Math games and activities can be an excellent tool to supplement and support math instruction. Using math games in your classroom allow students to practice mathematics in fun but also impactful ways. Students love games because they are engaging and exciting, and teachers love games because they help students practice what they've learned.
Students in Grade 8 build upon prior content that helps them to analyze equations, compare functions, analyze 2D and 3D space, and understand quantitative relationships. They solve a variety of problems and know about the Pythagorean Theorem. They understand the slope of a line as a constant rate of change, and how to use a variety of models and appropriate tools strategically.
for Angles of a Transversal
for Area of a Circle Formula
for Probability
for Distribution Displays
for Inverse Functions
Distance and Weight
Begin by placing an object on the scale, and read aloud the weight shown. Have students record the object and weight in a chart, such as below. Move the object to the 12-inch mark and have students record that weight. Continue moving the object to each successive mark and have students record the weights at each point.
After all of the weights have been recorded, have students plot the points (distance, weight) on a coordinate plane and draw a line through them.
The line should have a y-intercept at approximately the weight of the object and an x-intercept at approximately the length of the board. Have students write an equation of the line.
for Length-Area-Volume
Emphasize that this model is not the most efficient multiplication algorithm. Rather, it is intended to show how the partial products generated from multiplying polynomials are analogous to those generated from multiplying numbers.
Example with Numbers: Multiply 57 • 34.
Example with Polynomials: Multiply (3x – 6)(2x + 3)
for Finding the Total or Base
So x = 12 + 12 + 6 = 30.
for Proportions
for Pythagorean Theorem
Have students follow steps 1–4.
_{ This method of cutting and arranging pieces appears on the website http://www.staff.hum.ku.dk/dbwagner/pythagoras/pythagoras. html and is credited to Professor Jöran Friberg, of the Department of Mathematics, Chalmers University of Technology, Gothenburg, Sweden. }
Models for Negative Numbers
Use the two sides of a coin or counter to indicate 1 and its opposite (—1).
Use the model to show the different meanings of “–” in a numerical expression.
Simplify — [—5 — (–2)]
Evaluate the expression step by step using the order of operations:
So, –[–5 – (–2)] = 3.
_{ 1 Fuson, Wearne, Hiebert, Murray, Human, Olivier, Carpenter, and Fennema, 1997; Hiebert, Carpenter, Fennema, Fuson, Wearne, Murray, Olivier, and Human, 1997 Cited in Adding it Up }
for Solving Equations
Example: Solve 2x – 3 = 5
for Solving Inequalities
Note that, in all cases, the resulting numbers compare in the same order. Then express this comparison in a general way using algebraic notation on the number line model.
Next, use the model to demonstrate that multiplying and dividing two numbers by the same positive amount also does not change the way the results compare.
Then use the model with multiplication and division by negative quantities so students can see that the order does change. For example, start with 6 and 10, and divide both by —2.
Then demonstrate the more general situation by comparing variables a and b with an inequality sign, and then multiplying both sides by —1.