Breakout l Escape game : Math Facts /doubles, halves, decimals, logical thinking

Rated 4.83 out of 5, based on 6 reviews
6 Ratings
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Oceanview Resources
3.3k Followers
Grade Levels
5th - 6th
Resource Type
Standards
Formats Included
  • Zip
  • Google Apps™
Pages
30 pages
$5.00
$5.00
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Oceanview Resources
3.3k Followers
Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

What educators are saying

I wasn't as prepared as I could be because I was a bit flummoxed for time, but students liked the activity and I'll be better prepared to give it its full go next year. Thank you.

Description

⭐Do your students love Escape/ breakout games?

They are going to absolutely love this one⭐

The Setting

•The Queen of Hearts has trapped your whole class in her old abandoned house.

•In order to escape, you must use your knowledge of number facts to convince her to let you go.

She has created a number of riddles for you to solve and won’t let you escape until you can give her the answer to all 5.

•Solve the problems at each level and be sure to record each answer so that you can tell her the answer to the riddles.

•Once all levels are complete, retrieve the completion code to break out and save the day.

You must hurry and escape before you remain trapped in her house for a long time….and believe me, she is a dreadful cook!!! And has a very bad temper (Her favourite saying is “Off with their heads!” but don’t worry, she is all bluff)

⭐What is Included?⭐

•A set of printable workcards and Puzzles

•Master code sheet (1 for each group)

•A PowerPoint version of the game

•A Google forms version of the game (see the links on the next page)

I have also included a link for teachers to use this resource with PROWISE. Instructions on how to set up an account are also included in this resource

How to set up the activity

•Print a master code sheet for each group or pair, and a set of workcards if using a printed version

•Give students the link to the Google forms version if you are going to be using iPads to complete this activity

•Print award certificates and achievement keys for each puzzle.

Plastic bags to keep activity sheets in, and placed around the room

•Students have a pack each of all of the worksheets and they will get a new puzzle/challenge each time that they complete the puzzle and show the final result to the teacher. (Teacher has the master sheets to double check answers)

How long will this activity take?

This activity would easily take an hour to complete, depending on the skills and abilities of the students. I would recommend working in groups no smaller than 4, so that they can divide the challenge tasks up between them, or they can have designated roles

1.Code breaker – who looks up the symbol and completes it on the answer sheet

2.IT responder who records the correct answers into the Google forms document

3.Mathematicans who take on the task of completing the activities.

4.I strongly suggest that these roles are rotated throughout the activity.

What is an escape room?

•An Escape room is a puzzle game in which students solve riddles and puzzles and find clues to finish tasks. In this Escape Room students solve puzzles to receive reward cards.

•No, there is not actually a room that is locked-although you could set up your event in that way.

Setting up the activity

•Read through all the teacher directions. Copy the code sheet, puzzles,and answer sheets.

•How much time will it take to prep? It takes me about 30 minutes to copy, laminate, and set up. Less time if you have the sheets already printed an laminated before hand.

How does it work?

Divide your class into teams. Each team will have the clue sheets and the first puzzle to start .

Explain that the first clue will have a riddle to solve, and they can move on to the next one once it is solved. The aim is to complete all 5 puzzles plus the final hidden code. It is important to keep track of each team, and the puzzle that they are up to

The team that unlocks the 5 puzzles and the hidden code first will be declared the winners.The offer of a prize is up to your discretion

⭐SKILLS PRACTISED IN THIS SET⭐

•Doubles and near doubles

•Halves and ½ of numbers

•Doubles plus 10

•Addition of decimals

•Code breaking and logical thinking

GOOGLE VERSION

There is a Google forms version of the game for you to use with iPads and on the IWB with your students for more engagement.

☀☀This is for use by one teacher in one classroom. If you would like to share with your colleagues, PLEASE purchase a multiple license. Thank you :)

⭐⭐What People are saying about this product⭐⭐

⭐I wasn't as prepared as I could be because I was a bit flummoxed for time, but students liked the activity and I'll be better prepared to give it its full go next year. Thank you.

⭐My students used this today in mixed ability groups and absolutely loved it. They were totally engaged an I would love to use more like it.

⭐The students loved this activity. They were thoroughly engaged. Thank you!

⭐Wonderful escape room!


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☀This is for use by one teacher in one classroom. If you would like to share with your colleagues, PLEASE purchase a multiple license. Thank you :)

Total Pages
30 pages
Answer Key
Included
Teaching Duration
1 hour
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Standards

to see state-specific standards (only available in the US).
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

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