CLASSROOM INSTRUCTION

The Mathematics Pentathlon program encourages the use of strategic problem-solving games as an integral part of instruction. This program aligns with numerous indicators of the National Standards that deal with Number Sense, Computation, Algebra and Functions, Geometry, Measurement, and Problem Solving. For a specific example, see the Alignment of the Indiana Academic Standards with Mathematics Pentathlon.

In seventeen years of teaching I have seen many instructional programs come and go. Often this is because they are not "teacher friendly", matching state models, or not fun for kids. Math Pentathlon meets all of these requirements and more. I enthusiastically support this program for all students!

David Herick
Teacher
Sugarcreek Local Schools

The linked use of the games along with the instructional activities found in Adventures in Problem-Solving Activity Books I & II as well as Investigation Exercises Books I & II improves students' abilities to: reason computationally, geometrically, and logically, communicate their ideas effectively; critically listen to others' ideas; offer creative and varied alternatives to problem situations; and develop critical problem-solving characteristics of flexibility, persistence and inventiveness.

The Mathematics Pentathlon program fosters cooperative learning by having students listen to and support each other in learning the games. The most effective use of the Mathematics Pentathlon program is to organize students into cooperative groups of four and teams of two students. While playing these games each think-tank team openly discusses various options and strategies so that all group members can hear. This technique enables all students to mature in their understanding of the many variables associated with successfully completing a game. Heterogeneous grouping is suggested so that students of varying abilities or learning styles assist each other with their different perspectives of the game's characteristics. Speed is not the issue in the Mathematics Pentathlon games. Students should be encouraged to look at alternative responses to a game situation and to select a reasoned option. Although knowledge of basic facts is important to some of the Mathematics Pentathlon games, it is the strategic use of that knowledge that is most essential.

While using the Mathematics Pentathlon games, teachers are encouraged to move from group to group and ask students questions about the choices they have made. By doing so teachers slow down the impulsive tendencies of students which helps them to become more reflective. To create an environment of constructive competition, teachers ask opposing team members to shake hands and wish each other good luck when beginning a game. Likewise, at the end of each game, opposing team members are again encouraged to shake hands to demonstrate their appreciation for each team's efforts in "giving it their best shot." Since the games deal with a wide range of mathematical thought including spatial/geometric, arithmetic/computational and logical/scientific reasoning, the games are ideal for a wide range of abilities and learning styles. All students should be provided with opportunities to experience the Mathematics Pentathlon games and encouraged to develop their problem-solving and strategic thinking abilities. We suggest that teachers do not use the Mathematics Pentathlon games in ineffective ways such as to: offer these experiences only as a reward to those students who have completed their regular textbook and/or paper and pencil assignments; provide only one-on-one experiences with games; occupy students' time so that a teacher can grade papers or perform other duties; or stress the competitive win-loss aspects of a game.

Easily coordinated with ongoing classroom instruction, the Mathematics Pentathlon games, activities, and assessments provide an exciting format for students to explore and understand important mathematics concepts and strategic thinking. Many teachers have found the training offered during the Summer Workshops to be invaluable in helping them understand how the games can fit into their daily plans. Others have used the Month by Month Instructional Sequence as a guide. As there is no one strategy that works each time in playing one of the games, there is no one formula for incorporating the Mathematics Pentathlon games and activities into the mathematics curriculum. The Mathematics Pentathlon program allows many opportunities for teachers to customize the program to fit their individual classroom needs.

For Instruction:

• Alignment to National, State, District, and Area Standards
• Game Description Sheets
• Instructional Sequence Sheets
• Cooperative Learning Assessment
• Scope and Sequence
• Training Information!