Integer Football - Algebra Readiness Scholastic Template
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1
2
3Integers
Integer Football
Play this fun game and get ready for a kickoff of intensive integer computation
practice. Students won’t fumble positive and negative numbers again!
LEARNING OBJECTIVE
Directions
Students add positive and
1. Duplicate the Integer Football reproducible for each pair. Review the
negative integers.
terms integer, positive, and negative with the class.
2. One player takes the side of the Touchdown Negatives, while the
GROUPING
other takes the side of the Pigskin Positives. To start, each player’s
three counters are placed on the 0-yard line. The object is for players
Pairs
to get all three of their counters to their own 50-yard lines (positive
or negative) first.
3. Players use a pencil and paper clip to make the spinner, spinning the
MATERIALS
clip around the pencil.
Integer Football reproducible
Y
4. For each turn, a player spins the Yards spinner and moves a counter
(p. 49)
the number of positive or negative yards indicated. To clarify, draw
pencil and paper clip for each
Y
the following number line on the board:
pair (to make the spinner)
-50 -40 -30 -20 -10
0
10 20 30 40 50
3 different-colored counters for
Y
each student
Suppose a player who had a counter on the 10-yard line spins a –30.
Draw an arrow as below, or move a counter to show students that
the player would move 30 yards to the left.
-50 -40 -30 -20 -10
0
10 20 30 40 50
5. If all three of one player’s counters land on the opposing side’s 50-
yard line, all those counters should be moved back to 0. A player
does not need an exact spin to land on a 50-yard line. The first
player to get all three counters on his or her own 50-yard line wins.
Taking It Farther
To make the game harder, duplicate the reproducible. Change +10 and
–10 to +5 and –5, change +20 and –20 to +15 and –15, and change
+30 and –30 to +25 and –25. Use a ruler to draw 5-yard lines between
the 10-yard lines. Make copies of the new reproducible for students to
play the game again.
Assessing Skills
Observe whether students understand which direction to move a
counter that is already on the negative side of the board. If they spin a
–10, do they move 10 yards to the left? Students may be confused and
move to the –10 yard line instead.
48
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