by Keely Kelman
Keely Kelman is a graduate student in Educational Technology at San
Diego State University. She is a certificated multiple subject
Instructional Objective The learners will be able to calculate
perimeter and area of triangles, squares, rectangles, and trapezoids.
They will also be able to categorize triangles by determining whether
they are right, isosceles, acute, or obtuse. In the affective domain,
the players will enjoy applying their geometric skills in a fun and
Learners/Context The learners consist of ninth and tenth grade
geometry students. The learners have been studying a geometry unit on
shapes, area, and perimeter.
This game is designed as a reinforcer. It could be played
concurrently with the unit of study or as a review. It will encourage
and allow the learners to apply their geometric knowledge and
Rationale This card game is appropriate because it requires
the learners to recall specific geometric formulas and criteria just
as they would need to for an exam. Although the rules of the game
allow for reference to formulas, the learner is often motivated not
to use the reference card and therefore puts more effort into
recalling the information needed. This game is mobile, easily
duplicated, and is designed after a familiar game.
Rules A minimum of two and maximum of four players.
The game is played as follows:
- The object of the game is to get 'Gin'. This entails getting a
correct combination of three and four cards. As in Gin, the cards
must be categorized by 'suit'. The suits for this game are
perimeter, area, or triangles. The cards must first be shuffled
and seven cards should be dealt to each player. The deck should
then be placed face down with one card placed face up as a discard
pile. The play goes in a clockwise direction and begins with the
player to the left of the dealear. At each players turn, the
player has the option to pick the face up card or one from the
deck. The player must then discard one card in the discard (face
up) pile. Play continues until someone gets 'Gin'. When a player
gets 'Gin', he or she must show the cards to the other players and
explain what the two groupings of the cards are. The groupings may
be of similar triangles, same area, or same perimeter.
Beware, different shapes can have the same area or
perimeter. The other players should also check the groupings by
doing the calculations to ensure the cards were properly grouped.
There is also a reference card. This reference card is to
be placed face down but not in the deck. It may be used as a
'turn'. If a player is confused or has forgotton a formula, he or
she may pick up the reference card and view it for a maximun of 20
seconds. They must then place it face down again. This is
considered a 'turn'. Play will then proceed to the next
Card Design Each card is labled by its suit in the upper
left and lower right hand corners. On each card is a geometric shape
and the measurements necessary for any computation. Cards are not
drawn to scale.
Deck Design The deck contains three suits: triangles,
perimeter, and area. There a total of 48 cards. The triangle suit has
four cards each of right, isosceles, acute, and obtuse triangles. The
perimeter suit has four triangles, squares, rectangles, and
trapezoids. Each triangle, square, rectangle, and trapezoid has
different perimeters however, one of each has the same perimeter. (In
other words, to match perimeters you will need to find the same
perimeter in at least three of the four shapes.) The same goes for
the area suit. There are four of each shape. Within each shape, there
are different areas but there are equal areas in different
Design Process I began by thinking of a common difficulty
in math. I immediately came to geometry and started working from
there. I wanted to design a game that would be useful, but inviting
and fun. I also wanted a game which would be challenging. I decided
to use four 2-dimensional shapes: triangles, squares, rectangles, and
trapezoids. (However, later in the geometry class, I could see the
same game being designed for 3-dimensional shapes such as cones,
spheres, cubes, pyramids, etc.) To make it challenging I designed it
so that the same areas and perimeters were in different shapes. This
requires the player to use multiple formulas and not just the same
one. It also allows the learner to see how two different looking
shapes can have the same area or perimeter.
Last updated by Keely Kelman on September 28, 1996.
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Game Table of Contents.
Educational Technology 670, Fall 1996.