Mathematical Learning Object: Math Jeopardy
Eliza Beaudry
Math Object – Jeopardy table and Qs
I love Jeopardy because it can be used with virtually any subject! I designed this game loosely
off the rules for Jeopardy, for a Grade 4 math level. The purpose of this game is to review math
content I’ve taught so far in the year and determine which math concepts need more review as
a class and with students individually.
I would use this object mid-year, when we’ve covered a few different math concepts from the
BC Curriculum. There are 20 questions in total, covering 5 math concepts; Fractions &
Decimals, Probability, Addition & Subtraction, Multiplication & Division, and Patterns &
Symmetry.
It’s good to have a number of different categories for students to choose from in a learning
activity. This game allows for choice which makes students more likely to buy in to the activity.
This game is also great because it promotes positive classroom culture because students form
relationships when they work together as a team with a common goal.
This game is meant to be fun! You can inform your students that they will not be marked
(although you will be formatively assessing them) and that there is a small incentive prize for
the winning team.
This said, the point is to challenge students to think creatively, collaborate and communicate
with each other, and demonstrate their math process. If groups are having trouble making
sense of the problem, the teacher can use prompts to help groups (e.g. What is the question
asking? What is the first step? Is there a math rule/strategy you can use to solve this? Can you
draw or use manipulatives to start solving this problem?). There is opportunity for the teacher
to stop the game and review math concepts as a class, and then allow groups to continue to
work on the problems.
This is also a great opportunity for peer teaching and for students to communicate their process
in math; students in each group will have different level of math ability and will have to justify
their answer and process to each other.
Set up:
1. I found some free Jeopardy programs you can pull up on the smart board by simply
copying and pasting the questions and answers from my Math Object – Jeopardy table
and Qs document. Check out https://www.playfactile.com/ or https://jeopardylabs.com/
2. By mid-year you should have an idea of who your strongest and weakest students in
math are. I would divide students into groups of 4-5 with a mix of the strongest and
weakest math students in each group – to ensure teams are fair.
3. Instruct each group to gather any manipulatives and/or writing utensils they may need
to solve the math problems together before the game starts. Each group is to sit at a
table that is facing the Jeopardy game on the Smart Board. Teacher sets up jeopardy
music on YouTube (on low) https://www.youtube.com/watch?v=IkdmOVejUlI
4. Inform your students that this game will not be marked but there will be a prize for the
winning team – something small like candy, stickers, etc. You need a fun incentive for
students to try their best.
5. Go over Jeopardy rules with students
o Pick a category eg “Probability for $400.” The higher the amount of money, the
harder the questions. The host will give all teams 1 to 3 minutes to solve the
question (depending on what they deem as a difficult question).
o Picking questions will alternate between teams. The team that picks the question
will have the first chance to respond. Then the other teams will have a chance to
respond (clockwise order). Other teams must not give away the question until
called upon. The team that gets the correct answer gets that amount of money
allocated to their team. As a class you must add up the monetary values
together.
o The game ends when all the answers are picked.
• Play on!
Assessment
I believe this activity is best suited for formative assessment. As the students work on the
problems in their group, the teacher can circulate the class with their stopwatch and record
notes on the students’ participation, team work, problem-solving, and application of math
concepts. Assessing students on whether or not their team won the game is not an accurate
measure of whether or not they have grasped the math concepts.
This math game would be stretched over 2-3 math blocks. The teacher could assess one group
at a time for each day. This could also be a good opportunity for students to self-and/or peer
assess core competencies.
BC Curricular Content
• Number concepts to 10,000
• Decimals to hundredths
• Addition and subtraction to 10,000
• Multiplication and division of 2- or 3-digit numbers by 1 digit numbers
• Addition and subtraction of decimals to hundredths
• Increasing and decreasing patterns
• Line symmetry
• Probability experiments
• Use reasoning to explore and make connections
• Model mathematics in contextualized experiences
• Develop mental math strategies and abilities to make sense of quantities
• Develop, demonstrate, and apply mathematical understanding through play, inquiry,
and problem solving
• Visualize to explore mathematical concepts
• Develop and use multiple strategies to engage in problem solving
• Communicate mathematical thinking in many ways
• Use mathematical vocabulary and language to contribute to mathematical discussions
• Explain and justify mathematical ideas and decisions
• Reflect on mathematical thinking