I Play and Learn High School Mathematics

in high school
GUANAJUATO
Education secretary
The Secretariat of Education of Guanajuato, with the intention of providing tools to teachers so that
they can strengthen mathematical skills in basic education students, has prepared the booklet I
play and learn mathematics in secondary school , which proposes several activities on the
SEG Presentation
To the teachers
use of games within the classroom as a strategy to promote teaching practice that promotes significant
learning experiences for students.
The booklet...
I play and learn

Math
in secondary school,
Its purpose is to promote the use of educational games as support to strengthen logical mathematical
thinking in students and thereby reinforce the learning of the contents of the subject. Furthermore, it is a
proposal to work as a club within the scope of Expanding Academic Training of the Curricular Autonomy
component of the New Educational Model.
This booklet addresses suggestions to motivate students to enjoy mathematics. It also proposes recreational
activities that the teacher should take into account to promote various forms of interaction in the classroom,
reflection, analysis and exchange of ideas. that contribute to strengthening mathematical thinking.
The current challenges in the educational field require the implementation of new strategies that contribute to
strengthening the mathematical skills and knowledge of students. In this sense, this booklet contains activities
that seek this purpose, therefore, we invite teachers to take advantage of this resource and support their
students in the use and enjoyment of it.
We are sure that with your commitment and collaboration we will continue working to make Guanajuato a
state with actions aimed at improving the quality of Education.
Secretary of Education of Guanajuato

Index
1 Square maze 15
2 English Ladies 17
magic boxes 19
4 Coconut Breaker 22
lonely horse 24
horse battle 26
Tapestry horses 28
MorrisMan 31
4Connect 36
Backgammon 37
House of the 37
Outer board red 37
Exterior panel House of the 37
white 37
Serpentine 40
Mini-chess 42
Game 46
The swing 46
The “fantastic” 3 48
LineSix 49
happy house 51
Don't get angry 52
□games 55
domino squares 60
Dominican sums 63
magic dominoes 65
multiplier dominoes 67
domino rectangles 69
Starry dominoes 71
Bibliography 73
1
Bibliography
Education secretary I PLAY AND LEARN MATHEMATICS IN HIGH SCHOOL
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Presentation and organization of the booklet

Didactic games are an important tool for student learning, particularly for learning mathematics. It is
well known that, for some students, the subject of mathematics is not one of their favorites. There is
a lack of motivation or interest in studying school topics, which is why, through the use of
educational games, we want students to learn a new way of doing mathematics. Play, in addition to
being a pleasant activity that provides entertainment and fun to children, as it is a fundamental part
of their daily life, involves a series of processes that contribute to their comprehensive
development, since, depending on its nature, it can help student to develop skills and abilities.
Various pedagogues and psychologists have established the importance of play for the
development of skills and abilities in children (Piaget, Montessori, Vygotsky, among others). Below
is a table that summarizes the contributions of different scholars in relation to the skills and abilities
that are strengthened with the use of educational games:
AMBIT SKILLS AND ABILITIES THAT ARE STRENGTHENING
Motor development
Coordination of movements
Physical Object manipulation
Mastery of the senses
Sensory discrimination
Attention, concentration and memory
Imagination and creativity
Cognitive
Mathematical thinking and language
Abstract thinking
Respect and communication
Cooperation
Social Collaborative work
Rules of behavior
Promotes teamwork
Expression of feelings and emotions
Confidence and sense of independence
Emotional decision making
Self-control and mastery
Conflict resolution
In this booklet, games are presented where students require very little knowledge, skills or effort to
understand and play them, however, to start winning, it is necessary for the student to generate
strategies that involve greater effort, knowledge, patience and above all. all perform solid
mathematical reasoning. The teacher will be able to adjust the strategies, depending on the group
being served, the learning style of the students and the materials available.
In these games it is clear when a player wins or loses, in fact, the players at the end of the game
can identify or make an analysis of why they lost or why.
GUIDE FOR THE SECONDARY TEACHER SECONDARY
won, analyze the effective plays or bad plays and in this way they will be increasing their level of
play, which will allow them to generate winning strategies when interacting as a team; Students
become independent and will be learning and strengthening their mathematical thinking. With this,
students will have significant learning experiences and their approach to mathematics will take a
positive direction.
It is important to mention that not all games are used to learn mathematics, nor can activities to
learn mathematics necessarily be presented as games. The challenge in this material was to
propose activities that are really games for children and that also motivate learning and a taste for
the subject in basic education students, so that they expand their knowledge and develop basic
abilities and skills such as building strategies, performing calculations. mental, express and argue
ideas, identify and classify geometric figures, and make decisions, skills that together are important
to solve different real-life problems.
Many games presented here are adaptations of existing games that, through careful analysis, were
selected and adjusted according to the educational level and the materials available for their
implementation; some others are new game proposals.
Each game is presented with instructions for its implementation, the materials, number of players
and dynamics are specified. After developing the game, the student must answer a series of
questions with the intention of validating what has been learned and reaffirming the identified
strategies. Likewise, some suggestions are presented for the teacher, either to make variations in
the game or to provide follow-up and feedback. For all the proposals, low-cost materials are used or
those that are very easy to build with the support of the students.
Proposal for use

Below is a proposal to implement educational games as a mathematics club throughout the school
year, as part of the Curricular Autonomy Component of the New Educational Model. A structure is
proposed for linking the didactic games in relation to the Plan and study programs , a format is
presented as a proposal for didactic planning and finally a proposal for evaluation of each activity.
It is recommended to use this material for fourth, fifth and sixth grade students.
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Structure
Areas of the Curricular Autonomy component that are strengthened: Expand academic training and
Enhance personal and social development.
Expected learning in the use of educational games: Use mathematical thinking when formulating
explanations, applying methods, putting algorithms into practice, developing generalization and
particularization strategies when solving problems. Understands the need to justify and argue their
approaches and the importance of identifying patterns and relationships as a means to find the solution to a
problem. He gains self-confidence and becomes convinced of the importance of mathematics inside and
outside of school.
Teaching Thematic axes
Game hours per Teaching and themes
hours per Expected learning:
types school that it
year week reinforces
Number, algebra and variation:
Addition and Solve addition and subtraction problems with whole numbers, fractions, and positive and negative
subtraction decimals.
Multiplication
Solve multiplication and division problems with fractions. Determine and use the hierarchy of
and division
operations and parentheses in operations with natural numbers, integers, and decimals.
Games Analyzes and compares various types of variation based on their tabular, graphic and algebraic
using a Features representations, which result from modeling situations and phenomena in physics and other
chess contexts.
board: 24 1.5 Shape, space and measurement:
Games from Analyzes the existence and uniqueness in the construction of quadrilaterals.
number 1 to Geometric Deduce and use the relationships between the angles of polygons in the construction of regular
number 14. figures and polygons.
bodies Build similar polygons.
Analysis of data:
Perform random experiments and record the results for an approach to frequency probability.
Probability
Determine the theoretical probability of an event in a random experiment.
Calculates the probability of occurrence of two mutually exclusive events.
Number Convert fractions to simpler ones, order fractions and decimal numbers.
Games Addition and Solve addition and subtraction problems with whole numbers, fractions, and positive and negative
using dice: subtraction decimals.
Games from Multiplication Solve multiplication and division problems with fractions.
18 1.5 Determine and use the hierarchy of operations and parentheses in operations with natural
the number and division
numbers, integers, and decimals.
15 to the
Analysis of data:
number 19.
Probability Perform random experiments and record the results for an approach to frequency probability
Determine the theoretical probability of an event in a random experiment.
Addition and Solve addition and subtraction problems with whole numbers, fractions, and positive and negative
subtraction decimals.
Multiplication Solve multiplication and division problems with fractions.
Games Determine and use the hierarchy of operations and parentheses in operations with natural
and division
numbers, integers, and decimals.
using
Analyzes and compares various types of variation based on their tabular, graphic and algebraic
dominoes:
Features representations, which result from modeling situations and phenomena in physics and other
Games from 18 1.5 contexts.
the number
20 to the Shape, space and measurement
number 27. Figures and Analyzes the existence and uniqueness in the construction of quadrilaterals.
Deduce and use the relationships between the angles of polygons in the construction of regular
bodies
polygons.
Analysis of data:
Probability
Perform random experiments and record the results for an approach to frequency probability
Didactic planning
The following format is proposed, the teacher must fill it out as appropriate. A format will be created
for each game to be implemented, with the intention of having timely monitoring of the activities and
results obtained. You can use the previous table to fill out some sections of the planning.
FORMAT FOR DESIGNING DIDACTIC PLANNING
Education level: ________________________ Subject: ____________________ Name of the game: ________________
Date of elaboration: _____________________________Component: _____________Curricular autonomy____________
Areas of the component: __Expand academic training and enhance personal and social development._ Curriculum
and topics area: ____________________________________________________School periods: ___________________
Number of players: _______________________________ Materials: _________________________________________
Specific objectives: _________________________________________________________________________________
Expected learning: __________________________________________________________________________________
Learning activities and strategies

Teaching moments of the learning cycle
10 minutes will be allocated for this section. Teams will be
formed, general instructions will be given and the teacher will
launch a small challenge or riddle to be solved in less than 5
Opening
minutes. Trigger questions related to the game to be
implemented will be launched to identify students' prior
knowledge.
Most time will be spent on this section. The teams begin the
Development development of the game following the instructions in the
Game Dynamics section. Play as many rounds as possible
and ensure that all students understand the rules and play.
10 minutes will be allocated for this section. The teacher will

ask key questions to gather information and confirm that all
Closing students understood the rules of the game. Evaluations will be
applied using rubrics. The teacher will evaluate each team with
the rubric, in addition, each team member will evaluate one of
their classmates, according to the checklist.
Learning evaluation: The instruments that will be applied to evaluate learners conceptual,
procedural and attitudinal jesses of the students will be in direct relation and function with the
activities carried out in the three moments, opening, development and closing. Co-evaluation and
hetero-evaluation will be applied using a rubric and checklist indicated below.
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Evaluation rubric
The teacher may apply the following evaluation rubric as a team.
Team members: ______________________________________Date: __________________

Performance and scoring levels
Indicator/criterion 20 points 15 points 10 points 5 points
The team participated in The team had little The team had a definite
all activities opening participation in the participation cient in the
qualities, he always The team participated in opening activities, rarely activities opening
showed dis discipline most of the opening showing discipline and qualities, he showed no
Opening activities and attention to activities, most of the attention to instructions. discipline or attention to
instructions. time they showed the dications.
discipline and attention
to indi cations.
50 points 30 points 20 points 10 points
The team participated He The team actively The team had a definite
played actively at all participated for only half participation cient in the
times in the game, of the session, showing game, showed no
showing total interest. The team participated He little interest. rs in the interest and did not
Respe He followed all actively spent most of his game and did not fully understand the rules. He
the rules, showed time in the game, understand the rules. He did not show respect or
respect and discipline in showed interest in some showed little respect and discipline in the group. I
Development activities the group. He managed
activities. He respected discipline in the group. don't re lated the import
to relate the importance most of the rules, Relationship not very nce of the game for
of the game go for the showed respect and little the im importance of learning mathematics.
learned math cessation discipline in the group. the game for learning
ethics. He tried to relate the im mathematics.
importance of the game
for learning mathematics.
20 points 15 points 10 points 5 points
The team asked He The team asked some The team does not he
answered all his doubts, questions, ex put some asked, neither He
gave his opinion on reasons nes about The team asked very few mentioned whether he
whether he liked the whether or not you liked questions, commenting liked the game or not.
game or not, explained the game. Explain how to generally on whether Don't res he put the
the strategy, concluded accept table some estra they liked the game or questions of the booklet.
why you win or why you winning techniques. May not. He explained in
lose. He answered all the responded laugh at the general terms some
questions in the booklet. questions in the booklet. strategies of the game.
Answer gave very little
or ciently to the
questions of the denillo.
10 points 5 points 0 points
The team actively The team participated in The team did not
participated in the the evaluation process, participate in the
evaluation process tion, some participants eva evaluation neither did
Assessment all interests greats They killed their friends the greats evaluated their
evaluated their peers in ñeros in the cave luation. peers.
the co-evaluation.
Total Score
Checklist
Checklist for a co-evaluation of team members during the development of the game.
Mark on the table the answer according to your partner's performance during the game:
Name of the student to be evaluated: ______________________________________________
Traits YEAH NO
1.- Participated at all times during the game.
2.- He showed discipline and respect in the team.
3.- He gave his opinion assertively to support making
decisions during the game.
4.- He understood all the rules of the game.
5.- Showed order and care with the teaching material.
6. He had a positive attitude during the game.

Total responses
Curricular justification
Below is a support on why to implement educational games as support for learning mathematics
and on the importance of organizing a Mathematics Club in schools. The justification is based on
three aspects that are related to each other, such as the Basic Education Graduation Profile, the
importance of the development of Mathematical Thinking and the implementation of the Curricular
Autonomy Component of the New Educational Model. The information presented was obtained
from the document KEY LEARNING FOR INTEGRAL EDUCATION Plan and Study Programs
for basic education.
Compulsory education graduation profile
The graduation profile of compulsory education is organized into eleven areas, of which the use of
educational games directly impacts are the following:
Mathematical thinking: Understands concepts and procedures to solve various mathematical

problems and to apply them in other contexts. He has a favorable attitude towards mathematics.
Critical thinking and problem solving: Solve problems by applying various strategies: Observe,
analyze, reflect and plan in order. Obtain evidence that supports the solution you propose. Explain
your thought processes.
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Socio-emotional skills and life project: Has attention span. Identify and put into practice their
personal strengths to self-regulate their emotions and be calm to play, learn, develop empathy and
live with others. Design and undertake short and medium-term projects (for example, improving
your grades or pursuing a hobby).
Collaboration and teamwork: Work collaboratively. Identify your abilities and recognize and
appreciate those of others.
Coexistence and citizenship: Develop your identity as a person. Know, respect and exercise your
rights and obligations. It favors dialogue, contributes to peaceful coexistence and rejects all types of
discrimination and violence.
The general purposes of basic education stated below would also be achieved:
1. Conceive mathematics as a social construction where mathematical facts and procedures

are formulated and argued.
2. Acquire positive and critical attitudes towards mathematics: develop confidence in your own
abilities and perseverance when facing problems; disposition for collaborative and
autonomous work; curiosity and interest in undertaking search processes in problem solving.
3. Develop skills that allow them to pose and solve problems using mathematical tools, make
decisions and face non-routine situations.
Development of mathematical thinking
Mathematical thinking and mathematics are not the same. You can do arithmetic operations or
calculate perimeters and areas of geometric figures without thinking mathematically. On the
contrary, you can have mathematical thinking and frequently make mistakes when performing basic
operations when shopping in the store. What then is mathematical thinking?
Mathematical thinking is the way of reasoning that professional mathematicians use to solve
problems from various contexts, whether they arise in daily life, in science, or in mathematics itself.
This thinking, often logical, analytical and quantitative in nature, also involves the use of
unconventional strategies, so the metaphor thinking “outside the box”, which implies divergent,
novel or creative reasoning, can be a good approximation. to mathematical thinking. In today's
constantly changing society, people are required to be able to think logically, but also to have
divergent thinking to find novel solutions to hitherto unknown problems.
In the school context, the Mathematical Thinking training field seeks for students to develop that
way of reasoning, both logical and unconventional - described in the previous paragraph - and that
in doing so they appreciate the value of that thinking, which must translate into attitudes and values.
favorable towards mathematics, its usefulness and its scientific and cultural value. Without a doubt,
the implementation of educational games is an important strategy to achieve these purposes. If the
student has developed his mathematical thinking, it will be much easier for him to understand the
mathematical curricular topics.
It also fulfills the purpose of basic education that students identify, pose, and solve problems, study
phenomena, and analyze situations and models in a variety of contexts. Then, by achieving the
acquisition of a body of logically structured knowledge complemented by the development of
mathematical thinking, the student will be able to carry out mathematical activity, which has the
purpose of promoting processes to develop other cognitive abilities, such as classifying, analyzing,
inferring. , generalize and abstract, as well as strengthen logical thinking, inductive, deductive and
analogical reasoning.
Importance of the game according to the Basic Education Study Plan and Programs
Secondary school is often more severe than its predecessor, primary school, for this reason it is
often thought that those who attend it are students whose only valid actions are the obligation to
learn and fulfill their tasks. Under this premise, schools sometimes do not take into account that
these “students” are still children for whom play is an important link in their learning.
During the game, different learning is developed, for example, around communication with others,
children learn to listen, understand and communicate clearly; In relation to social coexistence, they
learn to work collaboratively to achieve what they set out to do and to regulate their emotions; about
nature, they learn to explore, care for and conserve what they value; When faced with problems of
various kinds, they reflect on each problem and choose a procedure to solve it; When the game
involves motor action, they develop abilities and skills such as speed, coordination and precision,
and when they need to express feelings or represent a situation, they put their creative capacity into
action with a wide margin of action.
The game becomes a great ally for children's learning, through it they discover capabilities, skills to
organize, propose and represent; Likewise, play provides conditions for children to affirm their
identity and also to value the particularities of others.
To implement the Curricular Autonomy Component

Key learning is a set of knowledge, practices, skills, attitudes and fundamental values that
contribute substantially to the integral growth of the student, which are developed specifically at
school and which, if not learned, would leave shortcomings that are difficult to compensate in
crucial aspects for his life.
For students to achieve these key learnings, the New Educational Model proposes working on three
components and one of them is the Curricular Autonomy Component . Secondary schools have a
minimum of 160 hours during the school year to work on this component and it is here where the
creation of a mathematics club is proposed and the activities of this booklet are developed.
Curricular Autonomy is an innovative and flexible component that is incorporated for the first time
into the basic education curriculum in Mexico. On the one hand, it gives students the opportunity to
learn topics of interest, develop new skills, overcome difficulties, strengthen their knowledge, their
identity and their sense of belonging; For this purpose, groups will be formed with children and
young people of different ages, which will lead to another
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type of coexistence, necessary in school, since it contributes to the good integration of the school
community.
Research shows that students who score highest on assessments that measure the level of higher
cognitive skills, such as PISA, spend time learning about other topics and developing other skills in
extracurricular spaces. Therefore, there seems to be a positive correlation between good academic
performance and systematic dedication to playing an instrument, practicing a sport, playing chess
or doing community work.
There are studies that show that students in Mexico are less likely to show poor academic
performance when they attend schools that have a greater offer of extra-academic activities. With
this premise, the curricular Autonomy component is the space in which these development
opportunities are offered that, it is expected, will benefit their comprehensive training and their
performance related to the other two curricular components: Academic Training and Personal and
Social Development.
Some purposes of Curricular Autonomy for students:
Recognize your strengths and opportunities to continue learning. Expand your development
possibilities by interacting with students from other grades. Promote a harmonious and respectful
coexistence at school and outside of it. Guarantee your right to participate, to be heard and taken
into account in the formation of the Curricular Autonomy offer.
Purposes of Curricular Autonomy for teachers:
Mobilize all your potential to innovate and generate learning environments with a diversity of
contexts. Offer your students the opportunity to learn how to learn. Recognize the characteristics,
needs and interests of your students and their environment. Develop various teaching intervention
strategies that allow them to work simultaneously with students of different ages and grades.
The topics proposed to be worked on in this Component and with the implementation of the
educational games suggested in this booklet are the following: Problem solving and cognitive
challenges, playful mathematics, mental calculation and other mathematical skills, chess, self-
esteem and social skills, self-knowledge and assertiveness, emotion management and conflict
resolution and leadership.
In conclusion, if a student develops early in his education a positive attitude toward learning, values
what he learns, and then develops the skills to be successful in learning, he is much more likely to
understand and use the knowledge offered in the school. That is why it is suggested to reverse the
process and begin with the development of attitudes, then skills and finally knowledge. The
implementation of educational games in the classroom is a useful tool to achieve this process.
General purpose of the use of educational games for teaching

mathematics
At the end of the school year, through individual and collaborative work when implementing
educational games, students will use mathematical thinking when formulating explanations,
applying methods, putting algorithms into practice, developing generalization and particularization
strategies when solving problems. They will be able to understand the need to justify and argue
their approaches and the importance of identifying patterns and relationships as a means to find the
solution to a problem, and that this also involves an affective and attitudinal component that
requires students to learn to listen. to others, identify the error as a source of learning; They are
interested, involved and persist in finding resolution to problems; gain self-confidence and convince
themselves that mathematics is useful and interesting, not only as school content, but beyond
school.
Decalogue of the game in the classroom

When implementing the game in the classroom, the teacher must ensure that:
1. Choose the game according to the school level and/or age of your students.
2. Direct the game to achieve the expected learning.
3. Provide spaces, materials and times for the development of the game.
4. Indicate the name of the game, its purpose and its rules.
5. Accompany the student during the game.
6. Promote respect during the game and promote a feeling of trust.
7. Promote the participation of all students, especially the shyest ones.
8. Avoid correcting students. Let them detect and correct their mistakes themselves.
9. Recognize the fair play and effort of the students, especially the winners.
10. At the end of the game, provide space for feedback.
Student Role
It is the students' obligation to attend to the following throughout the game:
• Respect classmates
• Follow the directions
• Clarify doubts only with the teacher
• Maintain order during the game.
• At the end of each round, write down the points each team obtains.
• Don't stray from the theme of the game.
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General recommendations for teachers

It is important to create a mathematics club to implement these games and be able to work with students of
different ages. It is proposed to invest around 1 or 2 sessions of 1.5 school periods to develop each game.
If there is a case where there are not enough materials to play, the teacher can work with the students to
prepare these materials. They are simple materials to build, for example, 8x8 board, dominoes, chips, etc.
using cardboard, seeds, colored leaves, among other materials.
The teacher must find the correct strategies so that the students become familiar with the game.
The teacher must review the suggestions given in each game, which will allow them to take better advantage
of each activity. They can also make their respective adjustments according to the group they serve. In some
games, some variants are offered to apply with students of different educational levels. The teacher must
guide the students to build winning strategies and show different cases that can be presented, always inviting
and motivating students to reflect and analyze.
The challenges that are proposed to be overcome in these games strengthen the students' mathematical skills
or competencies. It is important to provide timely follow-up to confirm that they understood the solution
procedure and invite them to share their experiences with other classmates. Care must always be taken to
ensure that there is a healthy experience in the teams. The teacher will always motivate the student, when
playing, to strengthen their capacity for analysis for decision-making. Likewise, use creativity and imagination
in problem solving.
In games where dice are used, students will be able to identify random events and will be much more skilled at
acquiring strategic knowledge, developing problem-solving skills, in addition to developing emotional and
social skills, as activities are carried out. as a team and bonds are created in a healthy coexistence.
At the beginning of each game, the teacher must carry out a small challenge activity, magic or mathematical
puzzle, with the intention of motivating the students to have fun and so that they can enjoy during the game.
These activities can be selected from a puzzle book, in a textbook or on the Internet.
The teacher must promptly follow up on compliance with the Decalogue of the game that was previously
explained. For example, letting the students discover the winning strategies on their own, avoiding correcting
the students' plays, but guiding them so that they are the ones to identify their errors and successes and
improve their plays.
You can play as many times as you consider necessary, respecting the time allocated for the activity on a
weekly basis. The teacher must ensure at all times that playing is an opportunity to learn, and must avoid
playing for the sake of playing.
The teacher is invited to also invent variants of the games or even invent other games with these materials and
share them with the other teachers. Several games presented here are suitable for developing tournament-
type competitions. It is recommended that the teacher carry out this type of competition and that they be
activities that can be developed during a period of the school year. Competitions can even be organized
between schools or school zones.
1
3
• Name of the game:
using board
1 Square maze
• Number of players:
The game is played in pairs .
• Material:
• A chess board or 8x8 board. If you do not have this board, you can make it with cardboard or opaline
paper.
• 64 chips, 32 chips of one color and 32 chips of another color . If you don't have index cards, you can
use seeds or cut out colored paper.
• Game dynamics:
To win you need to form squares using tiles, each ❖ Each player must find a way to form squares with
tile forms a vertex of the square. A single tile does the pieces of their color. The vertices of the
not form a square, so the squares on the board do square must be the pieces of the player's color.
not count. The one who manages to form the most
squares wins! ❖ Each player must find a strategy so that, with the
32 pieces, they can form the greatest number of
❖ Teams of two members are formed. squares.
❖ Each team is given an 8x8 board and 64 pieces in ❖ A tile can be a vertex of more than one square.
two different colors. Each player must have 32
❖ Both players must place their 32 pieces.
pieces of the same color.
The player who manages to form the greatest
❖ Randomly choose who starts the game. number of squares wins!
❖ The one who starts places a token in one of the
squares
❖ The second player will have a maximum of 60

seconds to place the next tile. Thus the game
continues.
Suggested feedback for the teacher:
❖ At first it should be played without a time limit, so ❖ Teams must explain a way to count all the
that the students become familiar with the game squares formed.
and begin to think about winning strategies.
❖ At the end, students are told that a strategy could
❖ You can start the game with 16 chips or even 8 be to start by placing the pieces on the edges of
chips for each player. the board.
❖ Students will be asked if they identify any winning ❖ It is important to remember that we seek to
strategy. develop the intuition of geometric figures on the
plane, so we seek to strengthen the work with
❖ After finishing a round, the group is asked to
imagination and creativity, in addition the student
analyze the positions obtained and answer why
will look for different strategies for solving
they won or why they lost.
problems developing their mathematical thinking.
❖ It will be questioned if the students identified any
geometric pattern.
Feedback for the student:
Next, answer the following questions:

How many squares did you manage to make? _______________ You won the game? ____________
Explain the strategy you applied to form the squares _______________________________________
Explain the procedure you used to find out how many squares you formed. ____________________
Do you think there is a winning strategy? Explain why ______________________________________
5
2 English Ladies
The game is played in pairs or you can also form
teams of 2 members to compete against each other.
• Material:
• A chess board or 8x8 board. If you do not have this material, you can
make it with cardboard or opaline paper.
• 24 chips, 12 chips of one color and 12 chips of another color . Or you
can use seeds or colored paper.
• Game dynamics:
To win, you need to capture all of your opponent's ❖ If a player manages to get one of his pieces to
pieces or have their pieces run out of movement any square on the opponent's first row, this piece
options. is “crowned”. Here you must exchange the chip
for the queen of the chess piece. The queen can
❖ The board is placed between the two players, so move diagonally in all directions and advance one
that, on the right side of each player, the corner or more squares as possible and according to the
square is white. player's strategy. Of course, you can also capture
❖ Who starts the game is determined at random. the opponent's tokens.
❖ Subsequently, the shifts alternate. ❖ If a piece is in a position to jump over an opposing

piece, that is, it is immediately diagonally in front
❖ The pieces are placed only in the black squares of of it and the next square is empty, then the
the first three rows of the board, as appropriate to opposing piece will be captured and must leave
each player. the game.
❖ Only one piece can be moved per turn. ❖ If a piece can jump an opposing piece and is
❖ The pieces can only move in a diagonal direction, immediately in a position to jump one more piece
towards other black squares on the right or left and so on, then a consecutive capture of
side and forward. A token is not allowed to go opposing pieces can be made.
backwards. ❖ Capturing the tokens is mandatory as long as you
❖ Each token may advance to the next square as are able to do so. No other tile can be moved in
long as said square is empty. You can only the meantime.
advance one square diagonally.
GUIDE FOR THE SECONDARY TEACHER

❖ If more than one piece is possible to capture, ❖ If both players achieved the same number of
then the player must think about the best queens, then the game is tied. It is also tied if the
decision and strategy. players have the same number of pieces or
queens and their movements continue endlessly,
❖ If a player's pieces do not have a movement
but without being able to eat any of the
option, this player loses his turn and the other
opponent's pieces.
player will move. If the two players have no more
possibilities of movement, then the one who The winner is the one who manages to
managed to keep the most pieces on the board capture all of the opponent's pieces or makes
wins or the one who manages to get the most the opponent's pieces run out of movement
queens wins. options.

❖ At first it should be played without a time limit, so ❖ Suggest to the students that in each turn they
that the students become familiar with the game have some strategy to move the piece. Avoid
and begin to think about winning strategies. moving the pieces randomly.
❖ Students should be asked if they identify any ❖ The student develops his mathematical thinking
winning strategy. by proposing different strategies to win the game
of Chinese Checkers, analyzes the different
❖ Motivate students not to put pressure on
movement options and through imagination and
themselves and to enjoy the game, so that they
creativity is able to make good decisions. In
can stay focused and know how to make the best
addition, the student strengthens the positive
decision in each move.
attitude, since the game is easy to understand.

Did you manage to understand the rules of the game? _ Mention what you liked most
made difficult ________________________________ You won the game? ______________________
Explain the strategy that can be applied to win: ___________________________________________
What could you correct about your game, about the movements you made? ___________________
If so, were you able to work as a team? ____________________ Do you think it is important
work as a team, why? _________________________________________________________________
magic boxes
In teams, each of team integrates
two students.
• Material:
A chess board or 8x8 board. If you do not have this material, you
can make it with cardboard or opaline paper.
Bishop, queen and knight chess pieces. Or you can use colored
chips or pieces of paper identifying the movement of each piece.
• Game dynamics:
The challenge is to identify how many previous analysis is carried out. How many
possibilities The bishop, queen and knight have squares can the bishop move?
to move depending on the square from which
❖ Now, the bishop must be placed on the third
they are placed on the board. Mark or paint the
square of the main diagonal and perform the
boxes where each of these pieces can move.
same analysis. Thus, students must identify if
❖ It is important that, first, the basics of chess be there is regularity or a pattern in this analysis.
explained, explaining that the small squares
are called squares and that there are white and
black squares.
❖ The teacher will teach the students the

difference between row, column and diagonal
and have them identify them. They should be
asked: how many columns are there? How
many rows are there? How many diagonals?
How many squares are there of each color? ❖ Find a formula to obtain the number of
movements.
❖ The teacher will explain in detail how the
bishop, queen and knight should move.
❖ It starts with the bishop. The bishop is

placed in a corner of the board and the
students will identify how many squares the
bishop has available to move?
❖ Then, the bishop is placed on any other

square on the edge of the board and again
the students will identify how many squares
the bishop can move? Do this exercise for
several squares on the shore and analyze
the result.
❖ Now the bishop is placed on the second
square of the main diagonal and the same
Next, the queen's movements will be analyzed:
❖ The queen is placed in the first square of the

main diagonal and the students will identify how
many squares the queen can move to? The
queen is placed on any other square on the
edge and the same question is asked.
❖ Place the queen in the second box on the

diagonal and analyze the same question, then
in the third box and so on, the students must be
answering the question and identifying if there
is any regularity or pattern in the results.
❖ Now, the analysis is done for the case of the

horse. What can be concluded? Is the same
regularity fulfilled as in the case of the bishop
and the queen?
❖ Place the horse in any other square on the

edge and analyze the result. What can be
observed if we place the knight on the diagonal
squares? How many moves can the knight
make?
❖ Answer in which position the horse has more

movements, in which position it has less
movement.
The last part of the activity is:
❖ On the 8X8 board with all its squares blank,

students must paint the squares where the
analyzed pieces can move and with this form
the geometric patterns. Paint the movements of
the bishop on one board, the movements of the
queen on another board, and the movements of
the knight on another board. Paint with the
same color the squares where the bishop
moves when it is placed on the edge of the
board, paint with another color when the bishop
is placed on the second square on the diagonal
and thus continue with the other movements.
❖ Finally, the geometric patterns will be analyzed
and ask in which location these pieces have the
most space to move. Compare the geometric
patterns of these three chess pieces and find
similarity or differences in these shapes.
❖ Find a formula to obtain the number of
movements.
❖ The result when the bishop is placed on the ❖ The student develops his mathematical thinking
edge will always be 7. The result when the by identifying patterns in the movements of the
bishop is placed on the second square of the chess bishop, knight and queen. It identifies the
diagonal and throughout that line will always be boxes where these pieces can be moved, which
9. In this way the regularity will be identified. allows the student to acquire concentration and
apply various strategies to solve problems.
❖ In the case of the queen the results are 21, 23,
25, 27.
❖ In the case of the horse the results are 2, 4, 8.

Did you manage to understand the rules of the game? _____________ Mention what was
What was most difficult for you? ________________________________________________________

Can you explain how the knight moves on the chess board? ________________________________
Can you explain how the queen moves? How the bishop moves? ____________________________
Explain if there are patterns of regularity in the movements of these pieces on the chess board. __
Explain the strategy you used to identify the number of movements of the pieces from different
positions or squares: _________________________________________________________________
Mention some differences regarding the movements of the bishop, knight and queen.
Did you manage to work as a team? _____________________ Do you think it is important

work as a team, why? _________________________________________________________________
Of these three chess pieces, which do you consider to be the most important piece?
Explain why _________________________________________________________________________
2 0
4 Coconut Breaker
The game is played in pairs. If the 8x8 board is
considered, then teams of two members can be formed and the competition will be between
teams.
4x4 board, it is suggested to occupy the square of the

Material:
chess board that is 4x4, the other squares are covered
with white sheets. You can also make the board with cardboard or
opaline paper. 14 tokens of one color and one token of a different
color . Or use seeds or colored paper.
• Game dynamics:
❖ The board is placed between the two players.
The challenge of the game is to move the tile from ❖ The player has a maximum of 10 seconds per
the bottom left corner to the top right corner, turn.
shown in the image below. The player who
The player who manages to place the
manages to place this piece in the goal space
different piece in the goal space wins.
wins.
❖ Who starts the game is determined at

random.
❖ Only the squares that form a 4x4 square are
occupied on the chess board. The rest of the
board is covered with white sheets.
❖ The 14 pieces are placed in the corresponding
spaces and the piece of another color is
placed in the lower left corner.
❖ The movement of each piece can only be up,

down, sideways and always moving only one
square in those directions. The pieces cannot be moved diagonally.
❖ Each player on their turn has the option of moving one or two pieces, depending on the strategy
thought
❖ Another variant can be implemented, a single ❖ It is important that the teacher motivates the
player develops the game and makes a single students at all times and presents the activity as
move at a time, a good exercise is to know the a game to learn and overcome challenges,
minimum number of moves required to reach the rather than as a competition. It is important to
goal. Developing the game for a larger board, motivate teamwork. In this game, students are
how many moves are needed? Students can be required to analyze the entire board in detail and
suggested to analyze with smaller squares, for identify its movement. This requires
example, 2x2, 3x3, etc. concentration and knowing how to reach
conclusions and make good decisions. These
activities strengthen mathematical thinking and
students carry out analysis to solve problems.
Students strengthen concentration and discipline
skills.

Did you manage to understand the rules of the game? __ Mention what you liked most
made difficult __________________________________________ Mention what you have most
liked the game _________________________________________ You won the game? _____________
Explain the strategy that can be used to win: ______________________________________________
Did you manage to work as a team? __________________________________________ Do you

consider
That it is important to work as a team? Why? _____________________________________________
Do you dare to play on a board with more squares? Do you think that the same strategy can be
used to win? _________________________________________________________________________
lonely horse
Ge • Number of players:
The game is played in pairs. If it is considered
the 8x8 board then teams of two members can be
formed and the competition will be between
teams.
Material:
Chessboard. If you do not have this material, you can make an 8x8
board with cardboard or opaline paper.
Two chess knights. You can also use two colored pieces or pieces of
paper and clarify that they must move like the chess knight.
• Game dynamics:
The challenge is to get the horse to reach ❖ Players have 30 seconds to make the move
first to the square where the other player started. each turn.
dor. The player who achieves it first wins.
❖ After the first game won, the
❖ Each player places his horse on the the other
round.
corresponding corner. The horses must be in ❖ Players must keep a record of wins or losses.
opposite corners, joined by the main diagonal.
❖ They can play as many rounds as possible.

❖ Who starts the game is defined at random, each
player rolls a dice and the player who rolls
a greater number of points starts.
In each turn the players move their knight, the
movement must be like in chess.
Each player must find the best strategy to be able to reach the square in the opposite corner first.
❖ You can make a giant board with the chess ❖ At first, you should play freely with no time limit
pieces and show the game on the blackboard. In on each turn, so that students know the game
front of the group, competitions can be held and feel more confident.
between the teams.
❖ Teamwork should be encouraged and students
❖ Students must be motivated at all times to ask should discuss ideas to make decisions and
key questions so that the student reasons or move the pieces.
analyzes each movement.
❖ The student develops his or her ability to analyze
❖ The player who starts the game always wins if he by performing the horse's movements and
makes the correct moves. looking for the correct squares to win the game.
The game strengthens the student's
❖ After certain rounds, students will be asked to
concentration, analysis and decision-making
trace the route it takes to win the game.
skills. With the above, the student strengthens
his logical-mathematical thinking.

Did you manage to understand the rules of the game? ___ Mention what you liked most
made difficult __________________ You won the game?
______________________________Explain the strategy that can be used to win: ________________
Do you consider that the one who starts the game always wins? Why? _______________________
Did you manage to work as a team? _______________________Do you think it is important

work as a team, why? _________________________________________________________________
horse battle
Ge • Number of players:
It is played in pairs. They can also be done
teams of two members and competition
between teams.
• Material:
Chessboard. You can make an 8x8 board with paper or cardboard.
Four chess knights or you can use colored chips or pieces of paper.
• Game dynamics:
The challenge is to get one of the knights to reach • Each player or team must find the best strategy
the other player's corner square first. The team or so that one of their horses reaches the opposite
player who achieves it first wins. corner square first.
❖ Each team places its two horses in the ❖ Opposing horses can eat each other, so care
corresponding corner. One horse in the corner must be taken where to place them.
and the other in the square next to it. The ❖ If a team manages to capture both horses they
opposing horses must be in the opposite corner also win the game.
and symmetrically.
❖ Teams have 30 seconds to make the move each
❖ The team that starts the game is randomly turn.
defined, each team rolls a die and the team that
scores the highest number of points starts. ❖ The members of each team cannot talk, the only
communication will be through the registration
❖ In each turn the players move their knight, the sheet.
movement must be like in chess.
❖ After the first game won, the other round follows.
❖ The players of the teams must take turns to
make the move, for example, for player 1 to ❖ Teams must keep a record of plays won or lost.
move, player 2 must indicate on a record sheet ❖ They can play as many rounds as possible.
where he should move the knight, player 2 must
write down on a sheet for example a2, a5, b6, The first player to get one of his knights to
etc. depending on which square the move will be the other player's corner square wins.
made. On the next turn, player 2 moves and
player 1 must write on the record sheet in which
square he will place the knight and so on. The
other team will do the same.
❖ Another important variant could be that each ❖ At first, you should play without a time limit on
player has 8 horses. In each turn the horse's each turn, so that the students know the game
movements are followed and the player who and feel more confident.
manages to get two horses to the opposite side ❖ Teamwork should be encouraged and students
and place one in each corner wins. Horses can should discuss ideas to make decisions and
be captured, so the one who manages to capture move the pieces.
all of the opponent's horses can also win.
❖ It is important that the teacher motivates the
❖ You can make a giant board with the chess students at all times and presents the activity as
pieces and show the game on the blackboard. In a game to learn and overcome challenges,
front of the group, competitions can be held rather than as a competition. It is important that
between the teams. students analyze the entire board in detail and
❖ Students must be motivated at all times, asking identify their movement, always seeking to reach
key questions so that the student reasons or the goal, which is why they need a lot of
analyzes each movement. concentration to make good decisions.
FEEDBACK FOR THE STUDENT:

Did you manage to understand the rules of the game? _____ Mention what you liked most
made difficult _______________ You won the game? ________________________________________
Did you manage to work as a team? ___________ Do you think it is important to work in
team, why? __________________________________________________________________________
Tapestry horses
It is played in pairs or played by teams of two.
members.
Chess board, selecting a 4x4 board. Or also make a 4x4 board with paper or cardboard.
Chips in two different colors . Or use colored paper.
Material:
• Game dynamics:
The player who can no longer place more pieces another token in the corresponding box. See the
following the knight's movements loses. example below.
❖ Two pieces cannot be placed in the same space.

❖ Only a 4x4 square of the chess board is
considered. ❖ This is how the game continues in alternating
turns.
❖ The game is for two people, randomly using the
dice it is defined who starts the round. ❖ Each player has a maximum of 30 seconds to
make the movement.
❖ The player starts by placing a piece in any
square of the 4x4 square. ❖ The game continues until one of the players
cannot continue playing, that is, they no longer
❖ Then, it is the second player's turn who must
have squares to make the next move, this player
place a piece of a different color in another
loses the round.
square, but starting from the initial piece and
following the movement of the chess knight. ❖ Then, continue with the other round. You can
play as many rounds as possible.
❖ Then, the first player starts from the second piece
that was placed on the board and following the ❖ Players must keep a record of rounds won or
movement of the knight he must place lost.
1 4
In this example, the first player placed his token on the square with number 1, the
3 8 6 second player continued in the square with number 2, the first player in the
square with number 3, the second player in square 4 and so on.
5 2
9 7
The following variants can be done: game in such a way that in the square being
played there are no free squares, analyze this
❖ Gradually change the game to a 5x5 square, to situation for the 4x4 square, 3x4 rectangle, 8x8.
a 6x6, to a 3x4 rectangle and thus search for
❖ Below are some cases of routes where there are
different regions, even cross-shaped regions,
no free spaces.
until finally covering the entire 8x8 board.
❖ Ask students if there is a winning strategy. Ask if you can make a
Propose the following exercises to the students:
Closed tour
1 32 9 22 7 30
10 26 36 31 16 21
33 23 17 8 29 6
24 11 26 35 20 15
Complete tour 3 34 13 18 5 28
12 25 4 27 14 19
Complete route with “backwards”
k
2
Search complete tours
14851505516518 8
305146E621145E 7
ES 2 22321341264 6
52032 4 2205136 E 5
E44056E400160 4
3
28^ 8 224521257
2
EQ 6 E2652105222
1
5407/42y75872381
abcdefgh

made difficult ______________________________________ You won the game? ________________
Do you think it is possible to fill the entire board? That is, there are no empty boxes left.
Explain in detail ___________________________________________ In how many moves did
the game end? ____________________________________________ Explain the strategy
you can use to win: __________________ Did you manage to work as a team? _________________
Do you think it is important to work as a team? Why? _____________________________________
MorrisMan
Two players, each player with 9 chips.
It can also be played between teams of two
members.
ee • Number of players:
Material:
• 18 chips, each player must have 9 chips of a different color than the
opponent . Or use colored paper or seeds.
• MorrisMan board. The board must be made as shown in the image below
or use the chess board, identifying the squares to occupy, covering the
rest of the board with white sheets.
The board is a grid with three squares and four lines, which when
intersected form 24 points.
• Game dynamics:
The challenge is to try to form a row of three ❖ In the first part, each player must place their 9
pieces of the same mo color, three of a player's pieces in turn.
pieces are aligned vertically or horizontally and ❖ After placing all the pieces, each turn you move
each time a player achieves this, he must remove one piece to an adjacent point, seeking to form a
a piece from his opponent's game. The winner is row of 3 to eliminate your opponent's pieces.
whoever manages to keep his opponent with only
two pieces. ❖ The token can only be moved to the neighboring
point by following the horizontal or vertical line
❖ The board is placed in the center of the two that joins them.
players who are facing each other.
❖ One tile cannot jump over the other.
❖ Each player must have 9 tiles that are a different
❖ A player can break up or break one of his rows of
color than the opponent's tiles.
3 tiles by moving one of the tiles out of the line
❖ Start the game with an empty board. and on another turn move it again to form the
❖ Who starts is defined at random. same line for a second or more time. This is
purely for strategy, since each time you can
❖ In turn, the players will be placing their pieces on
eliminate or capture an opponent's piece.
the free points.
❖ When a player has only 3 pieces left, there will
❖ If a player is able to place three of his checkers in
no longer be any restriction, their pieces can
a straight horizontal or vertical line, then he must
jump from one point to any other empty point and
remove one of his opponent's checkers from the
not just move to the neighboring point. You
board and this checker leaves the game.
should try to form your row of three pieces.
❖ Any checker may be removed except one that is
part of an opponent's line of 3 checkers.
3 0
❖ It can be commented at the end that there is no ❖ The teacher must support or guide, but not
single winning strategy, but that it is important to show, the student to identify the best strategies
be totally concentrated and analyzing each to win a board game, so that they improve their
movement. It is recommended that when starting logical mathematical reasoning, which
the game the most important thing is to place the strengthens their ability to solve various
pieces in separate places and not immediately problems. Additionally, work as a team and
start forming rows of 3 pieces. You should avoid practice discipline.
concentrating all the pieces in just one area of
the board.

made difficult ______________________________________________________ Mention what you liked
most about the game _______________________________________________ You won the game?
________________________________________________________Explain the strategy that can be
used to win: _____________________________________________ _____________________________
Do you think it requires a lot of thinking to win the game? ______ Did you manage to work as a
team? __________________________________________________Do you think it is important to work
in
team, why? __________________________________________________________________________
Name of the game:
Two players, each with 12 pieces numbered from 0
to 11 and of different colors. Several rounds can be
played.
Chess board , pieces and signs of basic operations.

Game board . The chess board can be used and the pieces with the
Material:
numbers and pieces with the signs are made in such a way that they
can be arranged or stuck on the chess board, but that it is easy to take
them off after the game.
• Game dynamics:
The player who obtains the most points wins. above his opponent's piece to another empty
space, then that player captures the other
❖ This game is a variant of the English Checkers player's piece and removes it from the board.
game. ❖ Jumping movements are performed whenever
❖ The chess board is used and only the white possible, as in the game of Chinese checkers.
squares are considered. ❖ The capture of the piece is mandatory, if a player
❖ On each box you must place one of the symbols does not make the capture or forgets to do it,
of each basic operation that is addition, then the other player may remove his opponent's
subtraction, multiplication and division, as piece from the board.
indicated in the image. ❖ Each player must record their moves according
❖ The tiles must be numbered from 0 to 11 and to chess notation and must carry out the
each player will have tiles of different colors. operations and the points that are obtained.
❖ It is randomly defined who starts the game and ❖ When capturing an opponent's piece, the score
they move the pieces in turn. is obtained by performing the operation of the
player's piece and that of the piece that is
❖ The pieces move diagonally and forward, only capturing, using the sign that is in the square
one space each turn. Like the game of English where the piece that makes the capture is
Checkers. placed.
❖ They have a maximum of one minute to do each ❖ If a checker reaches the last line on the opposite
movement. side, it then becomes a queen. The lady will
❖ When a player can move one of his pieces in have additional powers she can move
such a way that it can jump backwards, jump over
more than one empty square and capture ❖ For the final score, the points obtained in each
forward or backward. The queen can capture capture are added and the values of the
more than one checker or queen in a single remaining chips are added.
move. The player with the highest score will be the
❖ The game ends when the 20 minutes of the winner.
game are over, or when one of the players gives
up, the player runs out of pieces, or when moves
are repeated or the opponent's last piece is
locked up.
7
6
5
4
3
2
1
0
❖ It is recommended that students first learn to ❖ The game requires you to carefully analyze each
play the game of English Checkers and then play move and find the right strategy to win. You must
Damath. also consider the operations and be on the
❖ This example can be shown to students to make lookout to beat the opponent's total or points. It
the rules of the game clear: The blue (7, 2) starts motivates the student, since it is a very simple
and moves to (6,3). Then the red (4, 5) moves to game to understand, but at the same time it
(5, 4). The blue (6,3) jumps over the red (5, 4) requires discipline and concentration. The
and eliminates it. student acquires analytical skills, which allows
them to solve different problems and know how
❖ So, here the blue chip gets 4x6=24 points, since to make good decisions.
the blue chip has a value of 4 and it moves to the
box (4, 5) which has a multiplication “x”, then it is
multiplied by the value of the removed chip
which is 6. This player writes down the result on
his record sheet, he obtains 24 points in this
capture.
Variants:
❖ Mark some cards with negative numbers, so that ❖ They can also be played using only one
students can practice the law of signs. The same operation as an initial activity and gradually
rules of the game are followed. introducing the other variants.
❖ A variant can be played with chips marked only
0 and 1, where the operation 0-1, 1 between 0, 0
between 0 is not allowed.

made difficult ________________________________________ You won the game? _______________
Do you think the game is harder or easier than the Chinese Checkers game? __________________
Did you manage to work as a team? ________________________ Do you think it is important

work as a team, why? _________________________________________________________________
10 4Connect
Two players or make teams of two
members to compete between teams.
Material:
• 7x6 square board. This rectangle of the chessboard can be selected,
the other squares can be covered with white sheets. Also if necessary,
the board can be made or printed on paper.
• Enough chips. You can also use seeds or paper
colors.
• Game dynamics:
The player who first forms a row of 4 pieces of chips in the boxes. Only one token can be
their color wins, either horizontally, vertically or placed in each space.
diagonally. ❖ Each player has 60 seconds to make the play.
❖ Each player has 21 pieces of a single color, ❖ The objective of the game is to form a row of 4
different from that of the opponent. tiles of the same color, it can be a horizontal,
vertical or diagonal row.
❖ Who starts the game is randomly defined.
Whoever manages to form this line first wins.
❖ In turn, players must place their

❖ You have a large number of possibilities to make ❖ Variations can be made considering a larger
a move. But, the game does have a solution. rectangle or even considering the entire chess
The player who starts can win, as long as he board.
makes the correct moves.

made difficult _______________________________________ You won the game? _______________
Did you manage to work as a team? Do you think it is important to work as a team?
because?
11 Backgammon
Game for two players.
Material:
• Backgammon board. 30 chips , 15 chips of the same color per player . Two
dice per player .
• If you do not have this material, you can print the board shown below or
draw it on a sheet of paper.
Backgammon board starting position.
House of the
Outer board red
Exterior panel House of the
white
• Game dynamics:
The player who manages to remove all his pieces ❖ A token may be placed on a peak that is not
from the board wins, following the rules of the occupied by two or more of the opponent's
game. tokens.
❖ The numbers that come up when rolling the two
❖ A board with 24 peaks is used, each peak is
dice represent separate moves. Example, if a
shaped like a narrow triangle. The colors of the
player rolls a 4 on the first die and rolls a 2 on
peaks alternate in two different colors. They are
the other die, the player may move a token 4
grouped into four sections or regions and each
spaces to an available peak and move another
region has six peaks.
token 2 available spaces. You can also choose
❖ In the center of the board two regions are to move a single token a total of 6 spaces up to
separated, this separation line will be called a free spike.
“bar”.
❖ If the player does not have a free pickaxe to
❖ Each player has 15 tiles of the same color and move his pieces, then he will lose this turn and
they are placed as indicated in the image above. wait for the next one.
❖ Each player is assigned a “home region”, which ❖ If a player rolls the two dice and obtains two
is the region that is on the upper right side of one equal numbers, it means that he obtained a
player and on the upper left side of the second double, and this means that the player has twice
player, the region that contains 7 pieces at the the number of points. Example, if a player gets a
beginning of the game. 5 and 5, then this player has four times five
❖ The objective of the game is for the player to numbers of moves, that is, 20 moves and can
manage to bring all his pieces to the “home choose how to use them, if he uses a single
region”, and then begin to remove them from the chip, he uses two chips, three or four chips, any
board, following the corresponding rules. combination of pieces that you deem appropriate
to complete this number of moves.
❖ To begin, each player will roll a dice and the one
who obtains the highest number of points starts ❖ If a checker manages to place itself on a spike
and also moves one of his pieces the number of where there is an opponent's checker, then this
times indicated on the dice. If when throwing the opponent's checker is captured and placed on
dice the same number is obtained, the roll is the passing bar in the center of the board.
repeated. ❖ If a player has one or more checkers on the bar,
❖ After the first roll, each player must roll two dice he will be forced to put these checkers into play
at the same time per turn. The dice indicate how first before moving other checkers. In the roll of
many peaks the player must move his token or the dice, the number that comes out must move
tokens to according to the strategy he defines these pieces starting to count at the first peak of
and the movements that can be made. its initial region. The captured pieces must
restart the route in the first region, seeking to
❖ The pieces always move from right to left for one place them on the allowed peaks, which are not
player and from left to right for the other player, occupied by two or more of the opponent's
considering the starting region where the 7 pieces. Otherwise the player loses his turn.
pieces are on each side of the player.
❖ If a player has already achieved that all his ❖ A player needs to have all his checkers in the
pieces will reach the “home region”, then he can “home region” to start removing them from the
begin to remove these pieces from the board, board, if a checker is captured in the checkout
following the same rules of movements as process, then the player must first focus on
indicated by the dice, although in this case it is bringing this checker back to the board. “home
not necessary to take a Just the right number of region” and then continue with the removal of
moves are needed, for example, if a 6 is rolled pieces from the board.
the player can choose any piece to remove from The first player to remove all 15 pieces from
the board. the board wins the game.

❖ You must be aware of the development of the ❖ When the students master the game, a time limit
game, to clarify any doubts, since there are can be proposed for each turn.
several rules that must be followed.
❖ Care must be taken to ensure that students ❖ Introducing games of chance in primary school,
respect each other and promote honesty among where knowledge and strategy skills are
teams. required, is very important, since students
❖ Students should be motivated to analyze the strengthen their mathematical knowledge and it
situation in each turn and know how to make a is a support for them to learn the mathematics
well-thought-out decision to win the game. topics seen in class with greater motivation. It is
suggested to monitor the progress of the
❖ Invite the teams to discuss among themselves students in this game and that they achieve an
the best option to carry out the movement. advanced level so that they make the best
❖ Form the teams properly, so that the game decisions and have enough tools to solve
develops in the best way. different problems.

Did you manage to understand the rules of the game? _______ Mention what you know most
made it difficult for you _________________________________ You won the game? _____________
Do you think it's a game of chance? Explain why __________________________________________

____________________________________ What does it depend on to win or lose the game? ______
Do you think the game is fair? Why? ____
3
Serpentine
It is played in pairs. You can also make teams of two members.
Material:
• Records. 8x8 grid or chess board . If you do not have this material, you can
draw an 8x8 board or draw them on a sheet of paper. Instead of tokens you
can use seeds or colored paper.
• Game dynamics:
❖ It will be upper right corner, that is, in square (8, 8) of
played in pairs. the chess board, wins.
❖ Each pair must have their grid or chess board.
❖ Each pair must have some chips, enough for the
development of the game.
❖ Who starts the game is determined at random.
❖ The starting player must place one of his pieces
in the box in the lower left corner.
❖ It is the second player's turn and he must also
place the piece of his color in another space
according to the rule.
❖ The rule for placing the pieces on each turn is,
you can place the piece on the square that is
above, to the right or in a diagonal direction from
the piece placed on the previous turn. That is,
you can only advance one square in those
directions.
❖ It is the first player's turn and he must follow the
previous rule. So successively they must place
the pieces.
The player who first places his piece in the
❖ From the figure below, the black square is the initial square and the player who reaches the green
square wins, respecting the movements indicated.

❖ As you place the pieces during the game, a ❖ The following cases should also be analyzed in
figure will be formed. Students should be asked groups: What is the winning strategy if now you
if this figure is unique or other figures can be can only move towards the square on the right
formed that lead to a winning strategy. and up? That is, ruling out diagonal movement.
❖ These questions can be asked: Will the figure Does the strategy change if the grid is now 8x7?
have the same shape if now the initial box is in ❖ Many variants can be made, for example, taking
position (1,8) and the goal box is in position 5x3 rectangles, 6x6 squares, 7x7, etc.
(8,1)? Why?

Did you manage to understand the rules of the game? ____ Mention what you liked most
made difficult ___________________________________________You won the game? ____________
Mini-chess
It is for 4 players.
Material:
• Chessboard. 4 of the following chess pieces are required: King,
Rook, Knight, Bishop . 16 pieces or 16 chess pawns are required.
Each player must identify their pieces with different colors or
markings.
• Game dynamics:
The player who manages to checkmate the last like the movement of a pawn in chess.
player on the board wins. Checkmating a player ❖ The tower can be moved to as many squares as
means leaving the king with no option to move, desired in one of the four vertical or horizontal
nor can it be saved by any other piece. directions. The rook cannot jump any other
❖ It can be played with 4 players. One player in piece.
each corner of the board.
❖ The knight moves in an “L” shape, as follows:
❖ Each player is assigned a king piece, rook, moving one square horizontally or vertically and
knight, bishop and 4 pieces. The colors of these advancing one more step diagonally from the
pieces for each player must be different. starting square. The knight can jump to any other
❖ The colors of the pieces and corners for each piece.
player are chosen at random. ❖ The bishop moves two squares diagonally,
❖ In each corner the player places his pieces as jumping over any other piece.
indicated in the figure above. ❖ The king moves one step to any surrounding
❖ It is randomly defined who starts the game and square, that is, in a horizontal, vertical or
the player on the left continues and so on, diagonal direction.
clockwise. ❖ A queen or queen moves one step in any
❖ Each player can move only one piece each turn. diagonal direction.
❖ Each piece or pawn can move forward according ❖ The piece or pawn that manages to place itself
to the direction the player decided to start, on a square on the opposite edge of the board
advanced only one square and can capture in a becomes the queen. This piece is exchanged for
diagonal direction, the queen piece or for some other piece of a
different color.
❖ Each square can be occupied by only one piece. ❖ The king can be freed if it moves out of the
❖ A piece or pawn can capture an opponent's danger zone, if the piece threatening it can be
piece if it moves one square diagonally and must captured, or if another piece can be placed
be placed where its victim is. This captured piece between the king and the piece threatening it.
is removed from the board. ❖ If the king is threatened and cannot be freed in
❖ The other pieces can capture if with their any way, then checkmate occurs and that player
movement explained above, they manage to loses and leaves the game.
reach an opponent's piece. ❖ The conquered king is removed from the board
❖ The king cannot be captured, only cornered. and all its other pieces are under the control of
That is, leaving the king without any option to the conqueror.
move. This is called checkmating. ❖ The last player left on the board wins.

❖ Carefully monitor the activity, so that students ❖ If a player takes too long on a move, then the
are really thinking about each movement and not teacher can give some suggestions as to which
moving randomly. piece he or she can move.
❖ Motivate teamwork and ensure that all members ❖ Invite students to act responsibly and honestly.
are participating.

made difficult ___________________________________ You won the game? ___________________
Did you manage to work as a team? _____________________________________________________

Do you think it is important to work as a team? Why? ______________________________________
• Game dynamics:
The player who manages to collect the last token ❖ Who starts the game is determined at random.
wins. ❖ Each player in his turn can take the number of
❖ Each player team made up of two people must pieces he wants, but on the condition that these
have a chess board and 16 pieces. pieces are in the same row. You can choose,
❖ The pieces are placed in some squares of the each turn, to take tiles from the first, second,
chess board in the following way: Form 4 rows, third or fourth row.
in the first row one piece is placed, in the second ❖ You have 10 seconds each turn.
row 3 pieces are placed, in the third row 5 pieces ❖ The player who manages to collect the last token
are placed and in the Fourth row will place 7 or tokens wins.
tiles.
❖ Students are questioned about the winning varying, although it is recommended to start with
strategies, if it is related to who starts the game, 10 chips and increase the amount gradually.
what they learned, what they put into practice, ❖ Variation 4: The chips are placed on the table
etc. without forming rows, then in each turn you can
❖ There are other variants that the teacher can take one, two or three chips, the one who takes
implement, for example: the last or the last two or three chips wins.
❖ Variation 1: Whoever takes the last token loses. ❖ In each variant, students must obtain a
❖ Variant 2: The number of tiles in each row can sequence and a rule to win the game.
be increased. ❖ The teacher can implement as many variants as
❖ Variant 3: The chips are placed on the table possible or even the students can also propose
without forming rows, then in each turn you can other variants.
take one or two chips, the winner is whoever
takes the last chip or the last two chips. The
number of chips can be

Did you manage to understand the rules of the game? _______ Mention what you know most
made it difficult for you _________________________________ You won the game? _____________
Did you manage to work as a team? _________________________________ Do you think it is

important to work as a team, why? ______________________________________________________
Gam
e
The swing
S< • Number of players:

It is played in pairs.
• Material:
• Two dice, record sheet.
• Game dynamics:
The player who achieves the most points after addition and subtraction operation.
making the corresponding operations wins. ❖ If in one of the steps there are operations of the
type 3-5, 1-6, 3-6 etc., then the roll must be
❖ Who starts the game is determined at random. repeated. The minimum subtraction that can be
obtained is the one that gives a result equal to
❖ Each player must have a sheet to record the dice
zero.
points.
❖ Each player performs his opponent's operations,
❖ The first player rolls the dice 7 consecutive times
then each player reviews and validates the
and the other player writes down the points that
results.
are obtained.
❖ Then the second player rolls the dice 7 times and The player who obtains the highest score
the first player scores the points. after completing all operations wins.
❖ With the 7 numbers that came out you have to
do the following operations: Add the numbers
that came out in the first and second throw, then
subtract the number from the third throw, then
add the number from the fourth throw and so on.
must exchange the
Name Points obtained and result
Juan Luis 1+1–1+5–2+2–3=3

Brenda 5 + 4 – 1 + 3 – 2 + 6 – 3 = 12
Montse 3+3–2+5–4+6–6=5
Winner Brenda
Example:

❖ Variant: Following the same rules of the game, ❖ These types of games are very important to
but now throw two dice at the same time and introduce students to the study of probability and
form fractions, the smallest number between the games of chance. With practice, students
two dice will be the numerator and the largest strengthen their analytical skills and improve
number will be the denominator. They must roll their mathematical problem-solving skills.
both dice seven times and do the operations as ❖ By practicing the game many times, students will
in the first variant. The one who achieves the be able to perform basic operations without
highest sum wins. Now they must add and mistakes, they will reinforce mental calculation,
subtract fractions. they will know the basic properties of probability
❖ The teacher reviews the operations carried out in random events, in this way they strengthen
by the students. their mathematical skills in problem solving.
❖ The teacher will comment on the importance of
chance in this game.
❖ They must play several times, so that the
student knows more about the game, gains more
confidence and can improve their technique to
win.

made difficult ___________________________________________ You won the game? ____________
Explain a strategy to win: ______________________________________________________________

___________________________________________________________________ What does it depend
on if you win or lose the game? ________________________________________
The “fantastic” 3
E« • Number of players:
It is played in pairs.
• At least two players. More than two players can participate and each
player must have their dice.
• Material:
• Game dynamics:

❖ At
❖ The teacher
least must are
two players motivate teamwork
required, at be
there can all ❖ They
Thesecantypes
play of
as games are very
many rounds important
as they consider to
times. introduce students to the study of probability and
more players. necessary.
❖ Invite students to analyze the game and draw games of chance. With practice, students
❖ All players roll the dice as many times as they ❖ However,
strengthenif atheir
playercapacity
rolls a 3, for
the fantastic
analysis3, and
this
conclusions about why they win or why they
wish and must record the score they obtain each player
improveis out
theirof mathematical
the game andskills
his score will be
in problem
lose.
time. solving.
zero.
❖ Ask students if there is a winning strategy and
❖ There are 5justify
have them minutes for eachthe
or analyze round, the teacher
answers. The player who obtains the greatest number
must record the time. HE
of points wins.

made difficult ____________________________________________ You won the game? ___________
Do you think it's a game of chance? Explain why

What does it depend on whether you win or lose?
lose the game? Do you think the game is fair?
because?
LineSix
vee • Number of players:
Two students or more can play. Larger
groups can be made, taking care to follow
the rules correctly.
• Material:
• One die per player and a record sheet.
The player with the highest score wins. ❖ Each player can only choose the row once, for
example, in the previous case the same player
❖ It can be developed with two players, 3 players will no longer be able to choose row 4.
or more.
❖ Each player must roll the dice 6 times,
❖ A record table is made with six lines numbered respecting their turn.
from 1 to 6 and with two columns or 3 columns
❖ So after rolling the dice 6 times, all the
depending on the number of players. As shown
corresponding rows and columns will be
below.
occupied and the game will be over.
❖ The corresponding points in each column are
❖ In each turn the dice is rolled, each number added.
obtained is multiplied by the number of the line
that the player chooses. For example, if a 3
appears on the die and the player wants to write
The player who has obtained the most points
it in row 4, then he must perform the operation
wins.
3x4=12 and write 12 in the box that corresponds
to his column and the row.
• Game dynamics:
Registration sheet:
Numbers to
Player 1 name Player 2 name Player name 3
choose
1
2
3
4
5
6
Do you think it's a game of chance? Explain why

What does it depend on whether you win or lose?
lose the game? Do you think the game is fair?
because?
❖ Variant: In each turn two dice must be thrown ❖ After a certain period of practicing the game,
and fractions are formed, the numerator will be students will be able to identify winning
the smallest number and the denominator the strategies, since in each game they put analysis,
largest number between the two dice. Now, the mental calculation and decision making into
fraction obtained must be multiplied by some practice. They will be able to explain the rules of
number from 1 to 6 depending on the row the game in detail and put it into practice with
chosen. Whoever achieves the highest sum their friends outside of school or in the family.
wins. This activity reinforces mathematical reasoning,
❖ Check that students perform operations correctly improves mathematical skills and allows the
and follow the rules. student to solve various problems.
❖ Motivate students to carefully analyze each turn

and know how to make a good decision.
FEEDBACK FOR THE STUDENT:

Did you manage to understand the rules of the game? ______ Mention what you liked most
made difficult ________________________________________ You won the game? _______________

What does it depend on whether you win or lose the game? _________________________________
Do you think the game is fair? Why? _____________________________________________________
5 0
happy house
It can be played by two players, a record sheet
is required to keep the corresponding score.
• Material:
• One dice, one record table.
• Game dynamics:
Whoever manages to form a number greater than ❖ Each player must roll the die 3 times and place
three digits wins. their number only in a square. You cannot
change boxes after you have entered the
❖ At least two players are required. number.
❖ A row of three squares is drawn for each player. ❖ At the end of the three rolls per player, the 3-digit
❖ Each player in turn rolls the dice and writes the number that each player formed must be
number obtained in any of the three squares. identified.
The player who has formed the largest three-
digit number wins.
Player's name First digit Second digit Third digit

Maria 3
Pedro 5
Lucy 1

❖ Variant: Extend the game to form numbers with ❖ Do a little review of place value.
more than three digits, for example, 6 digits or
more. Turn the sign for each number, so that the
odd rolls are negative and the even rolls have a
positive sign. Whoever manages to form the
largest amount wins.
❖ Students should be invited to carefully analyze
each decision before placing the number.
❖ Feedback must be given as to what the value of
each digit means depending on its position.
❖ The game can be extended to a 6-digit number probability, in addition to identifying strategies to
for students in more advanced grades. win the game, which will allow them to be able to
❖ After practicing the game for a certain time, solve problems in diverse contexts using logical
students will develop basic knowledge of mathematical reasoning.

made difficult _____________________________________ You won the game?
_________________________________________________
Do you think it's a game of chance? Explain why __ ____________________What does it depend
on whether you win or lose the game? ___________ Do you consider that the
game is fair? why?
____________________________________________________________________________________
Don't get angry
It is played in groups of 2 or 4 students. Teams
of two members can also be formed and the
competition can be between 4 teams.
• Material:
• Game board for 4 players. 16 chips, 4 of each color per player. Two dice
for each board. You should print the board shown below or draw it on a
sheet of paper. You can also use the chess board identifying which
squares to occupy and covering the other squares.
5 0
Board:
• Game dynamics:
The player who manages to place his four pieces move his piece the number of times indicated by
in the spaces that correspond to his color, called the dice in the counterclockwise direction. .
the home zone, wins, which are the circles ❖ Whenever a 6 or 1 comes up on the die, the player
marked with “a”, “b”, “c” and “d”, following the must concentrate on getting all his chips into the
rules of the game. . game.
❖ The player must move his pieces as quickly as
❖ It can be played with two or 4 players. possible until he reaches the home squares and
❖ Each player must make a route from the avoids being captured.
beginning to the end according to the score ❖ The pieces that are already in the home area no
indicated on the dice, counterclockwise. longer play, as they have already been placed in
❖ One player is placed in each corner of the the indicated place.
board. ❖ Rolling a 6 or 1 on the die means that a token
❖ Each player has 4 pieces of the same color and must be put into play. If all 4 of the player's
the colors between the players must be checkers are already in play, then the 6 or 1 can
different. be used in another way and will allow the checkers
❖ The pieces are placed outside the board, which to advance that number of places.
we will call zone B, and they must be taken to ❖ If the player rolls a 6 on the die twice in a row and
the home zone, which are the 4 squares in front still does not put all his pieces into play, only in
of each player. this case can he use that 6 to clear square A.
❖ The die decides who starts the game. Each
player rolls the dice once, whoever gets the
highest number goes first.
❖ Every player must start the game in the box
indicated with the letter “A”, for the player to
make this move he must first roll the dice and
obtain a 6 or a 1. You will have a chance to get
a 6 or a 1, if you don't get it then you must give
the turn to the next player on your left side.
❖ If a player has already been able to start the
game, that is, having taken his piece to square A,
then on his turn he must roll the die and must
❖ The player decides which piece to move, hence it ❖ A player also cannot be eliminated if he is on the
is important to choose the best strategy. starting square, square A. The other player will
❖ Pieces can pass over or jump over other pieces of simply not be able to make his move and will have
any player. to roll the dice again.
❖ If an opposing piece lands on the square occupied ❖ Each player must give priority to leaving their
by another player, this other player's piece must starting square, square A, empty to give the other
be eliminated. Eliminating the token means that it pieces a chance to come into play.
must be returned to zone B, the outer zone, and ❖ If a player has to move a piece in the square that
the player must start the process again with this is already occupied by another, then he must
token. move another piece.
❖ A player cannot eliminate his own pieces and The player who manages to take his 4 pieces
cannot go beyond the squares of his home zone, to the home area wins. The other players must
his goal zone. follow the game to define second, third and
fourth place.

❖ You must be aware of the development of the ❖ Form the teams properly, so that the game
game, to clarify any doubts, since there are develops in the best way.
several rules that must be followed. ❖ By practicing the game, students acquire basic
❖ Students should be motivated to analyze the knowledge of chance and strategic knowledge,
situation in each turn and know how to make a they will strengthen logical and mathematical
well-thought-out decision with the intention of thinking, which will allow students to develop
winning the game. problem-solving skills. Additionally, as the game is
❖ Invite the teams to discuss among themselves the played in groups, students will develop emotional
best option to carry out the movement. and social skills.

made difficult ____________________________________________ You won the game? __________
Explain the strategy that can be used to win: _____________________________________________
What does it depend on whether you win or lose the game? _________________________________
__________________________________________________________________ Do you consider that
the
game is fair? why? ___________________________________________________________________
□game
s
Healthy competition happy brain
wearing... TO
eee • Number of players:
Group competition. The competition is
between teams and each team must have 4
members.
• Material:
• A box of dominoes with 28 pieces per team.
• Plans with the configurations shown below. They must be printed on a
sheet of paper or drawn.
• Game dynamics:
The team that manages to solve all five challenges first so on until they reach Challenge 5. This order must be
wins. respected.
❖ When the team finishes solving a challenge, they must call the
❖ Teams of 4 members will be formed at random. teacher to validate the solution and the team can continue
with the next challenge.
❖ Each team must have 28 dominoes.
❖ The team will not be able to advance to the next challenge if it
❖ At the same time, the teams must begin to solve the
fails to solve the previous challenge.
challenges, starting with Challenge 1, then Challenge 2 and
The challenges to solve are:
Challenge 1:
With these six dominoes, form a square frame,
with the condition that on each side of the
square the points add up to the same.
Frame that must be formed with the points of the six dominoes:
Challenge 2:
With the same pieces from Challenge 1, form a rectangle with the condition that each of its sides
contains the same number of points.
You can use this rectangle shape:
Challenge 3:
Build a closed route with all the dominoes, respecting the rules of this game, matching the same number
of points.
You can use this route:
Challenge 4:
Form a frame using the 28 dominoes and following the
rules of this game, making it the same number of
points where the dominoes are joined, with the
condition that on each side of the frame the points add
up to 44.
The frame should have this shape:
Challenge 5:
The arrangement shown below is made up of eight different dominoes. The margins of the dominoes are
not marked in such a way that they cannot be distinguished. The challenge is to find out or identify what
these 8 tokens are.

• Carefully monitor the activity, so that students are ❖ If the teams are taking too long in a challenge,
really thinking about each challenge. then the teacher can give some suggestions for
the solution.
❖ Motivate teamwork and ensure that all members ❖ Invite students to act responsibly and honestly.
are participating.

Did you manage to understand all the challenges? ____ Mention what you liked most
made difficult ______________________________________ Did your team win? _________________
Explain the strategy they applied to win: _________________________________________________
What challenge do you consider to be the most complicated?_________________________ All

Do the challenges have solutions? ______________________________________________________
Do you think there is a strategy to solve each challenge? Explain ____________________________
• Material:
Secret fractions
The one who manages to get the most chips wins. Players must turn over the token and form the
fraction taking into account that the number of
• It is played with two players and 28 dominoes. points above is the numerator and the number of
❖ In the middle of the two players, all the points below is the denominator. Then, the
fractions are compared between the players,
dominoes are placed face down.
whoever has obtained a larger fraction takes the
❖ To play the game, each player must
opponent's piece.
simultaneously take a piece and place it in front
of him vertically, still face down. After, ❖ For example, if player 1 rolls this .
token, its fraction will be 3 °.
6 ••
5 A • Number of players:
It is developed with two players.
• A domino game for two players.
• Game dynamics:
If player 2 draws this token, his fraction will be ❖ In the event that the fractions are equal or
equivalent, then each player keeps his/her
6,
token.
6 22 ❖ The piece with zero points and the pieces with
zero points below will count as zero and the
❖ Then, making the comparison, it is concluded opponent will take these pieces.
6 3
that 6 is greater than 6 , therefore player 2 The player who manages to keep the most
takes player 1's piece. chips wins.

❖ At first you can play without forming fractions, ❖ The topic of fraction is fundamental for the
that is, just adding up the points and the player primary level; it is necessary for students to
who achieves a greater amount takes the master it before entering secondary school. In
opponent's chip and they tie if the chips add up the game the topic of fraction comparison is put
to the same. into practice, it is proposed that students play
❖ Another variant could be that the fractions are and at the same time practice what they have
added and in the end the player who has seen in class.
obtained the greatest sum of fractions wins.

made difficult _______________________________________ You won the game? _______________
What does it depend on to win or lose the game? __________________________________________

Do you think the game is fair? Why? _____________________________________________________
5
domino squares
It is played in pairs. You can also make teams of two members and play
between teams.
• Material:
• Cards with challenges to solve with dominoes.
• One pack of dominoes per team.
• Game dynamics:
The player who ❖ At the bottom of the card it is indicated which
solves the greatest dominoes will be used for that challenge, for
number of challenges wins. On each card there example 4-5 means that it is the domino with 4
is a challenge, to assemble squares with points on one side and 5 points on the other
dominoes such that the sum of the numbers on side. In some cases you must discover which
each side is the same. There are three groups domino is missing.
of cards, one group to add 10 on each side, ❖ Each pair must have their set of dominoes and
another to add 12 and another to add 14. their set of cards, there are 24 cards in total.
• The teacher, with the help of the students, must ❖ The starting player must shuffle the cards face
cut out and assemble the cards with the down and randomly select a card.
challenges, the challenges are presented on a ❖ Show this card to the opponent so that they can
page later. There must be a challenge on each solve the challenge in a maximum time of 60
card. It is ideal that the teacher can assemble seconds.
the cards and have the package ready to use ❖ If the opponent manages to solve the challenge,
in each session. then they get a point.
❖ Care must be taken when assembling the ❖ It is the opponent's turn to shuffle the cards and
cards, identifying which group of cards are to randomly select a card. He shows it to the other
add 10 to the sides, which group of cards are player who will have a maximum of 60 seconds
to add 12 and which group of cards are to add to solve the challenge. If you can solve it you get
14. a point. The selected cards are discarded each
❖ The shaded spaces mean that the square has turn.
space inside. ❖ In this way the game continues until the cards
run out.
The player with the most points wins. In case
of a tie, a round is repeated to define the
winner.
5
Each side must add10 .
Each side must add up to 14.

Each side must add12 .

• Carefully monitor the activity, so that students are ❖ If the teams are taking too long in any challenge,
• Motivate teamwork and ensure that all members the solution.
are participating. ❖ Invite students to act responsibly and honestly.
Did you manage to understand all the challenges? Mention what was the most difficult for you.
________________________________________________ You won the game? __________________
What challenge do you consider to be the most complicated? _______________________________
Do all challenges have a solution? ______________________________________________________

Dominican sums
-and. • Number of players:
between teams.
• Material:
• Cards with challenges to form sums with dominoes.
• Game dynamics:
The player who solves the greatest number of ❖ It is the opponent's turn to shuffle the cards and
challenges wins. On each card there is a randomly select a card. He shows it to the other
challenge, to form a sum using the dominoes player who will have a maximum of 50 seconds
indicated on each card. You must find the to solve the challenge. If you can solve it you get
addends and the result. a point.
❖ In this way the game continues until the cards
❖ The teacher, with the help of the students, run out.
must cut out and assemble the cards with the The player with the most points wins. In case
challenges; the challenges are presented on a of a tie, a round is repeated to define the
page later. There must be a challenge on each winner.
card. It is ideal that the teacher can assemble ❖ Example of a sum:
the cards and have the package ready to use
in each session.
❖ At the bottom of the card it is indicated which
dominoes will be used for that challenge, for
example 4-5 means that it is the domino with 4
points on one side and 5 points on the other
side. In some cases some numbers are
already placed to identify which domain it is.
❖ Each pair must have their set of dominoes and
their set of cards, there are 16 cards in total.
❖ The starting player must shuffle the cards face
down and randomly select a card.
❖ Show this card to the opponent so that they can
solve the challenge in a maximum time of 50
seconds.
❖ If the opponent manages to solve the challenge,
then he or she scores one point or zero points
otherwise.
Chall
enge
s:
2-2 4-5
5-6 6-6

• Carefully monitor the activity, so that students are ❖ If the teams are taking too long in any challenge, then
really thinking about each challenge. the teacher can give some suggestions for the
• Motivate teamwork and ensure that all members are solution.
participating. ❖ Invite students to act responsibly and honestly.

Did you manage to understand all the challenges? _____ Mention what you liked most
made difficult ______________________________ You won the game? ________________________
What challenge do you consider to be the most complicated?

Do all challenges have a solution?
magic dominoes
E« • Number of players:
It is played in pairs. You can also make teams
of two members and play between teams.
• Material:
• Game dynamics:
The player who solves the greatest number of seconds.
challenges wins. On each card there is a ❖ If the opponent manages to solve the challenge,
challenge, to assemble magic squares with then they get a point.
dominoes, the sum of all the rows, all the ❖ It is the opponent's turn to shuffle the cards and
columns and the main diagonals must be the randomly select a card. He shows it to the other
same number, the magic number. player who will have a maximum of 90 seconds to
solve the challenge. If you solve it, you get a
❖ The teacher, with the help of the students, must point. The selected cards are discarded each
cut out and assemble the cards with the turn.
challenges, the challenges are presented on a ❖ In this way the game continues until the cards run
page later. There must be a challenge on each out.
card. It is ideal that the teacher can assemble
The player with the most points wins. In case
the cards and have the package ready to use in
of a tie, a round is repeated to define the
each session.
winner.
dominoes will be used for that challenge, for Example, in which the magic number is 5.
example 4-5 means that it is the domino with 4
points on one side and 5 points on the other
side. In some cases some dominoes or some
numbers are placed to identify the domino. It
indicates what is the magic number to form or
this number must be discovered.
❖ The starting player must shuffle the cards face
down and randomly select a card.
❖ Show this card to the opponent so that they can
solve the challenge in a maximum time of 90
1 3 0 1
Chall 3 0 2 0
enge 1 2 1 1
s: 0 0 2 3

Chall
enge
s:
1-1 1-2 2-2 2-3 1-2 1-3 2-3 3-3 1-3 1-4 2-3 2-4
magic number 5 magic number 6 magic number 8
1-3 1-4 1-5 2-3 2-4 2-

5 3-4 3-5 Magic
magic number 9 magic number 10 number 12
magic number 9 magic number 6 magic number


Did you manage to understand all the challenges? ____ Mention what you liked most
made difficult _______________________________________ You won the game? ________________

Chall multiplier dominoes

enge
s: ee • Number of players:
between teams.
• Material:
• Game dynamics:
The player who solves the ❖ Who starts the game is determined at random.
greatest number of challenges wins. On each ❖ The starting player must shuffle the cards face
card there is a challenge, to form a square with down and randomly select a card.
a hole in the center, in such a way that when
multiplying the three numbers on each side the ❖ Show this card to the opponent so that they can
result is the same. solve the challenge in a maximum time of 90
seconds.
❖ If the opponent manages to solve the challenge,
❖ The teacher, with the help of the students, then they get a point.
must cut out and assemble the cards with the
challenges; the challenges are presented on a ❖ It is the opponent's turn to shuffle the cards and
page later. There must be a challenge on each randomly select a card. He shows it to the other
card. It is ideal that the teacher can assemble player who will have a maximum of 90 seconds
the cards and have the package ready to use to solve the challenge. If you solve it, you get a
in each session. point. The selected cards are discarded each
turn.
dominoes will be used for that challenge, for ❖ In this way the game continues until the cards
example 4-5 means that it is the domino with 4 run out.
points on one side and 5 points on the other The player with the most points wins. In case
side. In some cases some dominoes or some of a tie, a round is repeated to define the
numbers are placed to identify the domino. It winner.
is indicated on each card what the
multiplication of the three numbers on each
side should be.
Example 2 1 6
Using the dominoes 1-2, 1-6, 2-2, 2-3, the following square is obtained with the 2 x 1
property that 2x1x6=12, 6x1x2=12, 2x2x3=6, 3x2x2=12.
3 2 2
They form 6 They form
12
2-6 4-6 2-3 3-5 3-6 6-6

They form They form 24 They form They form They form
24 24 30 36

• Carefully monitor the activity, so that students are ❖ If the teams are taking too long in any challenge, then
really thinking about each challenge. the teacher can give some suggestions for the
• Motivate teamwork and ensure that all members are solution.
participating. ❖ Invite students to act responsibly and honestly.

Did you manage to understand all the challenges? _____ Mention what you liked most
made difficult ____________________________ You won the game? __________________________
domino rectangles
Chall
enge eee • Number of players:
s: It is played in pairs. You can also make teams of two members and play between
teams.
• Material:
• Game dynamics:
The player who solves the greatest number of ❖ Each pair must have their set of dominoes and their
challenges wins. On each card there is a challenge, set of cards, there are 11 cards in total.
to form rectangles with a hole in the center, in such a
way that when adding the points on each side the ❖ Who starts the game is determined at random.
result is the same. ❖ The starting player must shuffle the cards face down
and randomly select a card.
❖ The teacher, with the help of the students, must cut ❖ Show this card to the opponent so that they can solve
out and assemble the cards with the challenges; the the challenge in a maximum time of 90 seconds.
challenges are presented on a page later. There ❖ If the opponent manages to solve the challenge, then
must be a challenge on each card. It is ideal that the they get a point.
teacher can assemble the cards and have the ❖ It is the opponent's turn to shuffle the cards and
package ready to use in each session. randomly select a card. He shows it to the other player
❖ At the bottom of the card it is indicated which who will have a maximum of 90 seconds to solve the
dominoes will be used for that challenge, for challenge. If you solve it, you get a point. The selected
example 4-5 means that it is the domino with 4 cards are discarded each turn.
points on one side and 5 points on the other side. It ❖ In this way the game continues until the cards run out.
is indicated on each card how much each side
should add up. The player with the most points wins. In case of a
tie, a round is repeated to define the winner.

Chall
enge
s:
0-0 0-1 0-2 0-3 0-4

0-5 2-3
Each side adds 11 0-2 0-3 0-4 1-1 1-2 1-4 1-5
1-6 2-5 Each side adds 12


Did you manage to understand all the challenges? _ Mention what was the most difficult for you.
__________________________________________________________You won the game? _________

Starry dominoes
eee • Number of players:
It is played in pairs. It is an initial activity, before
• Material:
implementing any other game with dominoes.
• Game dynamics:
Manage to form a ray composed of the 28 ❖ For drawing 2, the sum in each arm should be 24.
dominoes, in such a way that in each arm the Consider that the total points in the entire game is
sum of the points must be the same. The rules of 168.
classic dominoes must be respected, that is, on ❖ The drawings can be cut out for greater
each side the number of points must match, practicality in finding the solution.
except in the center.
❖ There are some numbers placed on the drawing
and they must be completed to form the domino.
❖ This activity is proposed before any domino ❖ The rules of classic dominoes must be followed,
game begins, to motivate students to this type each side must match the number of points,
of challenges, they must be solved together, except in the center.
here there is no competition and the rival teams
must find the solution. ❖ It will take around 5 minutes to finish this activity.
❖ You can also propose this activity at the end of
the work day with a game of dominoes, to
provide closure and a reflection or conclusion.
❖ All 28 dominoes are used.
❖ The scheme shown below must be followed to
form the star or ray.
❖ In each arm of the ray the sum of the points must
be the same.
❖ For drawing 1, the sum in each arm should be 21.
Drawing 1. In each arm the points must add up to 21.
Drawing 2. On each arm the points must add up to 24.

Bibliography
¾ ERASMUS + PROJECT No.: 2015-1-DE02-KA204-002260. Compendium of MATHEMATICAL GAMES. Retrieved
March 30, 2018
http://www.vmsmedien.de/mathgames/work/WP%206%20ES%20O1%20 Compendium.pdf
¾Fran Tapson 2004. Dominoes. Retrieved March 20 http://www.cleavebooks.co.uk/trol/trolxe.pdf
¾ AJ Population The horse jump. University of Valladolid. Retrieved March 20

http://www.estalmat.org/archivos/Salto.pdf
¾ García, A (2015). Mathematics Playing. XVI School Day of Mathematics. Spanish Federation of Societies of
Mathematics Teachers (FESPM). Retrieved March 15, 2018
https://anagarciaazcarate.files.wordpress.com/2015/05/cuadernillo-dc3ada-school-2015.pdf
¾ De Guzmán, M. (1984). Mathematical games in teaching. Minutes of the IV Conference on Learning and
Teaching of Mathematics. San Cruz de Tenerife.
¾ Maz-Machado A. & Jiménez-Fanjul, N. (2012). Chess to work patterns in mathematics in Primary Education.
Epsilon-Journal of Mathematics Education, 29(2), 105-111.
¾ Kovacic, DM (2012). Chess in schools. A good move. PSIENCE. Latin American Journal of Science,
Psychology, 4(1), 29-41.
¾ De Guzmán, M. (1989). Games and Mathematics, 4, 61-63.

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in high school

I play and learn

Secretary of Education of Guanajuato

Presentation and organization of the booklet

Proposal for use

FORMAT FOR DESIGNING DIDACTIC PLANNING

Education level: ________________________ Subject: ____________________ Name of the game: ________________

Date of elaboration: _____________________________Component: _____________Curricular autonomy____________

and topics area: ____________________________________________________School periods: ___________________

Number of players: _______________________________ Materials: _________________________________________

Specific objectives: _________________________________________________________________________________

Expected learning: __________________________________________________________________________________

Learning activities and strategies

10 minutes will be allocated for this section. The teacher will

Team members: ______________________________________Date: __________________

6. He had a positive attitude during the game.

Compulsory education graduation profile

Mathematical thinking: Understands concepts and procedures to solve various mathematical

1. Conceive mathematics as a social construction where mathematical facts and procedures

Development of mathematical thinking

To implement the Curricular Autonomy Component

Some purposes of Curricular Autonomy for students:

Purposes of Curricular Autonomy for teachers:

General purpose of the use of educational games for teaching

Decalogue of the game in the classroom

General recommendations for teachers

❖ The second player will have a maximum of 60

Feedback for the student:

Next, answer the following questions:

Do you think there is a winning strategy? Explain why ______________________________________

❖ Subsequently, the shifts alternate. ❖ If a piece is in a position to jump over an opposing

GUIDE FOR THE SECONDARY TEACHER

Suggested feedback for the teacher:

Feedback for the student:

Next, answer the following questions:

❖ The teacher will teach the students the

❖ It starts with the bishop. The bishop is

❖ Then, the bishop is placed on any other

❖ The queen is placed in the first square of the

❖ Place the queen in the second box on the

❖ Now, the analysis is done for the case of the

❖ Place the horse in any other square on the

❖ Answer in which position the horse has more

❖ On the 8X8 board with all its squares blank,

❖ In the case of the horse the results are 2, 4, 8.

Feedback for the student:

Next, answer the following questions:

What was most difficult for you? ________________________________________________________

Did you manage to work as a team? _____________________ Do you think it is important

4x4 board, it is suggested to occupy the square of the

❖ Who starts the game is determined at

❖ The movement of each piece can only be up,

Feedback for the student:

Next, answer the following questions:

Did you manage to work as a team? __________________________________________ Do you

❖ They can play as many rounds as possible.

Feedback for the student:

Next, answer the following questions:

Education level: ________ Subject: Name of the game:

Date of elaboration: _______________________Component: _Curricular autonomy______

and topics area: __________________________________School periods: _

Number of players: _ Materials: ___________

Team members: ____________________Date: