04/02/2016

Bingo

A simple game that can be turned into a challenging one

I wanted to engage children into speaking using the already known vocabulary covering numbers, colours and shapes.

They've learned shapes through the brain-gym like activity, which was mentioned in the-previous-post. Colours are, obviously, a part of every topic and the numbers ... well we did a lot of games and brain-gym like activities with them.

The children had no difficulties recognising and naming all of the words, but putting them into a sensible and correct sentence could be challenging. And here is when 'BINGO' came in handy.

Designing a doodle




First, a doodle was drawn, consisting of different shapes placed in a table. (4x6)







Preparing the board game

During the lesson, children coloured the shapes in the doodle by dictation: 'Colour the circles orange, the squares pink' etc. (It was a listening exercise and every child had the same shape coloured with the same colour.) If you decide to skip the dictation, children can colour the shapes to their own liking.

After they have finished, 4 different numbers were displayed on the board. Each child chose 2 of the displayed numbers and copied them into the chosen shape. (For instance: the numbers displayed were 4, 6. 11 and 19. A child chose 6 and 11 and wrote them down into two orange circles. The other two orange circles remained empty.) Every time a new set of numbers was displayed, a new shape was marked with two numbrs.

Playing Bingo

How to play the game: the teacher pulls out the CoolTool with the number and says the number aloud. (Does not show it, yet). An option is that children pull the numbers out themselves, in turns.

Children search for the called number and if they have it, they note it by lifting up their arms. One by one children speak out the answers, following the dialogue:
  • the teacher: 'Where is 15?'
  • a child: 'In the pink square.' or '15 is in the pink square.'
The correct answer
  • If a child names the colour and the object correctly, he/she can cover the field. If not, it stays uncovered.
  • After all of the numbers have been called, the teacher may give children the chance to report of their uncovered numbers. If they say them correctly, they can be covered.
The winner:
  • The child with most covered fields
  • Every child who has covered at least (certain amount) of fields.


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