| The idea for this game came from The Power of Improv in the Classroom by Mel Paradis. It’s worth reading or revisiting! The game is my math version of “String of Pearls” or “Circle Equations,” a similar improv game found here. |
CHAIN LINK MATH
For this game, each student needs an individual whiteboard (white cardstock in a sturdy sheet protector would work, too) and a dry-erase marker. The teacher needs a deck of cards. These giant playing cards would make this activity easy prep and FUN!
Remove face cards, jokers, and 10’s from the deck so that only single-number cards and aces remain (A, 2, 3, 4, 5, 6, 7, 8, and 9). Aces will represent the number one.
You’re now ready, except that each student will also need scratch paper and a pencil.
Shuffle the cards and pass out one card to each student, keeping them face down. Students may look at their cards, but direct them to keep their numbers secret.
To introduce the game, randomly choose two students to come to the front. If you’re using the giant playing cards, students can bring their cards to the front. Otherwise, before coming up, the two students need to quickly write their playing card numbers on their whiteboards, large enough that everyone in the room can easily see them. Students stand at the front with their numbers held chest-high, visible to everyone.
Say, “In the game CHAIN LINK, the goal is to make an equation using the numbers in the chain, in order. All basic operations can be used -addition, subtraction, multiplication, and division. With these two numbers (pointing to students at the front), what would be the results of each operation?”
Have students find the results of basic operations. For example, if the numbers are, in order, a 4 and a 2, the results would be:
4 + 2 = 6 / 4 – 2 = 2 / 4 x 2 = 8 / 4 ➗ 2 = 2
Explain that you will be calling up a third person. The object of the game is to create an equation with the smallest chain possible. The cards must remain in order. If the next student to join the line has a 2, 6, or 8, then one of the above equations can be made.
Call up a third person. If the next card is a 2, 6, or 8, the class gets a score of 3, since 3 cards were used to make the equation. The three students sit down and three new students are called up to begin a new chain.
If the third card is not a 2, 6, or 8, students may use their scratch paper to try to make an equation. Explain that any operation may be used, and parentheses can be (mentally) placed around any of the numbers, but the numbers may not be rearranged. If you’ve done my calendar equations with your class, it’s the same concept.
So, let’s say the next number is a 5. No equation can be made with the cards 4, 2, and 5. So a fourth person is called to join the line.
The next number is a 1 (the person is holding an ace). Have students hold up their whiteboards showing an equation that can be made. Either of these two would work:
4 + 2 – 5 = 1
4 + 2 = 5 + 1
This would result in a score of 4, since 4 cards were used to make an equation. Here are equations that could be made if other cards were drawn:
Continue calling on students to join the chain until someone in the “audience” holds up a whiteboard showing a valid equation. (Note: The use of whiteboards keeps everyone quiet, and eliminates hand-raising. When the first student finds an equation that works, you might signal them to hide it for 30 seconds so other students can also find it). For each chain (round), the score is determined by the number of cards needed to make an equation. When the game is played again on another day, the class strives to beat its best score for a set number of rounds (the lower is better).
HIGHER LEVELS of the GAME:
Once your students understand the concept, you can make it more interesting!
Team Competition: Divide the students into two teams, perhaps drawing an imaginary line down the middle of the classroom. The game is played in the same way, but the teams play separately, and someone is keeping score. To begin, three students from each team are called up to stand in front of their team. Without sharing their numbers, they form a chain. Once lined up, they reveal their numbers, and team members work on finding an equation. Students are called up one at a time from each team, and the score is noted when a valid equation is made. New chains form as needed, as teams race to get the best score. Give students a two-minute warning before calling time. To determine the winner, find the average score for each team.
Chain Link Shuffle: In this version of the game, the numbers can be rearranged to make an equation. Students raise their hands if they see a way to make an equation by shuffling the order. Call on one student who, without a word, will go to the front and guide students in the chain into new positions. Other students write the equation on their whiteboards.
Chain Link Plus: If students have been introduced to exponents and/or fractions, these may be incorporated into equations. For example, if the cards are 2, 3, and 8, or 1, 4, 8, and 2, the equations below could be made:
23 = 8
¼ x 8 = 2
If you try this game with your students, we’d love for you to share your experience and photos in our Facebook group!
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