Educator Resources for Lure of the Labyrinth: Employee Lounge
This puzzle game requires students to solve problems using algebraic representation. As students explore the game and develop strategies, help them make mathematical connections. For example, the “eyes” in the game represent monetary values or coins. Help them identify the coins as variables. Each turn can be written and evaluated as an algebraic expression
For more teacher resources,
visit the Lure of the Labyrinth Website.
In this lesson plan, which is adaptable for grades 6 through 8, students use BrainPOP resources to explore mathematical concepts. They will describe, represent, and apply numbers using mental strategies, paper/pencil and technology through an online game. Students will also evaluate algebraic expressions.
Common Core State Standards Alignment:
4.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
5.NBT.A.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
5.NF.B.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
5.NF.B.7a Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.
7.NS.A.2a Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.
7.NS.A.2b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts.
7.NS.A.2c Apply properties of operations as strategies to multiply and divide rational numbers.
For a complete list of standard alignments, visit our standards tool.