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(GF stands for Green Frogs and BF for Brown Frogs.) Well, you must keep moving the frogs forward you can move a frog onto an empty lily pad if there is one in front of it and you can jump over a frog if there is an empty space on the other side of the frog that is being jumped.īelow is a sequence of moves that will get six frogs (three on each side) where they want to go. The sequence of moves: First you have to know what moves are possible. However, if you have a really capable student in your class, they might ask how do you know that this is indeed the fewest number of moves? And if they don’t ask it then you should ask them.Ģ. This is quite enough for the average class. Second, you have to determine the number of moves needed for any number of frogs. First, you have to master the sequence of moves that get the frogs interchanged. There are essentially two key steps in the overall problem. Introduction: Frogs is based on a game where 3 frogs on one side of a set of lily pads are trying to interchange places with three frogs on the other side. The point that we want to make here is that there is a lot more to this problem than you might expect.Īt the end of this seminar you will find Copymasters for overhead slides that you might find useful. On the other hand, section B, lays out the steps you might take and content you might use in a seminar on frogs. We look at some alternative ways of arriving at a formula for the general pattern and we finish by justifying this pattern. Then it moves into counting the number of moves that are required to mover the frogs where they want to go. looks at the basic game and how it is played. Otherwise you should at least skim through ‘A.
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If you know this problem well, move straight on to ‘B. We suggest that you take one of two approaches here. In this seminar we will talk about the mathematics behind Leap Frogs games so that you can help your students if they need it. These animated problems are based on a mathematical idea and are aimed at extending bright students. If they get different answers, students are supposed to rework their partner's problem and find the mistake.This seminar is based around one of the animated mathematical problems contained in the “Bright Sparks” component of the site. They should get the same answers even though they were working on different sets of problems. They can then compare answers with their partner. Students can work individually on their 10 problems.
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*An optional tie breaker is also included on page 9 if needed. There are two extra cutouts so that the answer to the last equation is not given away by process of elimination. One student should not be ahead of the other.) The student with the most correct answers in his or her possession at the end of the game wins. (They should solve each problem simultaneously. Students will continue solving and grabbing correct answers until they are all picked up. As soon as a student gets an answer, he or she will grab the cutout with the matching answer. The equations are different however, their answers will be the same if the solve them correctly. When they are ready to begin, each student will begin solving #1 on their worksheet, showing all work. Students will lay the cutouts out in front of them. (You may want to laminate for future use.). Print & cut the answer cutouts on colored paper.
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GRAB IT is a competitive game that is played in pairs! To play, print out a different game board for Player #1 and Player #2. Note: This game is included (along with plenty of others) in my GRAB IT! Solving Equations Game GROWING Bundle! Math games are a great opportunity for students to be involved in their math activities.