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Guess Who - Logarithmic Properties

Guess Who - Logarithmic Properties
Guess Who - Logarithmic Properties
Guess Who - Logarithmic Properties
Guess Who - Logarithmic Properties
Guess Who - Logarithmic Properties
Guess Who - Logarithmic Properties
Guess Who - Logarithmic Properties
Guess Who - Logarithmic Properties
Product Description
'Guess Who' game for Logarithmic Properties
This game reviews power, product and quotient properties of Logs. It also has solving equations by switching between log form and exponential form. Taking the log of both sides to solve is not used in these problems.

Have you played the child's game 'Guess Who?' The object of the Milton Bradley's game is to eliminate the wrong faces until you guess the correct face. This 'Guess Who' game is for any size group of students. The group works a problem and selects the correct solution. The student then uses the clue attached to their solution to eliminate faces on their board until they 'Guess Who' is being described. There are five sets of five question games included in this set. Each set of question are different.

Preparations for the game:
1. Although the pages are clearly labeled, copy each answer sheet and set of questions off in different colors: Game 1 in blue, Game 2 in green and so on. It made keeping track of which group has which set of questions easier. For each student, copy one character board and one student worksheet matching the color scheme with the game. (For my students, each group of 6 students managed to get through two or three sets in a 45 minute period.)
2. It may be a good idea to laminate the questions or maybe put a sticky note on each which says, "Do not write on this." My first class of students wrote on questions and it ruined that particular game for the next class.
3. Hide the answer sheet in an envelope. Do not seal the envelope.
4. I placed the students' desks in groups of 6 to 8 before they walked in to save time. (I have 25 in my class, so I made the groups big. It worked in the student's favor because they ended up working in pairs and explained the problems to each other as they passed the questions around the group.) NOTE: If you have space, you can tape the questions to the wall of your classroom and make this an activity where students are in pairs and wondering around the classroom. If you choose to do this, making each set of questions different colors is a MUST to avoid confusion.
5. The students do not need to work out the questions in order. They can do them in any order. Be sure they put the problems in the correct spot on their student worksheet.

To play in a large group with students at their desks:
1. Give a quick description of the game to the students. Most of my kids have played the Milton Bradley game when they were kids, so they have the idea of what to expect.
2. Give each group a set of questions, character board, student worksheet and answer envelope.
3. Each student will receive a character board and a student worksheet. The students will each select a question and begin work. The students do not need to work out the questions in order. However, be sure the students put the problems in the correct spot on their student worksheet.
4. Remind the groups not to blurt out the clues to the group as they find them: 'No hat!!' or 'Has facial hair!!' The goal is to work out the problems. (I do realize this is easier said than done.)
5. As the students 'Guess Who,' assign one student to secretly check the solution sheet in the envelope. If they are incorrect in their guess, remind them to check the math to be sure the solutions are correct.
6. Once the students finish with a set, have them trade questions with another group and try again. NOTE: If you choose to tape the questions to the wall, it is easier to have the pairs move onto another set of questions.

My testimony:
I had my students in groups of 7 or 8. I could not believe my ears when the 'tough guys' in the corner of my room were trying to 'Guess Who' by actually working out the problems! I also couldn't believe it when another group cheered as they were correct and asked me for another set of questions. I said, "Did I just hear you ASK for more math problems???" They laughed and said, "Yes!!! This is actually fun." My response: "And class usually isn't?" More laughter and no comments…. (I should have stopped questioning them when I was ahead.)

Some things you'll need to know about my characters.
1. I am a math teacher, not an art teacher. My characters are strange looking for that reason. LOL!
2. If a person is wearing a hat and no hair is showing, the students are to assume the person is bald under the hat and has no hair on their head.
3. Facial hair does not count as 'hair on their head.' Facial hair is a goatee, mustache or beard.
4. The character called Ross was meant to have fuzzy hair. He is not wearing a hat. That is his hair.
5. The character called Reginald is wearing a hat – kind of like a mortarboard for graduation. (Remember – I am a MATH teacher… lol)

I truly hope your students enjoy this as much as mine did. Please e-mail me with any questions: slbruyn@okawvalley.org.
Thanks, Shari
Total Pages
43 pages
Answer Key
Included
Teaching Duration
N/A
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