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#4 reasons of using games in the classroom!

...A game can generate an unreasonable amount of practice...

 ...A game will often result in the making of generalised statements...

  ...A game can allow the introduction of ideas that are difficult to develop in other ways...

...Games seem to be able to lead pupils to work above their normal level...

...A game leads pupils to talk mathematics...

...A game can create discussion of all kinds...

...Games put pressure on players to work mentally...

 ...A game does not define the way in which a problem is to be solved or worked out...

...A game often can be played at more then one level...





Introducing Games in the Classroom

This article is taken from the introduction to "Using Games in the Classrooms", a photocopiable resource published by The Association of Teachers of Mathematics .

If a game is to be played by the whole class at the same time, working in groups of 6 or so, then clearly some thought has to be given to how the pupils are taught the rules and procedures of the game. What follows here are some thoughts about how to make this as efficient as possible.

It will be noted that although the games in this booklet are organised by the area of geometry to which they relate, there are in each section games of a similar type, e.g. pairs games. The re-use of different types of game for different mathematical purposes simplifies their introduction greatly as the class have only to be told that it is a pairs game or a happy family game and they know how to play it. At most it may be necessary to look at the particular type of card to be used.

In teaching games to large groups I have found three different methods that work well depending on the game and the situation.

  • Introduce the game to one group of pupils while the others are completing some individual work and then divide the whole class into groups, putting one of the first group into each group to teach the game to the group.

  • Play the game with the class divided into the groups in which they will subsequently play and play the game with the whole class, each group acting as a single player.

  • Choose a set of pupils to come to the front of the class and play the game as a demonstration, possibly with assistance in decision making from the whole class. If this is done it may be useful to have large-size cards, which can be seen by the whole class or cards made from OHT film and cut up so that they can be projected.

The use of pairs working as a single player has already been discussed as a way of encouraging discussion and indeed concept development. It has other advantages in that a larger number of pupils can use the same set of materials, so that there are fewer groups in the classroom to set-up and manage and less materials to produce and store!


With My Rummy, the players play the game with more or less skill or perception depending on their own competence. They will often learn to develop their level of play by watching and listening to the other players.

Storage is inevitably a problem and I found myself losing and remaking sets of games until I adopted the system of keeping a class set of any particular game in a plastic box clearly marked with its name! Plastic bags of games do not work at all well. If the pupils can manage the size of card shown in this book, then it is quite easy to store class sets in a small box. I found that they were big enough, but the cards can, of course, be enlarged if this is felt desirable.


With My Rummy in-a-box package, teachers will be able to manage your classroom games much better than before!




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