This plan is designed for classrooms having many technological tools allowing students to work on the game by themselves.[br][br][b]Before applying:[/b] This part should last for [b]10 [/b]minutes. [br]The teacher assigns groups with 4 people which are not homogeneous. This means that all groups should include some hardworking and not-interested students. Then, teacher explains the activity to students by playing several times on the board. Then, the teacher gives the digital tool to each group. Then, she gives them 20 minutes to earn as many scores as they can.[br][br][b]During:[/b] This part should last for [b]20[/b] minutes.[br] The teacher walks around the class and notices the strategies students use while they try to solve questions in the game. If the teacher observes some groups having challenges, she can make scaffolding by asking related questions to students but not giving the answers or directly guiding them. She also has to be sure that students are not distracted by other applications in that digital tool.[br][br][b]After:[/b] This part should last for [b]10[/b] minutes. [br]All groups tell their scores and the teacher writes them on the board so they determine who got the highest. Then, she asks students to give their strategies for that game. Then, she asks whether their first and second answers are close to one another so whether they can make a good prediction without seeing the feedback. After that, teacher asks students to evaluate the game's usability and organization so she can make changes accordingly.

This plan is designed for classrooms where only the teacher has a digital tool.[br][br][b]Before applying:[/b] This part should last for [b]5[/b] minutes.[br]The teacher explains the activity to students by playing it a few times on the board and telling them that they will be called to the board in order. Here, the aim for students is to earn as much score as they can as a class.[br][br][b]During:[/b] This part should last for [b]25[/b] minutes.[br]Here, the teacher should aim to give opportunity to as many students as she can. While students playing the game, if she observes a student's struggling, then she should make scaffolding by asking questions to the student. The key point is still not giving direct instructions while answering. She has to be sure that while a student is engaging in a game, the other students are not distracted.[br][br][b]After:[/b] This part should last for [b]10[/b] minutes. [br]The teacher can congratulate the class for the score they get. Then, she asks the specific strategies they use while playing the game. She can write the common or interesting strategies they discovered on the board. She can also ask whether their first and second answers are close to one another so whether they can make a good prediction without seeing the feedback. After that, teacher asks students to evaluate the game's usability and organization so she can make changes accordingly.