The student was assigned a final math project to create a math board game incorporating the concepts learned over the school year. She created a Twister-style game with a game board containing numbered circles in different colors. Players would spin cards with math problems and body parts to place on the board. The game allowed the student to practice math over the summer while developing additional skills like critical thinking, typing, and measurement. The project was a success, with many classmates joining to play, and demonstrated the value of project-based learning.

1. Final Math Project: Create a Math Game
June 2015
The final math assignment my 1:1 student was assigned
during the last three weeks of school involved creating a math
board game. The purpose of this assignment was to culminate
all my student learned in math this year and put it toward a
purposeful product. This assignment was also a way for her to
continue practicing her math skills over the summer and beyond!
!
The assignment required the following:
-50 game questions that incorporate what my student
learned this past school year.
-A handmade game board
!
Also, modifications were made based on my student’s
specific needs:
-The questions were based on a modified curriculum
she uses.
-Although my student used math strategies, games,
and Kohlberg’s Digiblock program to compose the questions, I
scribed what she dictated, then had her type the questions on
Microsoft Word.
!
Game Questions (actual font, size, and typing)
1) How many tens are in 24
2) How many tens are in 43

2. 3) How many ones are in 41
4) How many ones in 33
5) How many tens are in 21
6) 4+0
7) 2+2
8)3+1
9) 1+3
10) 0+4
11) 2+0
12) 0+2

3. 13) 1+1
14) 1+0
15) 0+1
16) 3+0
17) 2+1
18) 0+3
19) 1+2
20) 2+1+1
21) 3+1+0

4. 22) The number of sides in a triangle
23) The number of sides in a rhombus
24) The number of sides in a square
25) The number of sides in a rectangle
26) The number of pairs of parallel lines
in a rhombus
27) The number of vertices in a rhombus
28) The number of sides in a trapezoid
29) The number of parallel lines in a
rectangle

5. 30) The number of parallel lines in a
trapezoid.
31) The largest number on the game board
32) The smallest number on the
gameboard
33) The number that is smaller 1 or 4
34) The number that is larger 1 or 4
35) The number that is smaller 2 or 3
36) The number that is larger 2 or 3
37) The number that is larger 4 or 2
38) The number that is smaller 4 or 2

6. 39) The number that is smaller 1 or 3
40) The number that is larger 1 or 3
41) 8-5
42) 13-9
43) 9-8
44) 9-7
45) 2-0
46) 13-10
47) 4-3
48) 12-9

7. 49) 7-4
50)3-1
*Photo of Twister game mat she used
My student wanted to make a Twister board game, which
was a different approach than any of her classmates though of.
However, with my guidance, she came up with a way to meet
the requirements. Each circle is labeled with a number and each
color is a different number. A “caller” picks up a “body card” (as
seen below) on white paper and a math problem on tan card
stock. Then students on the mat place the appropriate body part
on the correct answer.
!
!

8. Body Cards (actual size, font, and typing)
Right foot on
Left hand on
Right hand on
Left foot on
Right foot on
Left hand on
Right hand on
Left foot on
Right foot on

9. Left hand on
Right hand on
Left foot on
The learning involved in this project went beyond the 50
questions she composed. Additional skills she learned to make
this project included:
-Brainstorming and other critical thinking skills to
make sure she could incorporate math into Twister.
-Typing skills and shortcut key usage.
-Measurement to create the proper distance between
Twister dots.
-Fine motor skills to trace the Twister dots.
It took a great deal of work to plan and create this game,
but the results were worth the effort! My student was able to
play her game with classmates and friends on the second to last
day of school and at least half of the class joined in! I am
extremely proud of her performance and efforts in creating this
game, as well as the progress she made in math and critical
thinking this year. The success from my student’s board game
creation is exactly why I believe in project based learning. It not
only teaches a variety of skills at once, but it also make learning
meaningful and authentic.