Word problems symbolically represent mathematical operations through written scenarios. This helps students understand ways that they can extrapolate their mathematical teachings to real-world situations. Furthermore, students who have trouble grasping the concepts beneath number-based math operations may find these concepts to be more apparent in written descriptions. The word problem should lay out all of the fundamental elements of the mathematical operation being taught, such that students are able to construct the proper math operation from the numbers and variables in the text. To be most effective, word problems should incorporate entertaining elements such as humorous scenarios such that students more thoroughly engage with the problem.
Many math concepts can be represented in symbolic imagery. A basic game is using an image of counter objects to represent numbers. For example, the problem "7 + 3 = 10" could be represented by an image of seven identical objects, a plus sign, then an image of three additional objects. In this case, students would count the total number of objects to solve the problem. As a geometry game, have students incorporate geometric shapes into their own illustrations, then use their knowledge of geometry to solve various problems relating to the properties of the shapes. Symbolic image games such as these allow students to visualize the function of numbers.
Counter objects can be used to symbolize the numbers in any mathematical operation. This is especially useful for young students learning basic math concepts. Supply students with an adequate amount of counter objects, such as marbles or bottle caps, then supply them with a worksheet of equations to solve using the counters. Having a material object to work with hands-on helps students grasp the symbolic nature of numbers. To make counting games more enjoyable for students, use a treat such as candy as the counting tool, then allow students to eat the treats when they correctly solve all of the equations.
Dice can be used in math games to stand for symbolic variables. For dice games, divide students into small groups and provide each group with a pair of dice. Students will then take turn rolling the dice and recording the numbers that land face up. Students will then perform mathematical operations with their sets of numbers, such as multiplying or dividing them. The student who has the highest score after the mathematical operations are performed wins the game. Be sure to emphasize to students that each dice roll symbolizes two unknown variables in the same way that letters do in variable equations.