Mathematics, with its abstract concepts and its critical importance in a wide range of scientific and everyday activities, often presents educators with the challenge of finding engaging, hands-on activities to capture their students’ interest. Today, we’re going to delve into a fun, effective and versatile math game designed to bolster number sense, understanding of divisibility, and numerical creativity: ‘Digit Widgets.’

## Digit Widgets, Part 1: Divisibility Drilldown

The first part of the Digit Widgets game focuses on enhancing students’ grasp of number divisibility. This game-based learning approach is a fantastic opportunity to make mathematics more interactive, thereby promoting a deeper understanding of mathematical concepts. Here’s how to start:

**Step 1: **Preparation Prepare flashcards with numbers 1-9 written on them. Fill a large bowl with these cards and mix them thoroughly. This simple act of preparing the game tools can also be turned into a learning moment, prompting students to identify and recognize different numbers.

**Step 2: **Team Creation Divide your classroom into sets of partners or small groups with three students each. This encourages cooperative learning, where students can share their strategies and learn from one another.

**Step 3: **The Draw Each group will approach the bowl and select five random cards. This luck-based draw adds an element of unpredictability, making the game more exciting and challenging.

**Example**: One group has picked: 2, 3, 7, 8, 9

**Step 4: **The Objective Each group will also receive the number “0.” Using the drawn digits and the provided zero, the goal is to create numbers that are divisible by any of the numbers 2, 3, 5, through to 10. The key is that each digit can only be used once in a completed number.

**Example**: They can form the number 280 (divisible by 2, 4, 5, 7, 8, and 10) but not 2880 or 2080.

**Step 5: **The Challenge The students are given a time limit to create as many numbers as possible, and list the numbers that their created numbers are divisible by. The group with the most numbers using their digits correctly wins. However, they must accurately document all the divisibility numbers in their lists. If they miss one, they are disqualified.

**Example**: If a group creates 280, but they miss 8 as a factor, they would be disqualified!

## Accommodations and Modifications

As an educator, you must cater to the diverse learning needs of your students. If some students are struggling with the concept, consider the following modifications:

**Peer learning:**Pair struggling students with those who have a good grasp of the concept. This peer learning process encourages collaborative problem-solving.**Additional time:**Allow some students more time to work out their solutions, thereby reducing pressure and enabling them to focus better.**Reduced numbers:**Initially, limit the numbers they need to work with. As their understanding improves, introduce more numbers.**Small group instruction:**Provide additional instruction to small groups of students who need more guidance to understand the concept.**Visual aids:**Use visual aids to help explain the concepts involved in the game.

## Gameplay Scenarios

A group with the numbers 2, 3, 7, 8, and 9 could create numbers like 280, 237, and 923. The game challenges students to be as creative as possible with their combinations while maintaining the divisibility rule. As an educator, you can walk around, monitor their work, and facilitate their thinking process by asking probing questions.

# Digit Widgets, Part 2: Up the Ante

Once the students have mastered the first part of the ‘Digit Widgets’ game, it’s time to raise the stakes and add a new, more challenging twist. The new variant offers an advanced level of complexity, fostering deeper mathematical thinking and problem-solving skills.

**Step 1**: Same Procedure Follow the same process as before – divide your class into partners or groups of 3, and have the groups pick out five numbers from the bowl.

**Example**: Group A has picked 1, 3, 5, 5, 6 Group B has picked 2, 4, 7, 9, 9

**Step 2**: The Wild Card Now introduce the wild card – the number “0.” Unlike Digit Widgets Part 1, students can now use the “0” card as many times as they like. This variation opens up a whole new world of number possibilities, increasing the game’s complexity and engaging students further.

**Step 3**: The Objective As in Part 1, the objective remains the same – students must list all the numbers from 1-10 that the number they create is divisible by.

**Example**: Group A can create the number 55000, but they can’t create the number 5550 because it uses one more 5 than they have. Group B can create the numbers 204, 2040, and 20400 but they can’t create 2440 since it uses two digits with “4.”

**Step 4**: The Challenge The group that ends up with the most created numbers with all the proper factors wins. If they miss a factor, they are disqualified. To assist in handling the larger numbers, you can permit the use of calculators. However, it’s an intriguing observation that the use of calculators might slow them down instead of speeding them up, as they wrestle with understanding number patterns and factorization.

## Accommodations and Modifications for Part 2

For this advanced stage of the game, some students may need more assistance. Here are some ways to accommodate and modify the game:

**Guided Practice:**Model the process of creating numbers and identifying the divisible factors. A few guided practice sessions will help them better understand the rules and objectives of the game.**Calculator Use:**Some students might benefit from using a calculator to verify their answers. This accommodation can increase their confidence and enable them to focus more on the game strategy.**Increased Time:**For struggling students, allow additional time. Remember, the aim is understanding and engagement, not speed.**Adaptive Grouping:**Depending on the individual capabilities of the students, consider adaptive grouping. For example, group students of similar abilities together, or mix ability levels so that stronger students can assist those who are struggling.

## Gameplay Scenarios for Part 2

Using the example from earlier, Group A can creatively construct numbers such as 55000, 56000, or 6550. Meanwhile, Group B, equipped with two “9”s, can come up with numbers like 9920, 9904, and 20490. These gameplay scenarios make learning interactive and fun while honing problem-solving skills.

Incorporating games like ‘Digit Widgets’ in mathematics education can stimulate an engaging and dynamic learning environment. Not only do such activities make mathematical concepts more approachable, but they also encourage teamwork, strategic thinking, and a deep appreciation for the wonder of numbers. Through this simple game, the abstract becomes tangible, the mundane turns exciting, and the lessons learned are more likely to be retained.

## Common Core State Standards (CCSS) Connections

**Playing Digit Widgets can help students master several Common Core State Standards:**

- CCSS.MATH.CONTENT.3.OA.B.5: Apply properties of operations as strategies to multiply and divide.
- CCSS.MATH.CONTENT.3.OA.C.7: Fluently multiply and divide within 100.
- CCSS.MATH.CONTENT.4.OA.B.4: Find all factor pairs for a whole number in the range 1-100.
- CCSS.MATH.CONTENT.5.NBT.B.6: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors.

As we aim to inspire a love of mathematics in our students, we must remember that the journey is as crucial as the destination. ‘Digit Widgets’ is an invaluable tool in this endeavor, instilling the wonder of numbers in the next generation of problem-solvers and mathematicians. Happy teaching!