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Math

CO-OP SET

This version requires all players to work together as a team. It can be played by one person or with a team of any size. SETs are made according to the standard rules.

Object To obtain the maximum number of SETs in each layout of twelve cards, so as to achieve the maximum number of points as a team. Players work towards increasing their team or personal best score. In a classroom or group with several teams, the team with the highest score wins!

Download Printable Instructions Here

SET® AND MATRIX ALGEBRA

By Patricia J. Fogle, Ph.D., D.O.

How to use matrix algebra to build magic squares of SETs.

THE MAXIMUM NUMBER OF SETS FOR N CARDS

AND

THE TOTAL NUMBER OF INTERNAL SETS FOR ALL PARTITIONS OF THE DECK


By Jim Vinci

 

This paper covers the following topics:

  1. For the benefit of those new to SET, a brief explanation of the rules of the game and how Sets are formed.
  2. Development of a general formula for the total number of Sets that can occur when a deck of CP (P = number of properties in the deck, C = number of choices for each property) cards is partitioned into two piles, and Set counts are restricted to those that are found exclusively within each pile.
  3. The thinking behind the clever visual solution for why any collection of 20 cards must contain a Set, including a discussion of the Set-blocking strategy.
  4. A proposed computer modeling method, referred to as the Consecutive Maximization Method, for use in identifying the largest possible Setless collection of cards from a P property deck.

SET Skill Connections

SET is the award winning puzzle game that is truly a challenge for the whole class. Students ages six through college can challenge one another – age and experience are not advantages because SET draws on fundamental thinking processes.

SET CUBED Skill Connections

SET CUBED looks and plays very differently from the highly awarded game SET. Students of different levels can challenge one another as play invokes fundamental thinking processes. Play is simple; to start, place all the dice into the cloth bag and shake it. Each player reaches into the bag and blindly grabs 5 dice. All players then roll their dice simultaneously, the first person to see a SET within their dice calls “SET” and plays his or her dice on the logo in the middle of the board. 

XACTIKA Skill Connections

XACTIKA is an original card game, with three ways to play. Students can PLAY TO WIN: take the most tricks, high score wins. Or they can PLAY TO LOSE: take the fewest tricks, low score wins. Or PLAY TO BID, where the student must win exactly the number of tricks he/she bid (hence the name XACTIKA).

The three ways to play all teach critical thinking, math skills, and social and personal skills; however each way to play emphasizes different skills:

  • When students PLAY TO WIN, they must understand how to play each card so it has the highest probability of winning.
  • When they PLAY TO LOSE, students must understand the inverse of the rule and play each card so it has the highest probability of losing.
  • When students PLAY TO BID, XACTIKA challenges and builds their ability to estimate the outcome of a series of processes. Each student must evaluate the probability of being in a position to take other players’ cards that are laid down each round, based on the cards in his or her hand. The game is designed such that cards that appear to be likely to take a trick initially may become less likely to take a trick as cards are played and those cards that do not initially appear likely to take a trick, may now be viable to do so. Developing the ability to correctly bid their hands involves analytical reasoning and following the evolution of the play develops patterning skills. Students must recognize the value of their hand, not just from having the highest point cards in one of the four suits on each card, but also from an understanding of the chances that opponents may or may not have cards of similar value.

Rules for Playing SET with Teams in the Classroom

Note: The following exercises call for the use of SET transparencies or an interactive whiteboard.

Divide the class into teams of 3-8 students each. Go to www.setgame.com and view the SET Daily Puzzle. Duplicate the puzzle on the overhead or project it onto the interactive whiteboard.

This lesson includes 3 different ways to play with teams in the classroom:
Quiet Team Play
Quiet Team Play to Develop English Language Skills
Team Play to Develop Communication Skills

Language Skills Using SET in the Classroom

For this exercise, transparencies can be placed on the overhead projector or printed on a worksheet for students to work individually or in teams.

Activity: Place two cards on the overhead projector. Ask the students to describe the missing card. For younger students, have them fill in missing adjectives in a sentence you provide.

More Advanced Activity: Place two cards on the overhead projector. Ask the students to draw the missing card and then write a sentence describing it.
Example: I need two open purple ovals to complete this SET.
Place two new cards on the overhead projector. Ask the students to draw the missing card and then write a sentence using a different verb or sentence structure. Example: In order to complete this SET, a solid red oval is required.
Continue as above: The third sentence could be: “Please give me an open red diamond.”

Developing Mathematical Reasoning using Attribute Games

By Anne Larson Quinn, Ph.D., Associate Professor, Edinboro University, Quinna@edinboro.edu
Frederick Weening, Ph.D., Assistant Professor, Edinboro University, Fweening@edinboro.edu
Robert M. Koca, Jr., Ph.D.

Reproduced with permission from the Mathematics Teacher, copyright 1999 by the NCTM.

The game of SET® has proven to be a very popular game at our college mathematics club meetings. Since we've started playing, the membership has grown every month. In fact, one of our members brought her six year old son to a meeting, and he now looks forward to playing SET® with us every month. As a result of playing the game in our club and thinking about the results, we created and solved a variety of mathematical questions. For example, we wondered about possible strategies for winning and conjectured about phenomena that happened when playing. These questions involve a wide variety of traditional mathematical topics, such as the multiplication principle, combinations and permutations, divisibility, modular arithmetic, and mathematical proof.

MATHEMATICAL FUN & CHALLENGES IN THE GAME OF SET®

By Phyllis Chinn, Ph.D. Professor of Mathematics
Dale Oliver, Ph.D. Professor of Mathematics
Department of Mathematics
Humboldt State University
Arcata, CA 95521

The Game of SET

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