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BATTLESHIPS REVIEW GAME: For Any Subject

Mister Harms
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TpT Digital Activity
Standards
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Mister Harms
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Description

BATTLESHIPS is the ultimate REVIEW GAME to use for any subject and most any grade level. I created this years ago as I was trying to find a way to keep students engaged and excited about the content being studied. Now I have finally packaged this class favorite into a format for others to enjoy. Here's how it works. Students will be grouped into teams, and each team will have 10 ships loaded with various treasures. The ships will be numbered, but unseen by the rest of the class. The teacher will run the game by asking questions, calling on groups who raise their hands, and recording the captured treasures. The ultimate goal is to answer questions correctly, attack another team's numbered ship, collect the treasures of each ship (or maybe even the negative treasures), then repeat until all unit content or teacher questions have been covered. The team with the most gold at the end of game is declared the winner!

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Played similar to the well-known Battleship board game, this game keeps students engaged and wanting to study so they can beat their friends in a friendly, competitive game of BATTLESHIPS. Nothing quite beats competition in the classroom! It just might be the new class favorite! All necessary rules, printouts, and score keeping sheets are included. Just print, play, and make your students' day! Enjoy studying with this ultimate review game. If you have time, leave a rating and comment as I'd love to hear how it goes for you!

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Total Pages
20 pages
Answer Key
Does not apply
Teaching Duration
30 minutes
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Standards

to see state-specific standards (only available in the US).
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.
By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

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