If you want students to practice enough to become proficient, make practice into a game.  

For example, memorizing the multiplication tables or becoming quick at following an algorithm can be turned into a game by using Too Many Problems to Solve. Start with a stack of problems that follow a consistent pattern (such as two-digit multiplication problems).  Show the students a pattern or algorithm they can use to solve this type of problem.

When the clock starts, both players take one problem from a stack of problems supplied by the teacher, solve their problem, and write their answer.  If one player is having trouble, the players can talk together and help each other.  If they’re still having trouble, they can search for help in a book or online.  If all else fails, they can ask the teacher for help.   Players then exchange their problems and answers with their partner who checks the answer. 

If the answer is wrong, the checker returns the problem to the partner to correct their own work. Play continues until time is up. The score the two partners earn together is the number of pairs of problems with correct answers within the set period of time.  (For example, if Player A solves three problems correctly and Player B solves two problems correctly, they have two pairs of correctly solved problems and their score is two.)

Then the scores from all the pairs of players are added together.  The total score is the class score for game one.

Before the next game begins, give students time to reflect on their work in game one and plan how they can prepare for game two.  Three questions help: What happened? So, what did we learn? Now, what can we do to improve?  Then, they make predictions about how much the score will increase.  If they want to practice before the clock starts, go for it, but they can’t practice with the problems that will be used in the next game.

The class wins if the combined score after game two is greater than the score after game one.  Game two should have the same time limit, and the difficulty of the problems must not change – otherwise, comparison of the scores will not be meaningful.

Play should continue for several rounds to avoid gaming the score by not trying hard the first time they play.  After the third game, students begin to think about the ways they learn and how they can help each other learn.

This simple game structure has many variations.  Students can work in groups of three or even four.  The method for checking answers depends on the type of problem and the learning objectives.  The teacher may want the students to use an answer sheet.  The teacher may want the checker to make a calculation to check the answer. 

Please let us know your experience with Too Many Problems to Solve in our online Game Portal. If you have any questions or suggestions, put them in the comments below.  We’re ready to help you.