Finding High-Quality Math Instructional Materials with EdReports

Choosing the right instructional materials is one of the most impactful decisions schools and districts can make to ensure students receive a high-quality education. But with so many options available, how can educators identify rigorous resources that are aligned to grade-level standards and effective for their students? That’s where EdReports comes in.

What is EdReports?

EdReports is a nonprofit organization that provides free, comprehensive reviews of instructional materials for K-12 education. Its mission is to ensure all students can access materials that meet high academic standards, foster engagement, and promote equity.

For mathematics, EdReports evaluates materials based on three key criteria:

1. Alignment to Standards: Are the materials aligned with college—and career-ready standards, such as the Common Core?

2. Rigor and Mathematical Practices: Do the materials strike a balance between procedural skills, conceptual understanding, and application?

3. Usability: Are the materials teacher-friendly and adaptable for diverse classroom needs?

By focusing on these areas, EdReports empowers educators to make informed decisions about instructional resources that truly support student learning.

The EdReports Process

EdReports uses a rigorous, transparent review process carried out by expert educators. Reviewers assess materials for alignment with grade-level standards and provide detailed feedback, including strengths and weaknesses. The results are then published on the EdReports website, making it easy for schools and districts to compare resources.

The reviews are clear and actionable, offering insights into how well materials:

• Address grade-level content standards.

• Promote coherence across lessons and grade levels.

• Support diverse learners, including English learners and students with disabilities.

Steps to Adopting High-Quality Instructional Materials

EdReports also guides how schools and districts can effectively adopt new instructional materials. Their Adoption Steps framework ensures a thoughtful, inclusive, and data-driven process. Here’s an overview:

Step 1: Plan and Prepare

• Assemble a diverse adoption team that includes teachers, administrators, and other stakeholders.

• Define the district’s goals and priorities, such as alignment to standards, equity, or support for differentiation.

Step 2: Investigate the Options

• Use EdReports reviews to identify materials that meet grade-level standards and instructional goals.

• Narrow down options based on the needs of your students and educators.

Step 3: Gather Evidence

• Pilot the materials in classrooms and gather feedback from teachers and students.

• Evaluate how well the materials meet the criteria established during the planning phase.

Step 4: Make a Decision

• Use a collaborative decision-making process to select the best-fit materials.

• Ensure alignment with district priorities and include a plan for professional learning.

Step 5: Implement and Support

• Provide robust training for teachers to help them use the materials effectively.

• Continuously gather feedback to refine and improve implementation.

Why High-Quality Materials Matter

Research shows that using high-quality instructional materials can significantly impact student achievement. Materials aligned to grade-level standards help ensure that all students have access to rigorous content, setting them up for long-term success.

EdReports simplifies finding these materials, giving educators the tools to make data-driven decisions. By following the Adoption Steps framework, schools and districts can confidently select resources that meet the unique needs of their students and teachers.

Start Your Journey with EdReports Today

Whether you’re starting a new adoption cycle or looking to evaluate your current resources, EdReports is your trusted partner in identifying high-quality instructional materials. Explore their reviews and adoption tools at EdReports.org to ensure your students receive the education they deserve.

Empower your classrooms. Choose the best for your students.

This past month, I had the opportunity to attend the ICTM conference that left me energized, inspired, and ready to implement new strategies in my classroom. The sessions I attended were a perfect mix of theory, practical tools, and innovative approaches to teaching math, including discussions on standards-based grading, closing achievement gaps, and the use of manipulatives across all grade levels. Here are some key takeaways from the conference that I believe will shape my teaching moving forward.

Embracing Standards-Based Grading
One of the most compelling sessions I attended focused on standards-based grading (SBG). This approach, which evaluates students based on their mastery of specific learning standards rather than cumulative point accumulation, has always intrigued me. The session gave me a clearer understanding of how to implement SBG in a way that promotes mastery learning and provides more accurate feedback to students. My district will be moving away from our traditional grading system sometime in the next few years and we have started building our proficiency scales that we will use to grade. It was awesome to see and hear from teachers around Iowa what their experiences with standards based grading have been and how much better students understand where they are in their mathematical understanding of a concept and what they can do to increase their competency.

I particularly appreciated the emphasis on using formative assessments to guide instruction and how to adjust grading to reflect true understanding. Moving away from traditional grading, where an incomplete understanding can still result in a passing grade, helps to clarify learning goals and ensures that students are held accountable for mastering essential concepts. This idea of continuous, flexible assessment aligns more closely with my teaching philosophy, where growth is celebrated and every student’s individual learning path is honored.

Addressing Achievement Gaps
Another major focus of the conference was closing achievement gaps, a topic that resonated deeply with me. Dr. India White highlighted strategies to support underperforming students, such as targeted interventions, differentiated instruction, and creating a more inclusive classroom environment. I learned the importance of fostering strong teacher-student relationships and how these connections can help students feel empowered to overcome obstacles.

What stood out to me was the role of culturally responsive teaching in bridging achievement gaps. Integrating students' cultural backgrounds into the learning process not only helps them feel seen but also makes math feel more relevant and engaging. I am very thankful to have a curriculum that already implements so many 21st century topics and leaves room for me to be flexible and make changes where I see fit. I left the session with a renewed commitment to make my classroom a place where every student can thrive, regardless of their starting point.

Math-ish: A New Way to Conceptualize Real-World Problems
One of the most engaging sessions of the conference was the keynote presentation by Jo Boaler in which we explored the idea of “ish”. “Ish”-ing, in a sense, is using what you already know about a problem or situation and making an educated estimation of what a solution could, or could not, be. Having conversations with students, especially about those lengthy word problems before they tackle solving them algebraically or calculating the actual solution not only helps them build their mathematical understanding, but allows them to make connections to the real world, understand realistic and unrealistic outcomes, and build their confidence in actually solving the problem because they can now recognize what the answer should be and what it represents.

“Ish”-ing is a very powerful tool for building number sense, and even with my 9th graders I have seen a great change in their ability to reason about a problem. We have been exploring systems of equations this month and I love having conversations about whether or not solutions can be negative, decimals, fractions, even numbers, odd numbers, etc. and how we know before we even graph or solve using substitution or elimination! They are much more confident and excited about their answers when they have an understanding of the outcome beforehand and I am thankful to have a tool that makes my students better problem solvers and more self-assured in their math abilities!

Moving Forward
In the coming weeks, I plan to integrate the ideas from the conference into my teaching practice. From incorporating my own proficiency scales to introducing my students to standards-based grading to addressing achievement gaps through targeted interventions and bringing the power of “ish” into all levels of instruction, I feel more equipped to support my students' growth.

Attending this conference was a reminder that teaching is a dynamic, evolving field, and there is always more to learn and ways to improve. I’m excited to continue my journey as a math educator, armed with fresh insights and strategies that will not only improve my own practice but, most importantly, help my students succeed.

Lauren Anders 9th grade math teacher Ottumwa CSD

The updated Iowa Academic Standards for Mathematics Model High School Course Pathways, adopted on April 26, 2024, provides a structured roadmap for high school mathematics courses. This document outlines the different paths students can take depending on their interests, career goals, and post-secondary ambitions. Here's a closer look at the pathways and what each component of this document means for students, educators, and schools.

Key Highlights of the Pathways

The standards introduce multiple course sequences tailored to support students' diverse career interests. They particularly emphasize pathways aligned with college readiness and career technical education. Each pathway offers flexibility while ensuring students cover essential mathematical concepts.

Core Course Pathways: Algebra 1, Geometry, and Algebra 2

• These courses build a foundational understanding of mathematics principles and are essential for all high school students. The required standards have been bundled into these three courses. 

• Algebra 1 (SCED Code 02052): This course covers the basics of the real number system, operations with polynomials, and solving equations. It lays the groundwork for future algebraic and problem-solving skills.

• Geometry (SCED Code 02072): A formal study of plane and solid geometry, covering properties, deductive reasoning, and postulates and theorems. The standards for geometry include algebraic components to reinforce continuity in students' learning.

• Algebra 2 (SCED Code 02056): Delves into functions and equations in greater depth, emphasizing symbolic, graphic, tabular, and verbal representations. Students explore linear, quadratic, and higher-degree functions, setting the stage for advanced studies.

Advanced Course Options: Trigonometry/Algebra

• Students aiming for STEM fields may require courses such as Trigonometry/Algebra  (SCED Code 02106). This course includes trigonometric functions, complex numbers, and more advanced algebra, preparing students for calculus.

• Precalculus or Trigonometry is recommended to bridge students into calculus, particularly for those pursuing fields like engineering, physical sciences, or certain social sciences. These courses are necessary for students in specific pathways to ensure they're ready for Calculus.

Integrated Course Options: Integrated I, II, and III

• Integrated Math courses offer an alternative approach by blending Algebra, Geometry, and Algebra 2 content across three consecutive courses (Integrated I, II, and III). This pathway can replace the traditional sequence and might appeal to students who benefit from a less segmented approach to learning math.

Career Pathways and Flexibility in Course Choices

The pathways allow students to customize their high school math journey based on their career aspirations:

• All Career Pathways: Students who initially choose non-STEM fields but later wish to shift into a math-intensive path, such as calculus, may need to complete a summer or semester bridge course to be prepared.

• Life Science, Social Science, Healthcare, Business, and Technical Careers: Students on these pathways can pivot into calculus during their senior year if desired, though this might require additional preparation.

• Engineering and Physical Science Careers: Students with a strong interest in math may opt for advanced applications of math or statistics in their senior year instead of taking calculus. This choice allows for an in-depth focus on mathematical applications related to their fields of interest.

SCED Codes: A Consistent Framework for Course Data

Each course in the pathway is linked to a School Courses for the Exchange of Data (SCED) code, a standardized system that helps schools and states manage course information. For example:

• Algebra 1 (SCED Code 02052) provides basic math literacy.

• Geometry (SCED Code 02072) provides basic math literacy.

• Algebra 2 (SCED Code 02056) advances students' understanding of algebraic functions.

• Trigonometry/Algebra (SCED Code 02106) extends Algebra 2 by incorporating trigonometry for students heading into advanced studies.

Final Thoughts

The Iowa Academic Standards for Mathematics Course Pathways ensures that high school students in Iowa receive a comprehensive, flexible mathematics education. By allowing students to switch pathways with the aid of bridge courses, the standards reflect an understanding of students' evolving academic and career interests. This structure supports Iowa's commitment to preparing all students, whether college-bound or pursuing technical careers, with the mathematical foundation needed for future success.

I was privileged to attend the NCTM Annual Meeting & Exposition in Chicago this month. Nothing energizes a teacher with new ideas more than a conference and a chance to network with other math education professionals. I will impart on you my three favorite strategies from NCTM sessions.

It is apparent that engagement with students remains the paramount focus of sessions. This type of engagement has evolved during my career, and I was pleased to see several sessions given by Peter Liljedahl in his efforts to pair Building Thinking Classrooms with other platforms to broaden the base of its use in math classrooms of all levels. I spent some time in sessions learning how other educators use “thin-slicing” to use vertical boards to teach mathematics day-to-day. Thin-slicing refers to a method where each problem is a bit harder than the prior question, moving students to higher levels along the way. There was a strong use of learning progressions, which I assume many of you already use in your current curriculum to move student thinking from entry-level to high-level throughout the lesson. My favorite session was given by Emily Kerwin, where she asked calculus students to look at a function and its derivative before learning the Power Rule and asking them to write what they felt the rule might be. Each new problem invited a new wrinkle and modification of the rule to include new issues they were encountering. This seems like it could be extended to many math topics in a variety of courses.

On a whim that there was a useful session to renew the way I teach logarithms, I happened upon Philip Dituri’s session, and it was magical. He introduced me and others to manipulatives that allowed students to physically play with logarithms to facilitate content knowledge development in logarithms and their laws. FiCycle, a non-profit organization, makes 3D log manipulatives for sale, but they also provide free paper 2D manipulatives that could be laminated. Meaning, every teacher’s budget can allow for this type of student experimentation. I was impressed by the ease of use and blissfully simple approach to help student discover laws of logarithms before we generalize the learning with symbolic representations. If this is a topic you teach that could use an increase in student interest, check it out!

But, perhaps the biggest Aha! Moments were experienced in Chris Shore’s Clothesline Math session. This is the number sense I have always wanted to develop with high school students and didn’t know it existed. With so many session choices, it was only Shore’s promise to “blow your mind” that convinced me to check it out. He delivered. Again, blissfully simple approaches make for the best learning opportunities. Who would have thought a piece of string and some cardstock would allow teachers to facilitate algebraic line segment addition, solve for x, and never need to write the equations down or do symbolic manipulation. It was a prime example of the way our lessons should start with conceptual knowledge and later move to procedural fluency when our understanding is solid and the focus moves to efficiency. I was so mesmerized, I purchased his book the moment I left the session. Shore provides many videos online and free resources as people help develop this approach for all mathematics subjects and topics.

My parting advice is to attend conferences! Be a life-long learner! I hope you experience the renewed spirit of teaching when you discover strategies and sessions that speak to you!

Brooke Fischels

High School Mathematics Teacher

Ottumwa High School

Unlocking Potential: The Cognitive Benefits of All Students Taking Algebra 2

Mathematical literacy is more crucial than ever in today's rapidly evolving world. Among the various math courses available to high school students, Algebra 2 is a pivotal class offering profound cognitive benefits. While some may question the necessity of Algebra 2 for all students, its advantages extend far beyond basic arithmetic. Here, we'll explore the cognitive benefits of taking Algebra 2 and why it is essential to every student's educational journey.

1. Enhanced Problem-Solving Skills

One of the most significant benefits of Algebra 2 is the development of problem-solving skills. The course introduces students to complex, multi-step problems that require critical thinking and logical reasoning. By tackling these challenges, students learn to analyze problems from different angles, identify relevant information, and devise strategies to arrive at solutions. These skills are vital in math and applicable in everyday life, from making informed decisions to resolving conflicts.

2. Improved Logical Reasoning

Algebra 2 emphasizes logical reasoning by studying functions, equations, and inequalities. Students learn to construct rational arguments and draw conclusions based on given premises. This ability to reason logically is essential in mathematics and various disciplines, including science, law, and ethics. By honing their logical reasoning skills, students become more adept at evaluating arguments, making sound decisions, and understanding complex issues.

3. Advanced Analytical Skills

As students explore concepts such as quadratic functions, exponential growth, and data analysis, they develop advanced analytical skills. Algebra 2 encourages students to interpret and manipulate data, making it easier to identify patterns and trends. These analytical skills are invaluable in today's data-driven society, where the ability to sift through information and make informed conclusions is paramount.

4. Cognitive Flexibility

Algebra 2 promotes cognitive flexibility—the ability to adapt thinking in response to new information or changing circumstances. Students are often encouraged to approach problems from multiple perspectives and explore various methods for finding solutions. This flexibility fosters creative thinking and adaptability, which are increasingly essential skills in a world characterized by rapid change and uncertainty.

5. Resilience and Perseverance

Studying Algebra 2 has its challenges. Students will encounter difficult concepts and complex problems that may initially seem insurmountable. However, by working through these challenges, they learn the value of perseverance. Grappling with complex material builds resilience, teaching students that persistence can lead to success. This growth mindset is essential in academics and all areas of life.

6. Preparation for Future Learning

Algebra 2 is a critical stepping stone for higher-level math courses like calculus and statistics. The concepts learned in Algebra 2 are foundational for understanding more advanced topics in mathematics and related fields. By taking Algebra 2, students are better prepared for college-level coursework and future careers in STEM fields, which often require strong mathematical skills.

7. Real-World Applications

Beyond academics, the skills developed in Algebra 2 have practical applications in everyday life. From managing personal finances to making data-driven decisions in various professions, algebraic thinking is a valuable tool. Students learn to model real-world situations mathematically, equipping them with the skills to tackle challenges in their future careers and personal lives.

The cognitive benefits of all students taking Algebra 2 are profound and far-reaching. From enhanced problem-solving and logical reasoning to improved resilience and real-world application, the skills gained in this course lay the groundwork for academic and personal success. In a world that increasingly relies on data and analytical thinking, equipping every student with a solid foundation in Algebra 2 is beneficial and essential.

By advocating for all students to take Algebra 2, we are investing in a future where they are not only mathematically literate but also critical thinkers capable of navigating the complexities of the modern world. Let's unlock the potential of our students by ensuring they all experience the transformative power of Algebra 2!

Math fluency can be defined as the ability to work with numbers, operations, and procedures with ease. It is the ability to apply procedures efficiently, flexibly, and accurately, including fact, computational, and procedural fluency. Critical end-of-grade-level standards are identified in grades K-8, where fluency should be expected by the end of the grade.

There are three types of fluency in the Iowa Academic Standards for Mathematics. They are:

Fact Fluency - The ability to apply single-digit calculation skills efficiently, appropriately, and flexibly.

Computational Fluency - The ability to perform four operations across different number types, such as whole numbers and fractions, regardless of the number's magnitude.

Procedural Fluency - The ability to carry out procedures accurately, efficiently, flexibly, and appropriately. This includes basic fact fluency, computational fluency, and other procedures, such as finding equivalent fractions. Procedural fluency also applies to multi-digit whole numbers, rational numbers, comparing fractions, solving proportions or equations, and analyzing geometric transformations.

Fact Fluency

Fact fluency is the ability to recall basic math facts, such as addition, subtraction, multiplication, and division, without conscious effort.

It is NOT MEMORIZATION 

It is NOT SPEED (TIMED DRILLS)

Computational Fluency

Computational fluency is the ability to perform math calculations using strategies. It's more than just being able to produce correct answers quickly, and it involves conceptual understanding, flexibility, and efficiency. Students who are computationally fluent can use strategies and their existing knowledge to solve more challenging problems.

Flexibility

• Comfortable with more than one approach.
• Choose strategy appropriate for the numbers.

Efficiency

• Easily carries out the strategy, uses intermediate results.
• Doesn't get bogged down in too many steps or lose track of the logic of the strategy.

Accuracy

• Can judge the reasonableness of results.
• Has a clear way to record and keep track.
• Concerned about double-checking results.

Procedural Fluency

Procedural fluency is a mathematical skill that involves knowing procedures, understanding when and how to use them correctly, and being able to perform them accurately, efficiently, and flexibly. It also includes the ability to apply procedures to different problems and contexts, modify procedures based on others, and recognize when one strategy is more appropriate than another.

Procedural fluency, including fact and computational, also attends to the three components of efficiency, flexibility and we can say that it is made up of three components and six related actions that allow us to better understand what we are talking about:

In summary, fluency in the Iowa Academic Standards for Mathematics is a multifaceted skill that extends beyond simple rote memorization. It encompasses fact fluency, computational fluency, and procedural fluency, each playing a critical role in a student's mathematical development. By mastering these elements, students build a solid foundation for solving complex problems and developing a deep understanding of mathematics. As they progress through the grades, these fluency skills prepare them to tackle increasingly sophisticated mathematical challenges with confidence and competence.

Image 1 attribution: https://blog.innovamat.com/en/routine-octahedron-fluency-in-the-classroom

Image 2 attribution: https://positivelylearningblog.com/fact-fluency-for-math/

Image 3 attribution: attribution: https://blog.innovamat.com/en/routine-octahedron-fluency-in-the-classroom

Some of the most significant updates to the Iowa Academic Standards for Mathematics are the substantial high school-level changes. To fully understand and appreciate these changes, it is essential to first recognize what has been removed from the standards.

In the previous standards, "Iowa" standards were added to high schools, which have now been removed. This decision was not made lightly, and it's essential to understand that those standards are indeed valuable. However, the truth remains that algebra content remains the biggest gatekeeper concerning post-secondary opportunities. Therefore, the team removed those standards to allow more "Focus" (spending the instructional time on content that will impact the post-secondary gatekeeper most, page 3).

Another removal was the standards, indicated by (+), that were beyond post-secondary success and not meant for all students, which increased the "Focus" of the high school standards. If the team deemed a (+) standard necessary for all students, they changed it to a required standard. This change increases the depth over the breadth of the critical content.

The revision team also had the authority to remove any standard deemed not essential for all students, resulting in a streamlined list of standards necessary for all learners. Having a list needed for all students allowed a division of standards into accessible courses for all students and for the clusters to receive the appropriate Focus within and across the course. The remaining standards formed the required standards for all students.

On page 108 of the Iowa Academic Standards for Mathematics, a table showing this distribution across courses can be found. Bold text indicates standards that fall within Major Clusters; see page 3 for an explanation. Additionally, thishigh school course progression can further illustrate the Major Clusters in high school. These are all the clusters marked as Major Clusters which means that they will be where instruction should be focused for most of the instructional time. 

From there, the remaining list of standards, which are required for all students, have been divided into three distinct yearlong courses: Algebra 1, Geometry, and Algebra 2. A comprehensive table showcasing the High School Required Standards by Course emphasizes the collective standards across the three-year sequence. While most schools in Iowa follow the Algebra 1, Geometry, and Algebra 2 sequence, variations in specific standards alignment may exist due to local curriculum choices. 

The Conceptual Categories, which begin on page 98, have been retained with the notable inclusion of modeling as the first category. This change highlights the significance of modeling and its relationship to other conceptual categories. It is worth noting that this modeling aligns with the Standards of Mathematical Practices #5 and is indeed the same. Modeling becomes more sophisticated and significant when attending to the "Rigor" aspect of the standards.

Lastly, the (★) was retained, to denote standards with full mathematical process listed on pages 100 - 101 is indicated.

In conclusion, the revisions to the high school standards in mathematics aim to streamline the content for enhanced clarity and alignment with national best practices. It is the responsibility of educators and stakeholders to familiarize themselves with these changes, as this is crucial for ensuring effective implementation in classroom instruction.

August 2024 Summer Mathematics Professional Learning Sessions

2024 Iowa Academic Standards for Mathematics Implementation Resources Guidebook

The New Iowa Academic Standards for Mathematics have been significantly revised to enhance clarity and understanding for educators and students alike. Here’s a brief overview of the key highlights:

On Friday, April 12, 2024, Dr. Teresa Finken passed away peacefully at her home in Iowa City, IA. A Celebration of Life open house will be held at The Heights Rooftop in Iowa City on June 8, 2024, from 2-5pm. Instead of flowers, please send a donation to Tapestry Farms, a local nonprofit Teresa donated her time and resources to.

Teresa made a significant impact by serving as ICTM’s Post-Secondary Vice President and overseeing the management of the journal for ICTM. She dedicated numerous hours to reviewing, editing, and writing articles for the journal. ICTM honored her at the 2023 Fall Conference with the Lifetime Achievement Award. It is with this same dedication in mind that ICTM is reintroducing the journal in a revised format, known as ICTM Journal 2.0.

Please take some time to share a memory on the Tribute wall.

Here is a list of the journals she authored:

ICTM Journal 2019-20.  Late Development of Place Value in Base 10 

ICTM Journal 2017-18   Introducing Angle Measure 

ICTM Journal 2018-19.  What is a Moebius Strip?  Written with Deidra Baker

ICTM Journal 2017-18.  Mathematics Is All Around Us.  T. Finken & D. Baker

ICTM Journal 2016-17.  Book Review: Hidden Figures;   A Timeline for the History of Mathematics.

ICTM Journal 2016-17.  Book Review Moebius Noodles: Adventurous Math for the Playground Crowd. 

ICTM Journal 2015-16.  Why are some numbers even and others odd?  Rule versus reason.  

ICTM Journal 2014-15.  Where Does Pi Come From?  

ICTM Journal 2013-14.  What Is So Cool About Snow?  

ICTM Journal 2013-14.  Briefing on ACT’s Report: The Condition of STEM 2013 Iowa

ICTM Journal 2012-13.  Fractal Cauliflower.

In 2023, Humboldt High School received funds from the ICTM Extra Curricular Grant to purchase board games for their game club. Read about the impact  of the grant on their students...

The Wildcat Warriors Game Club and Teacher Sponsors

The grant allowed for the purchase of 8 different board / card games for classroom and board game club usage. We chose a variety of games to allow for students to participate in different manners. The games consisted of a cooperative (Magic Maze, up to 8 players), head to head (Battleline, 2 player) other games with 2 to at least 4 players (Arboretum, Stone Age and Kingdomino). Enter the Spudnet and Battle Chips with 2-6 players. No thanks! is a card game for 3-7 players. All of the games are relatively easy to learn and have varying degrees of strategic thinking. By participating in these games, students have an opportunity to be involved in a cognitively demanding and interesting game. There is also mathematical computation and geometrical thinking in many of the games listed. Problem solving skills are developed throughout the gaming process. A social component is gained by interacting with other participants.

The purpose of the club and using board games in the classroom are as follows:

Since purchasing the games, we have played one of them in the Introduction to Computer Science class. It is called Battle Chips by Codomo, a 2 to 6 player game. It integrates the idea and / or language of computer science. Functions, Algorithms, Failure Conditions, Programming Bugs, For Loops, While Loops, Nested Loops, Variables, Boolean Statements and 10 other Computer Science related commands are included in game play. As students played the game, they would recognize the terms learned from their programming and applied them to the game play.

Board Games Purchased with Grant Funds

After playing the game, we asked the players what they thought about the game:

Liked: “The intensity of the point system.” “Great game, thinking about buying it myself.” “A lot of elements to think about.” “Made teams to attack other players that were in the lead.” “Applied strategies and attacks against others.” “I liked the complexity and the several outcomes to the cards.”

Disliked: “Setup took some time.” “It was slow.” “Easily ganged up on.” “Initially it was hard to understand instructions.”

Interaction with other players: “Could make teams against other players.” “We zapped each other.” “Attacked and made strategies against each other.” “I teamed up with two other players and I really enjoyed stealing other players' cards.”

We will continue to use the Battle Chips game in the Introduction to Computer Science class.

We also teach a Math Topics class that encourages problem solving skills. We have incorporated games into the curriculum. They have been used to encourage logic, geometrical and strategic thinking. We have played No Thanks! multiple times. It is a card game designed to be as simple and engaging.

The rules are simple. Each turn, players have two options:

However, the choices aren't so easy as players compete to have the lowest score at the end of the game. The deck of cards is numbered from 3 to 35, with each card counting for a number of points equal to its face value. Runs of two or more cards only count as the lowest value in the run - but nine cards are removed from the deck before starting, so be careful looking for connectors. Each chip is worth -1 point, but they can be even more valuable by allowing you to avoid drawing that unwanted card.

We have also played Ticket to Ride, Settlers of Catan and Coup in the Math Topics class.

There are currently two teacher sponsors and five to ten students that attend the club twice a week after school from 3:30 to 5:30. This is our fourth year meeting as a club. We were also able to join a board game organization called TableTop Alliance. They are a nationwide organization that provides games for nonprofit game clubs. After becoming part of the organization, they donated $500 worth of boardgames. If there is interest in forming a game club or using games in the classroom feel free to contact me at plauger@humboldt.k12.ia.us If other school districts have a game club, maybe we could join together for a tournament or game day.

Submitted by Chandra McMahon on behalf of Humboldt High School Mathematics Instructors