ACTIVITY 3: TEACHER-MADE BOARD GAME: Based Upon a Children’s Literature Book
Spending
time on drills with numerals can be confusing for a child before she or
he has had numerous concrete opportunities and experiences with basic
mathematical concepts. “During the pre-primary period, most experiences with numerals should be naturalistic and informal.” (Charlesworth
& Lind, 8th Ed., p.206) Board games provide the opportunity for
counting, classification, and one-to-one correspondence as well as for a
natural way in which to develop the child’s social skills—cooperation and following rules.
The
task for this activity is for you to design and create a teacher-made
board game–based upon a children’s book–for use with
preschool-kindergarten students with the following mathematical
concepts:
- Counting
- One-to-one correspondence
- Classifying
PRE-PRIMARY DIRECTIONS AND REQUIREMENTS:
- Name of board game (Based upon a children’s book, i.e., Corduroy, Peter’s Chair)
- Concept for board game (counting, classifying and/or one-to-one correspondence)
- Select the style of type of game (lotto, short path games and so forth)
- Make the board game ‘flexible’ so that you may add another element (spinner/cards) for use at a later time.
- Identify
pieces that you will need in order for the child to play the game (a
board game, counting chips, cards, individual game markers (what
children use to move to identify their location on the board, objects to
count (i.e., teddy bear counters). - Identify the flexible components for use at a later time (spinner and/or cards) and provide rationale for this flexibility.
- Board game should be durable (not made of printing paper)
Board Game Rubric
| Criteria | Points | |
|---|---|---|
| 1 | Board game is to be constructed using construction board/heavy weight board (all components should fit onto the board). | 25 |
| 2 | 4-6 Digital photos of the completed board game and each piece to be used | 8 |
| 3 | Specific directions – how to play the game | 8 |
| 4 | Rationale for designing this game and concept | 4 |
| 5 | *Add the flexible component (cards, spinner) explain how it is to be used and why. | 8 |
| 6 | Label with your name, course number (large enough to read by the instructor). | 2 |
| 7 | Provide a 200-word self-reflection response highlighting the process of choosing the concept for the board game; the actual construction of the board game and components; and why you believe this board game will meet the mathematical needs of the child and concept you have chosen (to include a least one citation and list your source of information). |
15 |
| 8 | Name of children’s book, author, published date | 5 |
*If your original component is dice, then you will need to include a ‘flexible component’, i.e, a spinner, a set of cards.
RESOURCES:
How to Make a Math Board Game with Your Children
How to Make a Math Board Game
Parent Science website has some practical yet research-based ideas about the importance of game boards in each childhood:
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