11/12/2023 0 Comments Pac man math![]() ![]() They cannot move their piece to the 19 square ("99, 9, 19") However they can move their piece from one side of the board to theįor example, if a player rolls a 3 and they are on the 89 square, * Players cannot move 'through the bottom of the board', With moving their counter around the board. Generally struggle to keep track of the count if required to count-on orĬount-back more than 4 (or more than 4 tens), particularly as theirįingers (the most common means of keeping track) are already occupied Roll of 5 or 6), results in a 'roll again'. Learners, you may want to modify the game so that a roll of 6 (or even a Move around the board, to make the game more accessible to some * Given the expectation that students state the numbers as they Player to miss a turn if they forget to say the numbers as they move Practice counting forwards and backwards by 10s and 1s, and that theirĮxperience of the game is linked to developing fluency with place value.Īfter fair warning, I usually enforce this practice by requiring a * It is critical that players be required to say the numbers as You are thenĪllowed to move your opponent to any square on the board (and away from If, at the end of your turn, you land on an opponent The second player now rolls the game dice. Which move do you think puts this player in the strongerĤ. Their counter either forwards or backwards three squares to secure theirįirst pellet. On both the 32 square and the 38 square, the player may choose to move In the example shown in Figure 1, given there are pellets For example, if the player began on the 35 squareĪnd rolled a 3, they could either move to the 38 square (36, 37, 38), Vertically (forwards or backwards by 10s), following the sequence of Move their counter either horizontally (forwards or backwards by 1s) or Once starting positions are chosen and the pellets have beenĪllocated, the first player rolls the 6-sided game dice. Note that a pellet cannot be placed on the same square as aģ. If they roll aģ and a 2, they could place the pellet on either the number 23 or 32).Īllocate 5 pellets to the gameboard for a two player game, 7 pellets forĪ three player game or 9 pellets for a four player game (see Figure 1). Regular 10-sided 10's dice, the player has a choice. For example, if a player rolled a 30 andĪ 2, the player would place the pellet on 32 (if playing with two Players take turns rolling the two 10-sided dice, and placing a pellet The next step is to allocate the pellets to the game-board. Indicating their chosen starting position.Ģ. Players move their counter to anywhere on the gameboard, ![]() * Counters of a given colour or Unifix (representing the pellets).ġ. * A different coloured counter for each player. * A 6-sided dice with dots (the 'game dice'). * A 10-sided 10's dice and a regular 10-sided dice (0 to 9).Īlternatively, two regular ten sided dice can be used (these 10-sidedĭice are referred to as the 'pellet dice'). * Hundred Chart (functions as the gameboard) Whilst the mathematicsĮxplicitly relates to the Year 1 and Year 2 curriculums, older and moreĬapable students can still benefit from the game, focussing more on game Is suitable for two, three or four players. ![]() Be the first player toĬollect three 'pellets' and win the game. Place value through this engaging dice-based game based on principlesĭerived from the classic computer game Pac-Man. Retrieved from Įnhance students' number sense and develop their fluency with 2018 The Australian Association of Mathematics Teachers, Inc. MLA style: "Place Value Pac-Man." The Free Library. ![]()
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