## Radical SNAP

February 12, 2014 by John Scammell

I take no credit for this idea at all. I was in a classroom this morning, and the teacher had the students play a game of Radical SNAP. The students were totally engaged, and were enthusiastically converting between mixed and entire radicals. It’s pretty simple to set up.

Materials: You need one deck of cards with the 10, J, Q and K removed for each pair of students, and one giant square root symbol per pair of students. This one should do the trick: Giant Root

Pair off the students in your class. Each pair gets a deck of cards, and should remove the 10, J, Q and K. Shuffle the remaining cards, and deal them so that each person has half the deck, face down.

**Mixed to Entire**

The students flip over their top cards. The student on the left puts his in front of the radical, and the student on the right puts hers under the radical. The first student to correctly convert the mixed radical to an entire radical wins the round.

**Entire to Mixed**

The students flip over their top cards, and put them both under the radical. The first student to correctly simplify the radical or to identify that it can’t be simplified wins the round.

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on February 12, 2014 at 3:32 pm |Chris HunterNice. Here’s how I imagined the activity after seeing your tweet and before reading this post:

– Each student has their own “Giant Root”

– Each player draws a card and decides to place it in front of or inside the radical sign.

– Each player draws a second card and decides to place it in the remaining spot.

– The player with the largest number wins (which often, but not always, means each player converting to an entire radical in order to make comparing easier).

I think this de-emphasizes speed and adds an element of strategy/luck.

on February 12, 2014 at 6:50 pm |Chris HunterD’oh! “Each player draws a second card and decides to place it in the remaining spot” should read “Each player draws a second card and places it in the remaining spot.” No decision.

on February 12, 2014 at 8:13 pm |John ScammellIt’s a nice variation. The speed factor was troubling for a few kids whose partners were lightening fast.

on February 28, 2014 at 8:27 am |PatI second the “speed vs strategy” comment! Games that featured a little strategy and time to think always worked much better in my classroom, and didn’t penalize the kids who are still in the process of mastering a procedure or skill.

on August 19, 2015 at 1:42 pm |Shaungreat idea!

on February 12, 2014 at 8:09 pm |Sarah HaganI love this! Thanks for sharing!

on March 12, 2014 at 2:23 pm |Shannon SookochoffHey John, could you please contact me. 🙂

on November 18, 2014 at 12:27 pm |misterlangReblogged this on Mike Lang and commented:

This is awesome for Math 10C or a review in Math 20-1. Are there ways we can invite variables into the expression? Perhaps rolling a die to see what exponents variables will be raised to?

on August 19, 2015 at 1:41 pm |Shaunthanks for sharing. Not only is this active and fun in itself, but I get a chance to help students play a game that isn’t a video game.

I am wondering if my middle school students have ever played any card games.