This document provides a list of games, activities, and tasks that can be used to increase student engagement and conversation in math class. It describes activities such as having students work problems in groups and discuss their solutions, using picture puzzles to generate math vocabulary, and playing games like speed dating and placemat math to solve problems with partners or groups. The goal is to move students around the room, have them work together to solve problems and definitions, and actively participate in math discussions.

1. Let’s give ‘em
something to talk
about!
Games, activities & tasks to increase student engagement and
conversation in the math class!

2. Let’s Get Started (openmiddle.com)
Choose one of the two problems on your table
to work
Exponents and Order of Operations
Solution of Two Linear Equations
Once you have a solution, discuss with a
partner
Make note of any mathematical vocabulary
used

3. Puzzle Stories (Carleton & Marzano, 2010)
Brainstorm what
mathematical vocabulary
comes to mind when you
see this picture.

4. Puzzle Stories (Carleton & Marzano, 2010)
●In groups of 3 - 4, work the puzzle provided.
● Using the list of vocabulary words, write a
story or create a word problem about the
picture.
● Share out.
Vocabulary Games for the Classroom

5. Speed Dating
http://function-of-
time.blogspot.com/2009/10/speed-dating.html

6. Speed Dating
Give each student a problem on a card with
answer on back side
Students solve their problem and check answer
All trade problem with partner - who solves it
Check with partner
Return cards to original owner
On signal, students on one side move one seat
right http://samdunnebackmth.blogspot.com/2015/02/speed-dating-in-math-
class.html?_sm_au_=iHVQVVP57f7tsrs6

7. Placemat Math
2-4 students work on individual problems
Add answers to find sum, write in middle
The teacher checks the sum
If correct, move to next set of problems
If incorrect, must check to see whose problem
is incorrect and redo
Play can end there or solve more problems

8. The Answer is...The Question Could Be...
Use as a warm-up, exit ticket, during down
time, time when students finish early
Provide students with an answer and have
them write the question
Team game/competition: who creates the
most/unique questions for the answer

9. KICK ME: Video Example
Provide students a handout with 10 problems or
vocabulary terms
Place a label/post-it/index card on each student’s
back with the problem or definition
Students walk around room locating problems or
definitions that correspond to the answers or
terms on their handout.

10. Math “Hedbanz”
Each player has a mystery
card that they're trying to
guess by asking the other
players yes/no questions.
You win by guessing your
card correctly with the
least number of questions.

11. Convince Me!
Teams or pairs of students are given a
mathematical “truth”
The team must provide the proof of that truth
and one student presents to the class
Could also be used with more open ended
problems and must justify their answer

12. Convince me of this...
Choose one:
The product of two numbers can only be
odd if the two factors are odd.
The sum of the angles of a triangle is
always 180 degrees.
Cross multiplication will give a solution for
a missing value in a proportion.

13. How tall is each?
Convince me!

14. Convince me!
Convince me!

15. Convince me!
A proportion is a pair of ratios that are
equal.
Read the following situations and
classify whether they would be
proportional or not, and under what
conditions.

16. Always - sometimes - never?
•Give students a statement such as “when you
add two numbers, you get the same result as
when you multiply them”
•Can they find cases to say that the statement
is always, sometimes or never true?

17. Always, Sometimes, Never?
1. If y = 3 , then 2y = 6 .
2. If x + 3 = 9 , then x = 2 .
3. If the product of two numbers is positive
(meaning more than zero), then both numbers
must be positive.
4. If a + b = b , then a = 0 .
5. If a and b are both odd integers, then ab is
even.

18. Would you rather...
Students are given a choice
of two options.
Have them work in groups
of 2-3 on large white
boards or paper
They must defend their
choice with math
Find these at
https://wyrmath.wordpres
s.com/

19. Treasure Hunts: Get Students Moving
Place cards around the outside perimeter of
the room.
Have pairs of students start at different cards.
Students solve problems and based on their
answer, move to a new card.

20. Math Problems for Groups: Get Students Talking
1. Your envelope contains four clues to the problem solution.
Each group member gets one clue.
2. You may look only at your own clue. You may tell others
what is on your clue, but you may not show it to anyone else.
3. If you have a question, ask everyone in your group first. If all
have the same question, you may check with the teacher.
4. If your group is hopelessly stuck, you may ask for additional
clue cards. The clues may also be used for checking
solutions.

21. Music & Math: Get Students Moving
Place cards around the outside perimeter of the room
Pass out cards to students with a match to an outside
card
Play music and have students walk around trading cards
When music stops, students find their match
Set it up so that at least 2 students report to an outside
card
Students discuss if their cards match and correspond to
outside card

22. Pass or Run? What’s the call?
Two Teams
Team A: Defend the Pass
Team B: Defend the Run
Read the article.
As a team, defend your assigned call. Use
math to support the call.
Share out.

23. Overheard in the ER as the sirens blare:
“Oh my, look at this next one. He’s completely burned
from head to toe.”
“Not a problem, just order up 1000 square inches of skin
from the graft bank.”
You have two possible responses:
-Oh good – that will be enough.
OR
-Oh god – we’re in trouble.

24. Which response, “Oh good.” OR “Oh GOD!”
is more appropriate?
•Explain your thinking.
•Assuming you are the patient, how much skin
would you hope they ordered up?
•Show how you arrived at your answer and be
prepared to defend it to the class.
Ideas for creating open ended questions

25. 4 Types of MathQuestions
questions that help students get started
questions that help students get unstuck
questions that help students check their
work
questions that help students go deeper

26. Group Work Rules
1.Each member is responsible for his/her own
work
2.Each member has to help others who ask
3.Only ask teacher for help if all members
have the same questions
4.All members prepared to share the group’s
work

27. Contact Information
Cindy Farmer
Cindy_farmer@iss.k12.nc.us
Stacy Wozny
swozny@iss.k12.nc.us
Materials for this presentation will be available
after Friday at this link http://bit.ly/1WBjghE: