find the sum, marking their progress on the number line.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Draw a number line from 0 to 20.

2. Roll a die to determine your starting number on the number line.

3. Roll the die again to determine how many spaces you will 'count on'.

4. Starting from your first number, hop along the number line, counting on the number of spaces from the second roll.

5. Record the addition equation represented by your hops (e.g., 5 + 3 = 8).

6. Repeat the activity multiple times with different starting numbers and counting on values.

Final Product

What students will submit as the final product of the activityA completed number line showing the 'counting on' strategy for various addition problems, with corresponding equations recorded.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.MATH.CONTENT.2.NBT.B.5 by utilizing a visual strategy to add within 20 and reinforces the learning goal of explaining and using counting on as an addition strategy.

Activity 2

Doubles Dominoes: Fast Facts Fun

Students will use dominoes to practice doubles facts. They will identify dominoes with the same number of dots on each side and write the corresponding doubles equation.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Gather a set of dominoes.

2. Examine each domino to find those where both sides have the same number of dots.

3. For each doubles domino, write the corresponding addition equation (e.g., 3 + 3 = 6).

4. Create a visual representation of each doubles fact using drawings or manipulatives.

5. Explain how knowing doubles facts can help solve other addition problems (near doubles).

Final Product

What students will submit as the final product of the activityA collection of doubles dominoes paired with their corresponding addition equations and visual representations.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.MATH.CONTENT.2.OA.B.2 by practicing doubles facts to build fluency within 20 and supports the learning goal of solving addition problems using doubles facts.

Activity 3

Adding Ten Towers: Place Value Power

Students will use base-ten blocks to visualize and practice adding ten to numbers. They will build 'towers' representing numbers and then add a ten-rod to see the resulting sum.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Gather base-ten blocks (units and ten-rods).

2. Choose a number between 1 and 9.

3. Build a 'tower' representing that number using unit blocks.

4. Add a ten-rod to the tower.

5. Count the total value of the tower (ten-rod plus unit blocks).

6. Record the addition equation (e.g., 4 + 10 = 14).

7. Repeat with different starting numbers.

Final Product

What students will submit as the final product of the activityA series of base-ten block towers demonstrating the addition of ten to various numbers, with corresponding equations recorded.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.MATH.CONTENT.2.NBT.B.5 by using place value to add ten to numbers and reinforces the learning goal of solving addition problems using the adding ten strategy.

Activity 4

Board Game Blueprint: Strategy Central

Students will design a blueprint for their addition strategy board game, including the game board layout, rules for using addition strategies, and any special features.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Brainstorm ideas for a fun and engaging board game theme.

2. Sketch a design for the game board, including spaces, pathways, and any special zones.

3. Develop rules for how players will use counting on, doubles, and adding ten to navigate the board and solve addition problems.

4. Create game cards or challenges that require players to use the different addition strategies.

5. Write clear and concise instructions for playing the game.

Final Product

What students will submit as the final product of the activityA detailed blueprint of the addition strategy board game, including the game board design, rules, game cards/challenges, and instructions.

Alignment

How this activity aligns with the learning objectives & standardsIntegrates all learning goals by requiring students to apply their understanding of addition strategies to design a functional and engaging board game, aligning with CCSS.MATH.CONTENT.2.OA.A.1 by embedding addition problems within the game.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Addition Strategy Board Game Design Rubric

Category 1

Mathematical Accuracy

Focuses on the correct application of addition strategies within the game mechanics and challenges.

Criterion 1

Counting On Implementation

Assesses how effectively the 'counting on' strategy is integrated into the game and whether it is applied correctly.

Exemplary

4 Points

The game expertly integrates the 'counting on' strategy, with clear and accurate application in various game scenarios. The strategy is consistently used to solve problems and advance gameplay, enhancing understanding.

Proficient

3 Points

The game effectively uses the 'counting on' strategy, with mostly accurate application. The strategy is generally well-integrated into the game mechanics and contributes to the gameplay.

Developing

2 Points

The game includes the 'counting on' strategy, but application is inconsistent or contains some errors. The integration of the strategy may be superficial or not fully utilized in gameplay.

Beginning

1 Points

The game attempts to incorporate the 'counting on' strategy, but the application is flawed or unclear. There is minimal integration of the strategy into the game mechanics.

Criterion 2

Doubles Facts Application

Evaluates the accurate use of doubles facts within the game's challenges and activities.

Exemplary

4 Points

The game cleverly incorporates doubles facts, with precise and strategic use in various game challenges. The application of doubles facts enhances the game's educational value and provides engaging opportunities for practice.

Proficient

3 Points

The game appropriately includes doubles facts, with generally accurate application. The use of doubles facts supports the game's addition-focused learning objectives.

Developing

2 Points

The game includes some doubles facts, but application contains errors or is limited in scope. The integration of doubles facts may not fully contribute to the game's learning objectives.

Beginning

1 Points

The game attempts to use doubles facts, but the application is inaccurate or unclear. There is minimal demonstration of understanding or effective integration of doubles facts.

Criterion 3

Adding Ten Strategy

Assesses the correct and effective use of the 'adding ten' strategy within the game.

Exemplary

4 Points

The game demonstrates an exceptional understanding of the 'adding ten' strategy, integrating it seamlessly into various game mechanics. It provides clear and accurate practice opportunities.

Proficient

3 Points

The game appropriately uses the 'adding ten' strategy, with mostly accurate application. The strategy is well-integrated into the game mechanics and supports learning objectives.

Developing

2 Points

The game includes the 'adding ten' strategy, but the application is inconsistent or contains some errors. The integration of the strategy may be superficial or not fully utilized.

Beginning

1 Points

The game attempts to incorporate the 'adding ten' strategy, but the application is flawed or unclear. There is minimal integration of the strategy into the game mechanics.

Category 2

Game Design and Engagement

Focuses on the creativity, clarity, and overall engagement of the board game design.

Criterion 1

Clarity of Rules

Evaluates how clearly and concisely the game rules are explained and presented.

Exemplary

4 Points

The game rules are exceptionally clear, concise, and easy to understand. Instructions are well-organized and leave no room for ambiguity, allowing players to quickly grasp the game mechanics.

Proficient

3 Points

The game rules are clear and easy to understand. Instructions are well-organized and provide sufficient detail for players to follow the game mechanics.

Developing

2 Points

The game rules are understandable but may lack clarity in some areas. Instructions may be somewhat disorganized or incomplete, leading to potential confusion.

Beginning

1 Points

The game rules are unclear and difficult to understand. Instructions are poorly organized and lack essential information, making it challenging for players to follow the game mechanics.

Criterion 2

Engagement and Fun Factor

Assesses how engaging and enjoyable the game is for its intended audience.

Exemplary

4 Points

The game is highly engaging and enjoyable, captivating players with its creative theme, interactive elements, and strategic challenges. The game mechanics are well-balanced, providing a satisfying and immersive experience.

Proficient

3 Points

The game is engaging and enjoyable, providing a fun and interactive learning experience. The game mechanics are generally well-balanced and contribute to player satisfaction.

Developing

2 Points

The game has some engaging elements, but may lack overall excitement or replayability. The game mechanics may be unbalanced or predictable, limiting player interest.

Beginning

1 Points

The game is not very engaging or enjoyable, lacking interesting themes, interactive elements, or strategic challenges. The game mechanics may be confusing or frustrating, leading to player disinterest.

Criterion 3

Creativity and Originality

Evaluates the uniqueness and innovation of the game's theme, mechanics, and overall design.

Exemplary

4 Points

The game demonstrates exceptional creativity and originality in its theme, mechanics, and overall design. The game presents a fresh and innovative approach to learning addition strategies, setting it apart from conventional methods.

Proficient

3 Points

The game demonstrates creativity and originality in its theme, mechanics, and overall design. The game offers a unique and engaging approach to learning addition strategies.

Developing

2 Points

The game shows some creativity, but may rely on familiar themes or mechanics. The design may lack originality or innovation.

Beginning

1 Points

The game lacks creativity and originality, relying on uninspired themes and mechanics. The design is conventional and offers little to no innovation.

Category 3

Demonstration of Understanding

Focuses on how well the student demonstrates an understanding of the core addition strategies taught in the unit.

Criterion 1

Integration of Strategies

Evaluates how seamlessly and effectively the addition strategies are woven into the game's design and mechanics.

Exemplary

4 Points

The game expertly integrates all three addition strategies seamlessly into its design and mechanics. The strategies are not just present but are essential to the gameplay, creating a cohesive and educational experience.

Proficient

3 Points

The game effectively integrates all three addition strategies into its design and mechanics. The strategies are used appropriately and contribute to the game's learning objectives.

Developing

2 Points

The game integrates some addition strategies, but the integration may be uneven or incomplete. Some strategies may be more prominent than others, or not fully utilized in gameplay.

Beginning

1 Points

The game attempts to integrate addition strategies, but the integration is flawed or superficial. There may be a lack of connection between the strategies and the game mechanics.

Criterion 2

Explanation of Strategy Use

Assesses the student's ability to explain how the game facilitates the use and understanding of each addition strategy.

Exemplary

4 Points

The student provides an exceptional explanation of how the game facilitates the use and understanding of each addition strategy. The explanation is thorough, insightful, and clearly demonstrates a deep understanding of the underlying mathematical concepts.

Proficient

3 Points

The student provides a clear explanation of how the game facilitates the use and understanding of each addition strategy. The explanation demonstrates a good understanding of the mathematical concepts.

Developing

2 Points

The student provides some explanation of how the game facilitates the use of addition strategies, but the explanation may be incomplete or lack clarity. The understanding of mathematical concepts may be limited.

Beginning

1 Points

The student struggles to explain how the game facilitates the use of addition strategies. The explanation is unclear and demonstrates a limited understanding of the mathematical concepts.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

How did making the board game help you understand counting on, doubles, and adding ten better?

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Question 2

What was the hardest part about making a board game that uses these adding strategies? How did you fix it?

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Question 3

If you could make your board game even better, what would you change to help kids learn adding strategies or have more fun?

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Question 4

Do you think playing a board game is a good way to learn math?

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