### Project Description

**100 **

*Overview: *

This is a game where every question a group gets correct is given a playing card. Each time they get a new card they can choose to add, subtract, multiply, divide, or perform any other operation the teacher chooses to include in the game. The game ends after the fifth question and the students calculate cards to get a value as close to 100 as possible.

*Materials Needed: *

White boards, markers, and erasers for each group

A deck of playing cards

**Step-by-Step Directions: **

- Put the students into groups of 2-4 depending on the class size.
- Distribute the white boards, markers, and erasers to each group.
- Explain the goal of the game. Each time they get a question correct they will be given a playing card. With each new card they may add them, subtract, multiply, divide, etc… in order to get as close to 100 as possible. They may manipulate the cards however they want after each new card is introduced. The team closest to 100 at the end is the winner.
- Explain the rules of the game.

- Every card earned must be used when calculating 100.
- The total can exceed 100. 101 beats 98 because it is closer to 100.
- A card may not be calculated twice.
- A team with 2, 3 or 4 cards can still win if their score is the closest to 100.
- If there is a tie between two teams who score the same amount, then the team who earned the most playing cards wins. For example, one group gets 99 with 3 cards and another group gets 99 with 5 cards. The team with 5 cards wins.
- If there is a tie between two groups with the same number of cards, then it is just a tie and they are both considered the winners.
- Each team must prove their total to the teacher by showing their work.

- Take clarifying questions from the students about how to play the game.
- Begin by asking the whole class the first review question. Give them an appropriate amount of time to discuss and write down their answers on the white board. They should whisper so other groups don’t overhear them.
- After the time is up have students hold up their white boards. Check for correct answers. Any group that gets the answer correct will receive a playing card.
- The teacher asks the next question and hands out the next cards. The teacher should give about 20 seconds to let the students decide which mathematical operation to use on the cards. The teacher should increase the calculation time with each round.
- Once the fifth round is complete give the students three minutes to do final calculations. When they are ready they will call the teacher over and prove their amount. The teacher takes notes of the scores and announces the winner(s).
- The teacher can check on the effectiveness of his/her lesson by seeing how many cards were earned during the game. If a majority of the groups received just 2 or 3 cards a reteach of the material is probably needed.

100

Sample Script

The teacher goes over the rules of the game and tells students the value of the playing cards.

Card | Value |

Ace | 1 |

2-10 | Face Value |

Jack | 11 |

Queen | 12 |

King | 13 |

The teacher asks a review question. After checking the answer she sees that every group got the answer correct and hands each group a card. She does not need to give them any time at this point because there is no calculation to be made.

She asks the next review question and sees that groups 3-8 gets it correct. Groups 3-8 get a playing card but groups 1 and 2 do not. The teacher gives the groups about 20 seconds to calculate their cards. At this stage almost all students choose to multiply so there is little calculation at this point.

She asks the third question and sees that groups 1-5, and 8 get the answer. Those groups get a new card and groups 6 and 7 do not. The teacher allows about 45 seconds this time so that the groups with three cards can rethink which operations to use on their cards.

The teacher asks the next question and all groups but group 1 get it correct. Groups 2-8 get a card and are given a minute to recalculate their cards. There are many possible operations now available for groups with four cards. (Especially if the teacher is allowing students to use parentheses, exponents, fractions, or other mathematical operations.)

The teacher asks the final question and sees that all groups got the final question correct. She gives the final card to each group and gives them three minutes to determine their final score. She doesn’t wait the entire time though as there are some groups who are ready early and she has them show her how they got their final value. She checks each group as they are ready or when the time is up. Below is a chart of how they scored.

Group |
Number of Cards |
Score |

1 | 3 | 78 |

2 | 4 | 100 |

3 | 5 | 108 |

4 | 5 | 97 |

5 | 5 | 100 |

6 | 4 | 102 |

7 | 4 | 111 |

8 | 5 | 99 |

The teacher sees that both group 2 and group 5 scored 100. She declares group 5 the winner because their team earned 5/5 cards and group 2 only scored 4/5 cards.

The teacher sees that most groups got 4 or 5 cards and feels they understood the lesson pretty well.