Download Algebra Race track

Algebra Grand Prix
x+2
4(x – 2)
8–x
3–x
x+3
2x
2(x – 1)
2x
x -1
3–x
x-2
3(x – 4)
2x – 3
4(x – 2)
10 – x
2(4 – x)
x–5
x+2
3x – 5
x+1
Start
x+1
6-x
3x - 2
10 – x
5(x – 4)
3x
1–x
x-5
x+3
x2
2x+3
x+5
4(x + 1)
Rules
 Place counters on start. Roll a dice and use that score
as the number of steps forward to get started.
 At every other square, players roll the dice, work out
the value of the expression using the number from the
dice and move that number of places forward....or
backwards!!
2(x + 4)
3(x – 4)
4–x
3–x
x–4
3(2x -5)
3(2 – x)
x-2
x–6
4-x
x-2
3–x
Algebra Grand Prix
A game for 2 to 4 players.
You need a dice and some coloured counters – one for each player.
Place the counters on the START and decide the order of throwing the dice.
On the first throw, a player moves the number of places that is shown on the
dice.
On the next – and every throw – use the dice score to substitute into the
expression to calculate the number of squares to move.
Decide how many laps. The winner will be the player who crosses the line
first.
Algebra Grand Prix : Teacher’s notes
Ideally enlarge the playing board to A3 size. This will allow plenty of room for a small
group around a table and space for counters or cubes.
The game addresses 3 important concepts in early algebra:
 Simple substitution into an expression
 Negative numbers. The importance in this game is that they are in context and
so hold no fear for slower learners. The idea of moving backwards on the board
will be a useful visual prompt about negative numbers.
 The idea that a letter represents a variable. Textbooks will suggest this and
teachers will say it...... but each time a child throws a different dice number this
concept will be reinforced practically and visually.
We found this game useful for short periods at the start or end of lessons – a great
motivator or reward.
As children progress the expressions can be made more complex – or simpler.
 One teacher in a special school adapted the expressions to x+1, x-1, x+10 and x10 as these were her current number objectives with the class. She later
extended these to x+2, x+3, etc as the children progressed.
 Another teacher with a higher GCSE class introduced polynomials and double
brackets to the track.
Opportunities for probing questions – oral equations and inequalities? – will arise as
the children come towards the end of a lap. From whatever square they are on, you
might ask:
 what number will you need to throw in order to finish exactly on the start?
 what number will you now need to get you over the start line?
Other probing questions might be:
 is it always good to throw a high number? Are low numbers sometimes better?
 when is this not good to throw a high number?