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Project and crafts

Count ing BooksTell your own story. Make a counting book.

Cultural CalendarMake a calendar for a month in another country. From Here to ThereUse timetables and maps to plan a trip.

Paper Bag SkitsUse sizes and measurements in a skit about another land.

Soar ing TowersTell a story about a tower. Then build the highest tower you can.

Short activities and games

Catch the BeatClap out rythym patterns from different cultures.

Name GameFit your name as many times as you can in a grid.

Narrow It DownPlay a guessing game with coins or stamps from around the world.

Displays and independent activities

Quick Quest ions: Open-EndedConduct a survey. What languages do you speak? Sort and analyze the results.

Tongue TwisterFind a tongue twister from another country. How many times in a minute can you say it?

Where We LiveFind what’s common and what’s unique about where we live.

Calendars

Countr ies , PoetryWrite in the month and number the days before photocopying.

Good for preschoolGood for

preschool

Good for middle school

Good for middle school

One World, Many Stories

Un mundo, muchas historias

©2010 TERC • http://mixinginmath.terc.edu

Tres tristes tigres tragan trigo en un trigal.

Is it shaped like a disc?

Does it have a 50 on it?

For more grade K–6 activities, visit http://mixinginmath.terc.edu.

Ana

J o a h

http://mixinginmath.terc.edu/activities/countingbooks.cfm

http://mixinginmath.terc.edu/activities/culturalcalendar.cfm

http://mixinginmath.terc.edu/activities/fromheretothere.cfm

http://mixinginmath.terc.edu/activities/paperbagskits.cfm

http://mixinginmath.terc.edu/activities/soaringtowers.cfm

http://mixinginmath.terc.edu/activities/narrowitdown.cfm

http://mixinginmath.terc.edu/activities/namegame.cfm

http://mixinginmath.terc.edu/activities/catchthebeat.cfm

http://mixinginmath.terc.edu/activities/wherewelive.cfm

http://mixinginmath.terc.edu/activities/quickquestionsopenended.cfm

http://mixinginmath.terc.edu/materials/posters.cfm#creativityposters

© 2010 TERC • Cambridge, MA For more math ideas, visit http://mixinginmath.terc.edu

Counting Books

Goal: Make your own counting book

Grades: K–6+

Minimum number of participants: 1

Suggested grouping: individual

Time: 20–60 minutes

Math: counting by 1’s, 2’s, 5’s and other numbers

Materials:colored or white paper: several sheets per childmarkers or crayonsstickers or rubber stamps and inkCounting Tickets: 1 or more per child

Prerequisites: writing numbers 0 to 10

Books about counting by numbers other than 1:Desert Digits: An Arizona Number

Book. Gowan, Barbara. (Sleeping Bear Press, 2006).

One is a Snail, Ten is a Crab: A Counting by Feet Book. Pullye Sayre, April and Jeff Sayre. (Candlewick, 2006).

Before beginning

Copy and cut up enough Counting Tickets (pg. 3) so each child can pick one at the right level of challenge.

Optional: Fold sheets of paper in half and staple to make blank counting books (alternatively, each child can do this).

Introduce counting books

Tell children they will be making counting books. Each page should show a number and a picture to match. Children use stickers or stamps to show how many.

Children choose a Counting Ticket. The ticket shows where to start the count and what to count by.

Count and draw

Distribute blank books or paper and art supplies.

As children are working, ask:

How can you group the objects in your pictures so they’re easy to count?

Share books

Children read to the group or to a partner:

What number comes next? Will there be a page about “17”? Why or why not?

Variations

Count them all (easier). To help count and keep track, children number each object on the page.

Square stories (harder). Read a counting book about square numbers, such as Sea Squares by Joy Hulme (Hyperion, 1999). Children make a square number counting book.

Time stories (same as main activity). Each page shows a different time. Younger children count by the hour (noon, 1pm, 2pm...) or month; older ones count by 20 minutes or 10 days (January 1, 10,...).

Talk About...

Talk About...

Counting through the grades

As children count objects in different ways—by 1, 2, 5, or other numbers—they begin to see how larger numbers are made from smaller ones.

Early elementary grades: Count objects one at a time

Counting out objects involves several skills. These include the ability to:

• recite the counting sequence (1, 2, 3…);

• match numbers to amounts;

• keep track of objects counted and those still to be counted;

• relate “one more” to the next number in the sequence.

Can you show me the eight stars on this page? How many stars were on the page before? How many two pages ahead?

As children may flip through their books to find the answers, they work with “more” and “less,” and simple addition and subtraction.


Counting Books

Middle elementary grades: Count objects by 2, 5, and other numbers

Children may know skip-counting patterns from games and rhymes (“2, 4, 6, 8, who do we appreciate?”). Help them connect these patterns to amounts by asking about number of groups a page.

How many groups of four of on page 3? How many will be on the next page? How does grouping the birds in fours help you count them?

Children may count, add, or multiply to find their answers.

Upper elementary grades: Count by ½, ¼, and coins

Skip counting relates to multiplying fractions. For example, ¼, 2/4, ¾, 4/4 —four ¼’s is 1. Ask children about combining fractions to make whole numbers.

How many more pages until you get to $2.00? Will two pages ahead show a whole-dollar amount? How do you know?


Counting Tickets

Easy Medium Hard

Start at 0Count by 1


Start at 0Count by ½

Start at 0Count by 1¢


Start at 0Count by ¼

Start at 10Count back by 1



Start at 0Count by 1 dollar


Start at 3Count by -1








Start at $1.00Count back by 10¢

Start at 99¢Count back by 10¢

Start at 0Count by 1 dollar


Start at $3.00Count back by 25¢


Cultural Calendar

Goal: Make a calendar for a month in another country or historical period

Grades: 2–6+




Math: number patterns; place value; using calendars

Materials:calendar template: 1 per child markers and art suppliesbooks or other resources on different number systems or calendars (e.g., http://www.webexhibits.org/calendars/calendar.html), and a calendar page from the US for comparison

Prerequisites: writing numerals to 30; some familiarity with calendars

Books about calendars:History of the Calendar. Somerville,

Barbara. (Child’s World, 2006).The Great Race: The Story of the

Chinese Zodiac. Casey, Dawn. (Barefoot Books, 2006).

Before beginning

Decide on a culture for the calendar theme.

Easy. Choose a country that uses the same numerals as the US, such as Brazil or Russia.

Medium. Choose a country with numerals different from the US, such as India or China.

Hard. Choose an ancient civilization with that used a number system different from ours, such as the Maya or Babylonians.

Explore calendars and numbers

Distribute the resources you’ve gathered. Give children a couple of minutes to look them over with a partner.

How are the calendars different from ours? How are they similar?

Make your own calendar

Ask children to imagine they live in the chosen country or historical period. What month would it be? What year?

Distribute calendar templates. Children add:

• Name of the month and days of the week (in the language of the country, if relevant)

• Numerals• Holidays, seasons, or phases of the moon (optional)

What patterns do you see on your calendar? How are the numerals you used different from ours?

VariationsNumber words (harder). Investigate number words from another language. What patterns do you see? Is there a “-teen”? a “twenty-”?

Talk About...

Talk About...

Calendar Patterns

Early elementary grades: Find patterns in numbers, days, and months

Once children have filled in the numbers on their calendars, they can look for number patterns.

Look down the row of Wednesdays. How do the numbers change? What about as you go from Friday to Friday? f the 6th is a Monday, what’s the date on Wednesday? How do you know?

Middle elelmentary grades: Compare calendars from different cultures

What’s the same about our calendar and Mexico’s? What’s different?

Weeks have seven days in the US and Mexico, but the words for the days differ. Some holidays also differ. The US observes Labor Day in September, while many other countries celebrate workers on May 1. Winter begins in December in the Northern Hemisphere. It begins in June in the Southern Hemisphere.


Cultural Calendar

Upper elementary grades: Investigate different number systems

Numerals different from the usual 1, 2, 3… appear on calendars from India, China, Israel, and many Arabic countries. The ancient Roman, Egyptian, Babylonian, and Mayan civilizations

had their own number systems.

Once children have written the numerals from a different system on their calendars, ask what they notice.

Is the number for “10” the first two-digit number? Is there a number for 0? What are some ways that the numbers are similar to ours?


Cultural Calendar


From Here to There

Goal: Use timetables and maps to plan a trip

Grades: 4–6+


Suggested grouping: divide into pairs


Math: reading maps, timetables

Materials:state or regional maps including your location and places of interest nearby: 1 per pairtimetables for buses, trains, ferries, or other public transportation in the area the map covers: several of each, for children to sharescrap paper and pencilsbrochures on local places of interest (optional): a selection

Prerequisites: some experience reading maps and transportation schedules

Books about transportation:Kids Road Atlas. McGowan, Kristy, and

Richards, Karen (Rand McNally, 2003).

Transportation: From Walking to High Speed Rail. Raum, Elizabeth, (Heinemann, 2010).

Where would you go?

Gather children around a state or regional map. Help them find where they are now and a few familiar places.

If you could go anywhere on this map, where would you go? Does it look close? How long do you think it would take to get there?

Plan a trip

Give out maps and timetables. Each pair chooses a destination and plans how they’ll get there. They jot down the trip segments, and they tally up how long the trip will take, including wait times.

What time will you start your trip? Which is the fastest train? How long a wait for the next ferry?

Tell about your trip

Each pair explains:

• When they’d start out;

• How long they’d spend at their destination and what they’d do there;

• When they’d return.

Who had the shortest trip? the longest? Who had the most wait time at the bus terminal?

Variations

Go local (easier). Use city or local maps and related local public transportation schedules. Children choose a destination they could reach with just one bus or train.

Go global (harder). Use world maps. Print out flight timetables from your closest airport, or show children how to find them online.

Talk About...

Talk About...

Talk About...


Paper Bag Skits

Goal: Make up skits involving sizes and measurements

Before beginning

Fill each bag with two objects, a book, a ruler, and two index cards. On one card write a measurement in inches. On the other write a number:

Easy. Use numbers from 1 to 10 and measurements up to the length of the ruler.

Medium. Use numbers to 100 and measurements up to twice the length of the ruler.

Hard. Use large numbers and measurements involving fractions.

Explain the rules and distribute bags

Groups will have 10 minutes to plan a short skit using everything in their bags. Each skit must contain at least one interesting measurement fact from the book, and one disagreement about sizes.

When you say “go,” groups open their bags and get started.

Perform: 5 minutes per skit

Groups take turns. Audience members raise their hands whenever they hear any math.

Ask about the math

Pick a few math ideas that came up in the skits to discuss:

In one skit, a leaf was 18 inches long. Are the maple leaves on the trees outside that size? What kinds of leaves are about that size?

Variations

Offer ideas (easier). If children are not used to dramatic play, help them get started. For instance, ask them to pretend they are at the grocery store, at the playground, or on another planet.

Use the news (harder). Cut out three numbers or graphs and three headlines or movie titled for each bag.

Grades: 2–6+


Suggested grouping: divide into groups of 2–4


Math: number sense; measurement; math vocabulary

Materials:paper bags: 1 per groupobjects (e.g., penny, hat): 2 per groupbooks that include measurement facts (e.g., size of animals): 1 per groupruler (6” or 12”): 1 per groupindex cards: 2 per group

Prerequisites: familiarity with rulers; some ability to work cooperatively

Books about everyday facts:DK First Encyclopedia. Ling, Mary

(ed.). (DK, 2002).Scholastic Children’s Encyclopedia.

(Scholastic, 2008).

Talk About...

Spotlight

Math in everyday situations

In one skit, monthly rent was $50. Is that reasonable? How can we find out?

In this activity, children weave numbers and measurements into dramatic play. Help them make sense of the numbers and measurements they use to build number sense.

When we looked through the newspaper, we found that most apartments around here are about $500 for a one-bedroom. Is $50 a little or a lot less? How do you know? Why might an apartment only be $50?

Connections

Making sense of everyday numbers

Adults encounter numbers and measurements in grocery stores, health clinics, on TV, and in everyday conversation. In order to make sense of them, we relate them to our experiences.

A baby born at 12 pounds 4 ounces is much bigger than my niece, who weighted 5 pounds 7 ounces. Must have been hard for the mom in that last month.

A butterfly with a wingspread of 10 inches would be as wide as my hand. I’ve never seen a butterfly that big. Where do they live?

We think about what’s usual and what’s higher and lower than usual. Sometimes, our number sense guides our decisions.

Gas is down to $1.95 per gallon. Time to fill up!


Paper Bag Skits


Soaring Towers

Goal: Build the highest tower you can out of recycled materials

Grades: K–6+



Time: 20-60 minutes

Math: 3-D geometry; measurement; spatial sense

Materials:recycled yogurt containers of different sizes, small boxes, or other objects that can be stacked: enough for each child or pair to build tall towers

Prerequisites: none

Books about blocks and towers:Block City. Stevenson, Robert Louis

(Simon & Schuster, 2005).The Man Who Walked Between the

Towers. Gerstein, Mordechai. (Roaring Brook Press, 2003).

Before beginning

Cut out an award (p. 2) for each tower or child.

How can you make a tall tower?

Has anyone stacked blocks up to make a tower? How high was it? How did you make sure it didn’t topple over?

Explain that everyone will build a tower as high as they can. Everyone will have different materials, so you don’t need to compare your tower with others.

Distribute building materials.

Build!

After a few minutes, call the group together to share ideas:

Which shapes and sizes make a good tower base? Which work well in the middle?

Children keep building until about 5 minutes remain.

Tell about your tower

Each child or pair wins an award on their turn. Awards should be related to size or shape, for instance, most triangles, widest tower, or tower closest to 5 feet high. Decide on awards together.

Variations

One block at a time (easier). Gather a group. Predict how tall a tower you’ll make if each person contributes one block. Then try it and see.

Tall as You (harder). Build a tower as close as possible to your own height.

Tabletop towers (same as main activity). If floor space is tight, build towers on a table. Children keep their feet on the floor when they build.

Talk About...

Talk About...


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© 2010 TERC • Cambridge, MA Para más ideas matemáticas, visite http://mixinginmath.terc.edu

Torres altas

Objetivo: Construir la torre más alta posible

Grados: K-6

Número mínimo de participantes: 1

Tamaño del grupo: se recomiendan pares

Duración: 20-60 minutos

Habilidades matemáticas: geometría tridimensional; medición; sentido espacial

Materiales:Bloques de diferentes tamaños, cajas pequeñas, u otros objetos que se puedan amontonar: suficiente para que cada niño/a o par construya torres altas.

Prerrequisitos: ninguno

Libros sobre bloques y torres:La Torre De Cubos/The Tower of

Cubes. Devetach, Laura (Libros del Malabarista, 1985).

Bloques De Piedra: Blocks of Rocks. Sheehan, Thomas F. (Rouge Press, 2005).

Antes de empezar

Recorte un certificado (p. 2) para cada torre o niño/a.

¿Cómo puede hacer una torre alta?¿Alguno de ustedes ha apilado bloques para hacer una torre? ¿De qué altura era? ¿Qué hizo para asegurarse de que no se caía?

Explique que todos construirán una torre tan alta como puedan. Todos tendrán diferentes materiales para que no tengan que comparar su torre con las de los demás.

Distribuya los materiales de construcción.

¡Construyan!

Después de unos minutos, llame al grupo completo para compartir ideas:

¿Qué formas y tamaños son una buena base para la torre? ¿Qué funciona bien en medio de la torre?

Los niños y niñas continúan construyendo hasta que quedan cinco minutos para terminar.

Hable sobre su torre

Cada niño/a o par recibe un certificado. Los certificados deben de estar relacionados con el tamaño o la forma. Por ejemplo, la torre con más triángulos, la torre más ancha, o la torre más cercana a 5 pies de altura. Decidan todos juntos quién va a recibir los certificados.

Variaciones

Bloque a bloque (más fácil). Junte al grupo. Predigan de qué tamaño será la torre que construyan si cada persona contribuye un bloque. Háganlo y vean si sus predicciones son correctas.

Tan alta como tú (más difícil). Construya una torre tan cercana a su propia altura como sea posible.

Torres de sobremesa (igual a la actividad principal). Si no tienen mucho espacio en el suelo, construyan las torres sobre una mesa. Los niños/as mantienen sus pies en el suelo mientras construyen las torres.

Para Conversar...

Para Conversar...


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Quick Questions: Open-Ended

Goal: Conduct an open-ended survey, and then organize and analyze results

Grades: 2–6+



Time: 10 minutes or less

Math: analyzing categorical data

Materials:large sheet of paperpost-it notespencils

Prerequisites: reading and writing

Books about categories:A House Is a House for Me. Hoberman,

Mary Ann. (Puffin, 2007).Hannah’s Collections. Jocelyn, Marthe.

(Tundra Books, 2004).

Before beginning

Think up an open-ended question children will enjoy answering. Write the question at the top of a large sheet of paper.

Everyone responds

Children use post-it notes to show their answers. If the question is posted in a public area, encourage others to respond as well.

Organize the responses How can we organize the responses so we can compare them?

Ask for volunteers to help organize the responses.

Explore the answers

Ask children to look over the organized answers and say what they notice:

What’s the most common answer? What’s the least common?

What else do you notice?

Variations

Pick your answer (easier). Before beginning, write some possible responses on post-it notes. Children can use or copy those to post on the chart.

Ask two groups (harder). Would a different group come up with a different set of answers? Try it and see.

Talk About...

Talk About...

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Where We Live

Goal: Find what’s common and what’s unique about where we live

Grades: K–6+




Math: analyzing data

Materials:“Where We Live” chartpencils

Prerequisites: some reading

Books about places families live:Quinito, Day and Night/Quinito dia y

noche. Cumpiano, Ina (Children’s Book Press, 2008).

Apartment Book. Hartas, Leo (DK, 1995).

Before beginning

Make a “Where We Live” chart or use the one provided. Choose items for which children will know how many at home.

How many where you live?

Children record their answers on the chart.

What do you notice?

Ask questions involving:

Easy. Most, least, and comparing to yourself.

What’s the most number of people? the fewest? Can you find anyone with the same number of pets that you have?

Medium. How many gave a response.

What’s the most common number of pets? the least common? Is the number of pets at your house fairly common?

Hard. Comparing two categories.

Does anyone have twice as many TV’s as people? If you have more people, do you usually have more doors leading outside? Why do you think so?

VariationsTwo things where you live (easier). Just include number of people and something easy for young children to recall, such as pets.

Estimate how many (harder). Include items that children may need to estimate, such as number of toothbrushes or types of fruit.

Post it (same as main activity). Make the “Where We Live” chart on a large sheet of paper and post it. As people walk by, they fill in their responses. Gather children periodically to review responses to date.

Talk About...

Where We Live

How many where you live? Write it down.


Name

Start the beat

Start a rhythm pattern with 2, 3, or 4 beats. For instance, tap your foot, jump, clap, repeat.

Everyone joins in

Repeat until everyone is following along.

Call out “Freeze” and ask:

What comes next?

What’s the whole set of actions that we repeat each time?

Double it

Repeat again a couple of times, then ask:

How can we double the pattern?

If the pattern was tap, jump, clap, make it tap, tap, jump, jump, clap, clap.

Variations

Share the beat (easier). Take turns doing a different part of the pattern. One child taps, the next jumps, the next claps, etc.

Single and double time (harder). Divide the group in half. One half continues the pattern and the other half doubles it. For even more challenge, divide the group in three. Group 1 continues the pattern, Group 2 doubles the beat, and Group 3 quadruples the beat.

Patterns on-line (same as main activity). Explore the activities and games on http://www.brooklynkids.org/patternwizardry/.


Catch the Beat

Goal: Follow a rhythm pattern with actions and sounds

Grades: K–6+


Suggested grouping: any

Time: 10 minutes or less

Math: following and creating patterns

Materials:none

Prerequisites: none

Books about patterns:Rap-A-Tap-Tap. Dillon, Diane and Leo.

(Blue Sky Press, 2002).This Jazz Man. DK and UNICEF.

(Ehrhardt, Karen. Harcourt, 2006).

Talk About...

Talk About...

Spotlight

Linear patterns

Linear patterns are created by duplicating a “unit” again and again. In this activity, the pattern unit is a set of actions. Almost anything can make a unit:

Some patterns are not linear. For instance, these“grow” or “branch” in different ways. On each repetition, the pattern changes in a predictable manner.

Connections

Music

Many music and movement activities have their own special rhythms, or, patterns of beats. Ask children who take music or dance lessons to talk about how they keep the beat. Do they count to themselves? Tap out a rhythm with their fingers? If there are any cheerleaders or baton twirlers in the group, ask them to explain how they keep the beat when they are performing.

At sporting events and political rallies, chants help keep the crowd focused. In parades and marching bands, music keeps everyone marching to the same beat.


Catch the Beat


Name Game

Goal: Use number sense to fit your name as many times as you can in a grid

Introduce the game

Each pair gets a piece of graph paper. They box off 12 grid squares across and 12 down.

Explain the rules:

• Players take turns writing their names in the grid.

• Names go across or down. Put one letter in each square.

• The game is over when there is no room to take a turn. The winner is the person who wrote the last name.

Take turns

Pairs play the Name Game together. Then, they switch partners and play with someone who has a different name.

Share strategiesDid you block your partner? How?

Which names fit just once across the grid? twice? three times?

Do the letters in the names change anything about the game? Why or why not?

Variations

Larger squares, larger letters (easier). Children box off larger squares, so they’re easier to write in. If needed, children with long names choose a nickname.

Play with Different Grids (harder). Children use grids of different sizes, such as 9 x 9, 15 x 15, or 8 x 18. They consider which grids make the game easiest for which player and why.

Grades: 2–6+



Time: 10 minutes or less per game

Math: finding and creating patterns; working with variables

Materials:graph paperpencils

Prerequisites: ability to print in graph paper squares

Books about patterns and namesThe Name of the Tree: A Bantu

Tale Retold. Lottridge, Celia. (Groundwood, 2002).

Grapes of Math. Tang, Greg. (Scholastic, 2003).

Talk About...

Spotlight

Variables

As children play the Name Game, they work with variables—things that can change from name to name.

When Avi plays with Ani, the game is different than when he plays with Latasha:

Avi and Ani both have three letters, two of which are the same.

Avi and Latasha have a letter in common, but different length.

The game is different still when he plays with Tom, whose name has three letters but none in common with Avi.

Connection

Fitting into available space

In the Name Game, where you put one letter limits where you put the rest. Many everyday situations are similar:

If you put a bookcase against your wall, your bed needs to go somewhere else.

If you place a large box in the trunk of your car, you’ll have no room for your suitcase.

Put a big dresser in a small closet. You won’t be able to fit anything in front of it if you want to open the drawers easily.

Advance planning can help you use space well and make sure that you can get at what you need.


Name Game

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Narrow It Down

Goal: Ask yes-no questions to identify a secret object (similar to Twenty Questions)

Set up for the game

Each group spreads out their objects and decides who will be the Leader.

The Leader secretly decides on an object without removing it from the layout.

Take turns asking yes-or-no questions

Children ask questions to rule out several objects. They cannot ask if a particular object is the secret one.

The Leader answers the question. Then, the person who asked the question removes any books that were ruled out.

What’s a yes-or-no question that could rule out about half of the objects? How do you decide which objects to remove if the answer is “no”?

Keep taking turns until someone identifies the object

Next time, that person can be the Leader.

Variations

Guess who (same as main activity). Play with at least 10 people. The Leader secretly picks a person from among the group. Players ask questions such as “Does this person wear glasses?” to rule out people until they can identify the secret person.

Play with shapes (same as main activity). Play with origami figures that children make, or play with pictures of flags with different geometric shapes.

Grades: K–6+


Suggested grouping: divide into groups of 2–4

Time: 10 minutes or less per game

Math: using logic

Materials:assortment of objects per group — Easy. 10-15 objects Medium. 15-25 objects Hard. 25-50 objects

Prerequisites: none

Books about categories:When Riddles Come Rumbling. Dotlick,

Rebecca. (Boyds Mills Press, 2001).How Will We Get To the Beach?

Luciani, Brigette. (North South Books, 2003).

Talk About...

Spotlight

Logic

As children play this game, they use logical thinking skills.

The Leader uses logic to decide which objects to keep in the layout and which to remove. Say someone asks if the secret button has four holes and the answer is no. The Leader needs to decide which buttons to remove.

Players use logic to come up with good questions. They need to look over all the objects and identify a feature that some—but not all—the objects have in common.

Connections

Reasoning from evidence

In everyday life and at work, adults use logic to look evidence, rule out possibilities, and make decisions.

When a child complains of a stomachache, adults need to figure out what might be wrong. Does the child have a fever? Did she eat enough today? Is there a problem at home or with friends? If the child has a fever, she’s probably sick and should lie down. If she seems healthy and has been eating well, it’s time to look for other reasons that she might be complaining.


Narrow It Down


Descártelo

Objetivo: Hacer preguntas de sí o no para identificar el objeto secreto (similar a Veinte Preguntas)

Preparación para el juego

Cada grupo distribuye sus objetos sobre la mesa y decide quién va a ser el Líder.

El Líder escoge un objeto sin decirlo a nadie y sin moverlo de la mesa.

Tomen turnos haciendo preguntas de sí o no

Los niños y niñas hacen preguntas para eliminar varios objetos. No pueden preguntar si un objeto en particular es el objeto secreto.

El Líder responde una pregunta. Entonces, la persona que ha hecho la pregunta quita los objetos que se han eliminado.

¿Cuál es una pregunta de sí o no que podría eliminar casi la mitad de los objetos? ¿Cómo decide qué objetos quitar de la mesa si la respuesta es no?

Sigan tomando turnos hasta que alguien identifique el objeto

La próxima vez, esa persona puede ser el Líder.

Variaciones

Adivine quién (igual a la actividad principal). Juegue al menos con 10 personas. El Líder escoge una persona del grupo sin decírselo a nadie. Los jugadores hacen preguntas como por ejemplo “¿Esta persona lleva gafas?” para eliminar personas hasta que puedan identificar la persona secreta.

Jueguen con formas (igual a la actividad principal). Jueguen con figuras de origami que los niños y niñas hayan hecho, o jueguen con imágenes de banderas con formas geométricas diferentes.

Grados: K-6

Número mínimo de participantes: 2

Tamaño del grupo: dividir en grupos de 2 a 4

Duración: 10 minutos o menos por juego

Habilidades matemáticas: usar la lógica

Materiales:un surtido de objetos por grupo (Fácil: 10-15 objetos. Medio: 15-25 objetos. Difícil: 25-50 objetos.)

Prerrequisitos: ninguno

Libros sobre categorías:Vamos a Clasificar/Let’s Sort.

Trumbauer, Lisa. (Red Brick, 2005).La Casa Adormecida. Wood, Autrey.

(Libros Viajeros, 1995).

Para Conversar...

Foco

Lógica

Los niños y niñas usan la lógica mientras juegan este juego. El Líder usa la lógica para decidir qué objetos se quedan en la mesa y cuáles hay que eliminar. Digamos que alguien pregunta si el botón tiene cuatro agujeros y la respuesta es no. El Líder tiene que decidir qué botones eliminar.

Los jugadores usan la lógica para hacer buenas preguntas. Necesitan observar todos los objetos e identificar una característica que algunos – pero no todos – los objetos tienen en común.

Conexiones

Razonar basándose en pruebas

En la vida cotidiana y en el trabajo, los adultos usan la lógica para encontrar pruebas, eliminar posibilidades, y hacer decisiones.

Cuando un niño o una niña se queja de dolor de estómago, los adultos tienen que entender qué es lo que está pasando. ¿Tiene fiebre? ¿Comió hoy lo suficiente? ¿Hay algún problema en la casa o con sus amigos? Si el niño o la niña tiene fiebre, probablemente esté enfermo y deba estar en la cama. Si parece saludable y ha estado comiendo bien, hay que buscar otras razones por las que se puede estar quejando.


Descártelo

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