Every spring at Diegueno Middle School in Encinitas, Mrs. Thompson** brings out a set of colorful cards that spark a friendly competition in her classroom. She has been doing this for years, using the 24® Game (aka Math24) as a deliberate way to help students sharpen their math facts, and build the thinking skills they need for more advanced problem-solving. The rules are simple: each card shows four numbers, and students must use addition, subtraction, multiplication, and division—each number exactly once—to make 24. Small colored dots in the corners indicate the level of difficulty, from one-dot beginner cards to three-dot problems that require deeper strategic thinking. The pace is quick, the stakes—at least in class—are light, but the learning is serious.
One of her seventh graders, Mike, took to the game almost immediately. Bright and competitive, he found the combination of speed, logic, and math facts exhilarating. But Mike wasn’t the reason Mrs. Thompson introduced Math 24—she already had a tradition of running her students through the game, building toward the local, district, and county tournaments. In Encinitas alone, there are four middle schools, and across San Diego County, over 200 middle schools, many of which send students to compete each year.
In the classroom, the game became part of Mike’s routine. He practiced during group sessions and raced against friends in “lightning rounds.” He tried increasingly difficult decks. He moved from single digits to double digits, then on to the more complex variable cards. Mrs. Thompson encouraged students to explain their solutions out loud. That provided classmates a chance to see alternate approaches. Mike learned to discriminate number patterns quickly, like recognizing that a 6 and a 4 might form a 24 through multiplication, or that 25 minus 1 could also be a solution.
When the school’s annual Math 24 tournament arrived, Mike entered with quiet confidence. At Diegueno Middle School, the tournament included all seventh and eighth graders. The best players advanced to a school-wide final. The room buzzed with anticipation as students clustered around tables, each eager to call out “24!” before their peers. Mike stayed composed, letting his preparation guide him, and in the end, he captured the school championship.
Winning at school meant representing Diegueno at the district tournament, where he faced the top players from another local middle school. Here, the competition grew tougher. The cards came faster, the problems more complex. Still, Mike kept his focus, applying strategies he had rehearsed at home—most often with his mom, Mary, who organized regular practice sessions in their living room and patiently ran card after card until Mike could solve even the trickiest ones in seconds. His father joined in too, offering encouragement, acting as referee during timed rounds, and helping Mike think through alternative solutions. These home practice sessions weren’t just about math—they taught Mike how to think under pressure, adjust when a plan didn’t work, and keep his composure in front of a crowd. His effort paid off: Mike won the district title.
The final stage was the county-wide tournament, held in a large, echoing gym filled with the top Math 24 players from more than 200 middle schools across San Diego County. Here, the quality of play was exceptional. Every student was quick, confident, and familiar with the game’s nuances. Mike fought hard, solving card after card, adapting to the fierce pace. In the end, he finished in eighth place—a little disappointed at first, but soon proud of how far he’d come against such skilled competition.
For Mrs. Thompson, Mike’s progress was exactly why she used the 24® Game year after year: it wasn’t just about winning, it was about developing flexible thinkers, confident problem-solvers, and students who could generalize speed and accuracy into other areas of math.
The 24® Game’s appeal lies in its simplicity. It’s a deck of cards, yet the game motivates students to master arithmetic facts, recognize patterns, and apply logic, all under the influence of friendly competition. The colored dots give students a clear progression path, challenging them to stretch without overwhelming them. Tournaments, from the classroom to the county level, add a social and emotional dimension that keeps students engaged and teaches them sportsmanship.
If you’re a parent wondering whether Math 24 might benefit your child, Mike’s experience offers an answer. The game builds math skills certainly, but also patience, focus, adaptability, and confidence. It’s a program with broad participation, and a track record of making math both fun and meaningful. Whether your child is a natural competitor or simply needs a new way to connect with math, Math 24 has the potential to spark growth you—and they—will notice long after the cards are put away.
** Note: Mrs. Thomson is not the Math teacher’s real name. I don’t remember her name since this true story happened a number of years ago. Math 24 is still in operation today.
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I wish they had this game when I was a kid. Math was always aversive to me. I might look for this for a client. Thank you!