CECmath.33


TITLE:    BLOCK IT

AUTHOR:   Fay Zenigami, Leeward District Office,
          Waipahu, HI

OVERVIEW: Students in primary grades need varied activities
to help them learn basic facts and about operations.

GRADE LEVEL/SUBJECT:     Grades 1-3/Mathematics

PURPOSE:  This problem solving game uses pattern blocks to
reinforce computational skills in a challenging format
rather than the drudgery of drill.

OBJECTIVE(s):  Students will
1.   use problem solving strategies such as guess and check
     and visualization to play the game.
2.   use mental mathematics to decide on the placement of
     pattern blocks.
3.   look for patterns.

RESOURCES/MATERIALS:
Pattern blocks
Paper on which to keep score
Calculator

ACTIVITIES:
1.   Two players are needed to play BLOCK IT.  Each receives
     three each of the following pattern blocks:  green
     triangle, blue rhombus, red trapezoid, yellow hexagon.
2.   Players agree on assigned points for each color (e.g.
     green=1, blue=2, red=3, yellow=6).
3.   The game begins with one yellow hexagon starting block
     placed on the playing surface.  This piece does not
     belong to either player.
4.   The first player must place one of her/his blocks such
     that one side of the block is completely touching on
     one side of the block(s) on the playing surface.  The
     scoring for each play is the sum of the values of the
     block placed and those that it touches on a side.  Play
     continues until both players use all of their pieces.

     For example, Player A selects a green triangle to play,
     therefore the green triangle (1 point) touches the
     yellow hexagon (6 points) so 7 points (1+6) are scored.
     Player B then places a red trapezoid (3 points) such
     that it touches one full side of the green triangle (1
     point) and one full side of the yellow hexagon (6
     points); Player B scores 10 points (3+1+6).  Player A
     places a blue rhombus (2 points) that touches one full
     side of the green triangle (1 point) and one full side
     of the yellow hexagon (6 points) which scores another 9
     points (2+1+6) giving Player A a total now of 16
     points.  Player B continues play in this manner.

5.   Students may use a calculator to help them keep score.
6.   The player with the most total points after all pieces
     have been used is the winner.

TYING IT ALL TOGETHER
1.   Have students share their scores and strategies used.
2.   What was the most points a player scored in one play in
     your game?  the least?
3.   Did students use the blocks with higher point values
     first or last?
4.   Does Player A have an advantage by going first?
5.   Is there a maximum score a player can earn?
6.   If the pieces were assigned different values, how would
     that affect their play?