Have you ever thought about how ping pong helps kids practice math?
I love playing ping pong! I played it a lot as a kid and I play occasionally as an adult....we have a table in the basement:) I would never claim to be a SERIOUS player, but I'm not bad!
I was playing with my daughter the other day, and it occurred to me that playing ping pong is a great way for younger children to practice their addition facts and some multiples of 5 (good for older kids too, if they don't know these facts very well). Now, this idea is based on the "serving rules" that we used when I was growing up. It appears (after I searched for info) that these are not the official rules any more, but since I'm not a professional, I'm ok with playing by the unofficial rules! The way we played is that the server switches every 5 points, and we played to 21 points. So, here's where the math comes in....when you're playing, you need to know when to switch who's serving, so you need to know what adds up to the multiples of 5. When the score is 50, 41, or 32, serving switches. To switch servers at 10 points, players need to know that the score would be 100, 91, 82, 73, 64, or 55. When serving switches at a total of 15 points, the score possibilities are 150, 141, 132, 123, 114, 105, 96, 87. At 20 points, the score would be 200, 191, 182, 173, 164, 155, 146, 137, 128, 119, 1010. The repetition of these facts throughout many games can really help kids learn them. Over the years, I have noticed that students (in general) seem less aware of, and less automatic with, the digits that will add to 10. Playing ping pong is a great way for kids to practice these facts without thinking that they're practicing math (math in reallife!). This is great for parents to do with their kids, but also  a mini ping pong table in the classroom sounds like fun!!
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Have I mentioned that I love Jo Boaler’s books and site, Youcubed.org? Well, I do! She shares so much fantastic research and so many wonderful ideas.
So, I was reading her book Mathematical Mindsets this week, and read about the “array game” (called How Close to 100), which I’ve seen all over Pinterest and thought was very cool. I tried it with my classes last year during a little bit of down time, and they liked it. I hadn't really thought of using it this year, but last week I noticed the baggie of polyhedral dice that I've had for a looooong time and thought it would be cool to use the dodecahedron dice for the array game. With these dice, the students could use numbers up to 12, rather than 6.
To set up their game, students each outlined a 20 by 20 area on their own graph paper. They took turns rolling their dice and creating arrays to represent the multiplication problem they had rolled. It was very interesting to observe the way students arranged their arrays. Some started in the corner and worked their way out, while others started on one side and worked their way across. Some made the arrays touch, if possible, while others left a row between each one. Some just drew their first few arrays anywhere and then discovered that they didn't have a lot of room to fit additional ones. The "winner" was the student with the fewest number of boxes left (some did get to zero left). The students really had fun with this!
Of course, some finished their games earlier than others. In these cases, I asked students to create arrays that used different numbers than the numbers they rolled, but represented the same area. For example, if they rolled 12 and 5, their arrays could be 10 by 6, 15 by 4, or 20 by 3 (not 30 by 2, we discussed, because the grid is only 20 by 20). If they rolled a number that couldn't be represented by a wholenumber array, they could then use an irregular shape, or a triangle  anything they could find the area of. It was interesting to see how some students got stumped when they tried to draw an irregular shape to represent a number like 81.
Most students enjoyed this twist (we continued it the next day so they all got to play this version), but a few complained that it made their heads hurt! That's ok...I know they were really thinking and growing mathematically! The next extension for early finishers (only a few) was to use the icosahedron (20sided) dice, and have students create area models to cover their grids and find the answer to the multiplication problems. This required a larger grid, so I had them tape 2 pieces of graph paper together and create 20 by 40 grids. Using the icosahedron dice gave a mix of 1digit by 1digit, 1 by 2digit, and 2 by 2digit problems to model and solve. Most students didn't get very far with this before we ran out of time, but I think this is a great way to them to visualize what multiplying by a twodigit number means. I'd like to revisit this one! I'm so glad I thought about using those polyhedral dice! Have you used polyhedral dice in your math classroom? If so, please share how! 
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