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Mathematics
Pentathlon®
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:
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