GAME BASED LEARNING

Prepared by:
Cindy Almonicar
Kristel Ann Herbieto
Objective
Develop a game to motivate students, cater mathematical investigation or practice a
mathematical skill.
Introduction
Play is children’s work and they love it! Well-designed lessons using game-based learning
strategy takes advantage of children’s natural love for play to lead them toward complex
problem solving.
Think
Children Find games both motivating and enjoyable, so it is not a surprise that teachers
harness games to cater to learning. There are many ways in which games are used in the
classroom. Games are sometimes used as lessons starters to get students engaged. In some
lessons, games are used to explore mathematical concepts and processes or cater
mathematical investigation. But most of the time, games are used to practice mathematical
skills.
Think
Not only do games make the lesson engaging for young learners but they also create a
relaxed environment in a mathematics class. Games associate mathematics with positive
feelings like excitement, victory, and fun competition. So, students who might have
developed mathematics anxiety, or those who simply “hate” math, might begin to open up
and be more receptive. The students’ love to play may translate to love for math. moreover
, games give a venue for students to communicate and defend their ideas while at the same
time learning from each other in a fear-free environment. And because in every game a
goal has to be achieved, students naturally develop strategic and creative thinking and
problem-solving skills. Games that require students to work in groups advance their social
skills as well.
Think
However, not all games that involve mathematical processes are considered to have
instructional value. For example, the game of Monopoly involves computations and
strategies to maximize scores, but it is considered to have little instructional value.
According to Koay Phong Lee (1996) in his article “The Use of Mathematical Game in
Teaching Primary Mathematics” a game that has instructional values has the following
characteristics:
Think
1. The game has two or more opposing teams
2. The has a goal and the players have to make a finite number of moves
3. There is a set of rules that govern decision-making
4. The rules are based on mathematical ideas.
5. The games ends when the goal is reached

The 4th characteristic is what separates mathematical games from other games. This
suggest that a good mathematical game is not only about “having fun” but also about
“doing math” in itself.
Think
A teacher has three important tasks in a lesson that implements game-based learning
strategy: (I) lay down rules clearly, (2) observe, assess, and process students'
understanding, and (3) work with students who need additional help.
Experience
Following a guessing game to develop the students' sense of weight. Weight is probably
the most abstract measurement for children because they do not see it (unlike length and
area). This game will help them makes sense of weight.
Topic: Estimating
Weight
Materials (for each pair of players):
1. Weighing scale
2. Various objects (may be brought by students)
Mechanics
1. Before the game starts, let the students carry a 1 kg weight and a 500 g weight.
Providing this experience will give the students a basis for their estimates.
2. Divide the class into two groups.
3. Each group will take turns to estimate the weight of a given object.
4. In each turn, the guessing team will announce their estimate then the other group
will say whether they think the actual object weighs higher or lower than their
opponent's estimate.
5. If the non-guessing team's answer is correct, they get the point. Otherwise, the
guessing team earns the point.
6. For the students to have a basis of their estimate, pass the object around before the
guessing starts in each turn.
Some students might want to go back to carrying 1 kg or 500 g and then compare it to the
given. This may be allowed for the first 2 items. The game may be modified to
accommodate other measurements like length, area, or volume.
Topic:
String 'Em Up
Materials (for each pair of players):
1. Strings
Mechanics
1. Ask students to stand in groups according to their predictions: those who think their
arm span is greater than, less than, or equal to their height.
2. Give pairs a piece of string to test and measure, then regroup according to their
results.
Challenge
Estimate the ratio of the length of an arm or leg to body height, then measure to check the
accuracy of the estimate.
Topic:
Number Builders
Materials (for each pair of players):
1. Dice
Mechanics
1. Have them set up blanks for the digits in a number. (Their numbers should be the
same length, from four to nine digits long.)
2. Before playing, decide if the highest or lowest number will win.
3. Students take turns rolling the dice and filling in blanks.
4. Once a number has been written, it cannot be changed. Roll until all blanks are
filled, and then compare the numbers.
5. If time permits, have students subtract to find the difference between their numbers.
Challenge
Instead of building an integer, build a fraction or decimal.
Play is the foundation of
learning, creativity, self-
expression, and constructive
problem-solving. It’s how
children wrestle with life to
make it meaningful.
-Susan Linn
Contemporary American
psychiatrist
Thank You!!!