and the children's motivation usually keep them on task. Few language barriers - an additional benefit becomes evident when children from non-english-speaking backgrounds are involved. The basic structures of some games are common to many cultures, and the procedures of simple games can be quickly learned through observation. Children who are reluctant to participate in other mathematical activities because of language barriers will often join in a game, and so gain access to the mathematical learning as well as engage in structured social interaction. Hints for Successful Classroom Games These tips come from Alridge & Badham (1993): Make sure the game matches the mathematical objective Use games for specific purposes, not just time-fillers Keep the number of players from two to four, so that turns come around quickly The game should have enough of an element of chance so that it allows weaker students to feel that they a chance of winning Keep the game completion time short Use five or six 'basic' game structures so the children become familiar with the rules - vary the mathematics rather than the rules Send an established game home with a child for homework Invite children to create their own board games or variations of known games. Future articles in this series will cover types of games and creating your own games. The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional