a game children play d e s le v in the mbundu tribe ... time fillers.pdf · objective: students...

Substitute Teacher Handbook / 8th Edition

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Younger Students

Time:

Objective:

MaterialsNeeded:

Procedures:

5-10 minutes

Students will practice saying numbers in foreign languages and partic-ipate in a game played by children from the Mbundu tribe in Angloa, West Africa.

Language sheet

1. Students stand in a circle, with one student in the center.2. The student in the center calls out a number.3. Students then group themselves into groups the size the student

in the center called out.4. There will likely be a group that is a different number than the

one that was called out. This group will need to say the number of the size of their group.

5. The student in the center will stay there for three rounds and then another student is selected.

Success:TIPS for For more of a challenge, require the student in the center to say the numbers in a different language. (See Language Number Guide)

A Game Children Play in the Mbundu Tribe

Counting to Ten – Language guide

spanish French german Japanese Korean swahili

One Uno Un Eins Ichi (itchy) Hana (HA-nah) Moja (mo:ja)Two Dos Deux Zwei Ni (knee) Dul (dool) Mbili (mbi-li)Three Tres Trios Dreu San (sun) Set (set) Tatu (taatu)Four Cuatro Quatra Vier Shi (she) Net (net) Nne (n-ne)Five Cinco Cinq Funf Go (go) Da-sul (DA-sut) Tano (taa-no)Six Seis Six Sechs Roku (rock) Yuh-seot (YA-sut) Sita (seta)Seven Siete Sept Sieben Shichi (shi-chi) Il-gop (EEL-gope) Saba (saa ba/Eight Ocho Huit Acht Hachi (hat-chi) Yuh-deol (YA-dool) nane (naa neh)Nine Nueve Neuf Neun Kyuu (coo) Ah-hop (AH-hope) tisa (tea sah)Ten Diez Dix Zehn Juu (ju) Yeol (yool) kumi (koumih)

©STEDI.org

webFun Time Fillers

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Older Students

Time:

Objective:

MaterialsNeeded:

Procedures:

20 minutes

Students will try to guess adverbs and the scenarios.

Language sheet

1. Cut out the slips of paper on the attached sheet. Keep the papersseparated into the two piles. One pile should have all the adverbs,the second pile should have the scenarios in it.

2. Divide students into groups of three.3. This game is like charades, except they will also have to act out

the scenario according to the adverb.

adverbs and scenarios

Directions: Cut out each of these scenarios and adverbs. Keep the papers in two separate piles and have students draw one paper from each pile.

Adverb Charades


Angrily Grocery Shopping

Anxiously Bowling

Awkwardly Flying a Kite

Cheerfully Rowing a Boat

Courageously Flying an Airplane

Doubtfully Swinging

Eagerly Playing Baseball

Jealously Playing Basketball

Lazily Working Out

Loudly Mowing the Lawn

Optimistically Vacuuming the House

Quickly Driving a Car

Quietly Riding a Bike

Reliably Skateboarding

Seriously Texting a Friend

Shyly Talking the Phone

Tenderly Doing Homework

Warmly Walking a Dog

Wickedly Playing Soccer

©STEDI.org

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Time:

Objective:

MaterialsNeeded:

Procedures:

5–10 minutes

Students will practice adding and subtracting numbers found on dice.

DicePencilMountain Sheet for each student

1. Divide students into groups of 2–6 depending on how many diceyou have.

2. Give each student a “Mountain Sheet.” 3. The object of the game is to climb up one side of the mountain

and climb down the other. The way students do this is by rollingthe dice and marking off the numbers that they roll. The trick isthat they have to mark these numbers off in order.

4. The can mark off a number in one of three ways:a. If students roll the number directly.b. If the sum of two consecutive numbers equals the number

that needs to be marked offc. If the difference of two consecutive numbers equals the

number that needs to be marked off5. Students in each group will take turns rolling the dice and

marking off their charts.6. The student who marks each of the numbers off the fastest,

wins.

Success:TIPS for To make the game go a little faster, any number that is rolled or any sum or difference can be marked off. For example if a one and a two are rolled, numbers one two and three can be checked.

Climbing the Mountain with Dice

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Younger Students

Time:

Objective:

MaterialsNeeded:

Procedures:

15 Minutes

Students will play a game that helps them practice adding to 100.

Copy and cut out enough game cards for each pair of students to have a set (see attached).

1. Divide students into groups of two.2. Give each group a set of Close to 100 Game Cards.3. Tell students they will be playing a game called Close to 100.

Each game consists of five rounds.4. Round 1: Deal six cards to each player. Players choose four of

the six cards to make two 2-digit numbers that, when addedtogether, come as close as possible to 100 (without going over).Wild cards may be assigned any value. Students will then figurethe difference between 100 and the sum of their individualpoints, this is their score. Students will make note of their score.

5. Rounds 2–5: Play is the same except students are only dealt fourcards.

6. Players then add up the total difference from each round andwhichever pair of students has the lowest score, wins.

Close to 100

Success:TIPS for You may want to consider having the students cut out their own cards to save you time.

©STEDI.org

Close to 100 game Cards

Wild Card Wild Card Wild Card Wild Card

0 0 0 0

1 1 1 1

2 2 2 2

3 3 3 3

4 4 4 4

5 5 5 5

6 6 6 6

7 7 7 7

8 8 8 8

9 9 9 9


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Time:

Objective:

MaterialsNeeded:

Procedures:

15 minutes

Students will talk with students in the class to find out information about them.

Find Someone Who… worksheet (see attached)

1. Hand out one worksheet to every student. 2. Inform students they will talk with the other students in the class

to find out if they meet the descriptions found in the boxes.3. If a student does meet a description, they will initial the box on

their classmate’s paper.

Success:TIPS for Decide beforehand if it is okay for students to initial more than one box. In smaller classes, this is recommended.

Find Someone Who…

©STEDI.org

Name:

FINd sOMeONe WHO…

Ask the other students in the classroom to see if they fit any of the following descriptions. Have the student initial the line.

___ Has more than five kids in his/her family.

___ Plays golf.

___ Likes to work on computers.

___ Lives with or near a grandparent.

___ Has traveled outside of the country.

___ Likes the color blue.

___ Was born in a different state.

___ Had peas for dinner in the last week.

___ Did not eat breakfast this morning.

___ Has a dog.

___ Has read all of the Harry Potter books.

___ Saw a movie in the theater the previous weekend.

___ Speaks another language besides English.

___ Has the same birthday month as you.

___ Plays a musical instrument.

___ Wants to be a doctor.

___ Is allergic to peanuts.

___ Wears contact lenses.

___ Works regularly as a volunteer.

___ Has milked a cow.

___ Has done yoga.

___ Has been camping.

___ Likes the same band you do.

___ Has red hair.

___ Has homework to do that night.

___ Plays soccer.

___ Had cereal this morning.

___ Lifts weights regularly.

___ Has an after school job.

___ Has green eyes.


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Older Students

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Students will solve a math equation and group themselves accordingly.

Math grouping flashcards (see attached)

1. Hand out the math fact families randomly so each student has one. However, be sure to complete the fact family.

2. Explain that a fact family is a series of equations that are related. For example, our fact families include the following equations:

2 x 33 x 26 ÷ 36 ÷ 2

Ask students if they can see why this is a fact family.3. Tell students that they are going to work to group themselves

into fact families. 4. Whichever team does this fastest wins the round.5. Students will look at the card that was handed to them and when

the teacher says, “begin,” start asking other students what fact family they belong to.

Grouping Math Facts

©STEDI.org

Time:

Objective:

MaterialsNeeded:

Procedures:

5 minutes

Students will play a game to help them quickly find groups of ten.

A deck of cards (with the face cards removed) for each group of students

1. Divide students into groups of 2 – 4 and give the students a deck of cards with the face cards removed.

2. One student will shuffle the cards and lay 9 face up.3. All of the students in the group will look at the 9 cards and find

numbers that will create a group of ten.4. When a student identifies a group of ten, the student removes

those cards and keeps them in their own pile.5. Any cards removed needs to be replaced.6. For example, a student sees that two fives are laid down. She can

collect those two fives and continue looking for another group of ten. The student who shuffled will then replace the two fives with two other cards from the main pile.

7. Play continues for two minutes. The student that has the most cards at the end of the two minutes wins the round.

Success:TIPS for Demonstrate a practice round for all the students to see so they understand how to play. This will eliminate many questions.

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Younger Students

Time:

Objective:

MaterialsNeeded:

Procedures:

5–10 minutes

Students will play a Japanese game that uses skills in cooperation and probability.

None

1. Divide students into pairs and tell them they are going to play a game like children in Japan play.

2. The game is similar to Rock, Paper, Scissors but in Japan they call it Jan Ken Po.

3. The object of the game is to win the round. Students win the round in one of three ways:

• Rock(madebymakingafist)beatsscissors.• Scissors (made by using your pointer finger and middle

finger into scissors) beat paper.• Paper(madebylayingyourhandflat)beatsrock.

4. Students will sit facing each other and chant “Jan, Ken, Po!” On “Po” students will make one of the signs mentioned earlier to determine who won the round.

5. Students will play their partner three times. Whoever wins the most out of those three times will move on to the next round. Continue until there is a final winner.

Jan, Ken, Po

©STEDI.org

make a Run for it

Time:

Objective:

MaterialsNeeded:

Procedures:

20 minutes

This is a fun activity for the last few minutes of class if activities end early.

DicePencilScrap paper

1. Divide students into groups of 3–5 and give each of them six dice.2. Students will roll the dice and try to create runs starting with the

number one. (Note that all runs have to start with number one for them.)

3. Each number that contributes to a run counts for 5 points. For example, if a student rolls a 6, 5, 1, 1, 2, 4. The student would get 10 points because there is a 1 and a 2 in the roll.

Another example: If a student rolls a 5, 4, 2, 6, 6 then the player wouldn’t get any points.

Success:TIPS for For older students, consider having each of the numbers in the run count for 6, 7, or 8 to make it more challenging to add points.

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OlderStudents

Time:

Objective:

MaterialsNeeded:

Procedures:

20 minutes

Students will create an innovative product that should be invented.

Paper Colored Pencils/Markers

1. Students can either work on their own or with another student.2. Students will draw a picture of an innovative product that should

be invented. Along with the picture, ask students to write a three sentence summary of their product and how it is to be used.

3. Allow students to share with the other class members if they would like.

new inventions

Success:TIPS for To get people thinking, you may want to run a brief brainstorming session be-fore allowing them to work on their invention.

©STEDI.org

Odd or even – number Game from Greece

Time:

Objective:

MaterialsNeeded:

Procedures:

5–10 minutes

Students will participate in a game that children in Greece play.

Beans

1. Divide students into groups of two.2. The first student will hide a small number of beans behind his/her

back and ask the second student, “Odd or even?”3. The second student either guesses “odd” or “even.”4. If the second student guesses right, the first student will give

him/her a bean.5. Then it is the second student’s turn to hide beans behind his/her

back.6. The game goes on until one player is out of beans.

Success:TIPS for If you would like to rotate students, play for an allotment of time and then have stu-dents rotate. Before the students rotate have them count their beans, whoever has the most beans wins the round.

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Younger Students


Time:

Objective:

MaterialsNeeded:

Procedures:

15–25 minutes

Students will practice identifying the number of syllables in a word.

Class roll (may be useful, but not required)

1. Ask if any student knows what a syllable is. For further clarifica-tion, say a few words and clap as your say them to demonstrate a syllable.

2. Inform students that they are going to be detectives and try to discover how many syllables are in each class member’s name.

3. Invite one student at a time to stand up and have the rest of the class repeat the student’s name. While they repeat the name, students will clap to determine how many syllables are in each person’s name.

4. Possible extension: After each student has had a chance to find out how many syllables are in his/her name, ask if any students have nicknames. You can repeat step three using student’s nicknames. Point out that typically nicknames have fewer syllables.

Success:TIPS for 1. Maintain an excited attitude towards the “discovery” of syllables in each name. Your attitude will model for the students how they are to respond.2. Set clear expectations at the beginning of each activity.

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©STEDI.org

Time:

Objective:

MaterialsNeeded:

Procedures:

3–5 minutes

Student will practice their deductive reasoning skills.

Number cards (can easily be made by writing numbers on small squares of cardstock paper)

1. Divide students into groups of three. Two of the students are handed number cards face down. Students will then take the cards and place them (without looking at the cards) and put them facing out on their foreheads.

2. The third player will say the value of the two cards added together.3. Based on the value and the number that they can see (the other

student’s number) the two students will try to figure out the value of their own card.

4. Students try to race to figure out their answer first.5. To make the game more challenging for older students, require

the third student to use subtraction, multiplication, or division to determine the value.

Success:TIPS for 1. If you do not wish to make number cards, a deck of face cards after removing the jack, kings, queens, and jokers would be a good way to go.2. This activity would be a great early finisher activity.

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Time:

Objective:

MaterialsNeeded:

Procedures:

15 minutes

Students will discover the identity of his/her classmate.

Strips of paper cut into 3 in x 20 in longTape Pen or PencilShoebox or small container

1. Have each student write his or her name on a strip of paper and place it in the shoebox or container.

2. Ask one student to come forward and pick a piece of paper without looking at the name.

3. Help the student take the strip of paper and tape it around their head.

4. The student will then turn to their other classmates and ask one yes or no question to each student trying to determine which classmate’s name is written on their headband.

Example questions include:Am I a boy?Do I have dark hair?Am I short?

5. When the student thinks she knows her secret identity, she may take a guess. If she guesses incorrectly three times, tell her the student’s name written on the headband.

6. Ask for another student to come forward and repeat the process.

Success:TIPS for

1. If you don’t have time to go through students individually, distribute the names and a piece of tape to everyone. Have students assist each other in putting on the head-bands without looking. They can then ask each other questions as they walk around the class until they guess who is on their headband.2. If you don’t have paper, sticky labels work well too. Just place the name on the back of each student then have students go around and ask their yes or no questions.

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a game children play d e s le v in the mbundu tribe ... time fillers.pdf · objective: students...

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