This post and my previous post on another order of operations activity may seem sort of random with all of the other start of year blog posts out there, but they are results of me reflecting on what I do in my classroom as I’m trying to be more intentional about the things I put in front of students -more specifically, I’m trying to think big picture. Being intentional seems to be a reoccurring theme for be this summer. Today I finally had several pieces come together and feel like I can put into words what I’ve been trying to process in regards to this…but that’s a post for another day.
Commit and Capture is an Open Middle type problem. Like the last order of operations activity I wrote about, I used it more often my first year teaching than I did the past couple years. Again, I’m not exactly sure why because it’s great. It will be making more frequent appearances in my classroom this year.
Commit and Capture is one of several activities I got when I went to a session by John from Box Cars and One-Eyed Jacks at a conference a few years ago.
To play, I write 3-4 expressions on the board, either from the sheet above or I’ll create my own. In pairs, students write down the expressions from the board. I roll a die, usually 10-sided but it could be whatever you want, and call out numbers one at a time. The goal is to get the greatest answer possible for each expression. I call out numbers one at a time. As I’m doing this, students must agree with their partner on where to put the number -they can put the number in any box in any of the expressions. Once students have a number written down, they cannot erase it. They also can’t write down all the numbers on the side of their paper and wait until the end to put them in the boxes.
I’ve always had students work in pairs because I love the conversations they have as they decide where to put numbers! There are so many different things they think about during this activity. They are looking to get the greatest value for not just one expression, but for several. They also have to consider their chances with the die and the number of boxes left. For example, if there are only two boxes left and they’re looking for a high number. If I roll a 6, do they use that as their high number or take their chances that the final number will be higher?
A heads up if you decide to try this in your classroom, regardless of how many times I tell students they can put the numbers I call out in any of the boxes they want, there’s almost always at least one group that thinks they have to fill in all the boxes in the first expression before moving on to the second expression. I even do a quick example before hand and model how it works, but no. There’s still always that one group that misses memo.
I haven’t tried these, but here are a few variations I’ve thought of.
- Have students try to get the lowest answer rather than the highest.
- Have students add their answers for each expression to get one number. (I’ve always kept them separate and had a winner for each expression.)
I couldn’t find the exact handout from the session I went to on their website, but here is a similar one. I’ve also used Betweeners, Order in the Court, and Balanced Equations all found on that handout. Balanced Equations is another one of my favorites. You can find several other handouts here from other conferences they’ve done.