Vision Empower

Game Birthday:

Play Plan

Key Learning Areas
GENERAL INFORMATION

Numeracy concept: Time
Materials: None
Prerequisites: Familiarity with numbers, days and months
Number of players: 2 or more.
GAME OVERVIEW AND BASIC RULES FOR PLAY

The objective of this game is to understand the pattern and sequence in days, weeks and months in a year along with the concept of before, after and in between the numbers.
PLAY SESSION PLANS

Guess my birthday

  • Begin by reciting all the months of the year in the form of song or just in a rhythm. Discuss that for each month, we can assign a number starting from number 1 for January, 2 for February and so on.
  • The first player gives a clue related to his/her birthday. This game can be demonstrated between the facilitators first with their birthdays and the children can observe. Inform that they should try to give their answers quickly. (This happens only when the children are very familiar with the months)
  • Clues can be given in the following way:
    Clue 1: I was born in a month which begins with letter A.
    Other players need to guess the month. So, answers should be April and August.
    Clue 2: My birthday is not in August. Which month is my birthday?
    The children who answer April get next clue.
    Clue 3: My birthday is in the first week of April. What is the birthday date?
    Answers can range between 1 and 7. If they tell any number higher than 7, they’re out. Those who tell any date in the range of 1 to 7 go to next round.
    Clue 4: My birthday is after 2nd April and before 4th April
    Whoever answers 3rd April wins. All can win!
  • In between a few questions can be added such as “Do you know anyone in your family or friends whose birthday falls on the same month?” and/or “How many people have their birthday on the same month?”
  • The game can be extended by including a fifth clue to guess the day of the week by asking “my birthday falls on a day before Sunday or a day between Tuesday and Thursday. The facilitator needs to find out if children are aware of the day their birthday falls on that particular year.
  • Summarise the entire session by asking the following questions:
    Whose birthday comes first?
    Whose birthday is closest now?
    Whose birthday is next?
    What day of the week is each one’s birthday?

Odd One Out:

Play Plan

Key Learning Areas
GENERAL INFORMATION

Numeracy concept: Deductive reasoning skills, problem solving skills
Materials: 3 sets with 4 items in each set. Any 3 of the following options can be selected or the sets can be made using regular items (beads/blocks/candies/pulses) which are easily available.
Set 1: 3 spoons, 1 fork
Set 2: 3 blocks with similar shape, 1 block with a different shape
Set 3: 3 potatoes, 1 tomato
Set 4: 3 steel cups and 1 plastic cup
Set 5: 3 coins of similar size and 1 bigger/smaller than the rest

Prerequisites: NA
Number of players: 2 or more
GAME OVERVIEW AND BASIC RULES FOR PLAY

The objective of this game is to enhance the problem-solving skills by finding things that does not belong to the group. This game is played by giving a set consisting of 3 similar items and 1 item which is different from the rest. The difference could be in the form of shape, size and texture. The difficulty level can be increased in two ways – by increasing the number of similar items and by decreasing the number of properties which make these items different from each other. For example, three 1 rupee coins and one 2 rupee coin, all the coins in equal size
PLAY SESSION PLANS

SESSION 1: VERBAL – WORDS

  • Before starting the game, analyze if there is anything among the participants which can be considered as odd one out. For example, one boy among all the girls or everybody’s name begins with the same letter except one. Do this only if it is possible among the group.
  • Give a few hints if required for the participants to figure out what is different among them. For example, in a group of 3 girls and 1 boy, call out the names of each child aloud and ask them to think about which name sounds different and why? Allow participants to cite their own reasons.
  • Inform children that you are going to call out four names and they must try to find out what is different. Give them time to think and answer. Only if they are unable to give any answer, provide them with a hint.

Odd one out using random words

  1. Apple – banana – potato – pineapple
  2. March – August – Sunday – December
  3. Father – mother – brother – water
  4. Red – glass – blue – green
  5. tall – angry – happy – sad

Odd one out using body parts

  1. Ear – nose – mouth – leg
  2. Knee – arm – finger – hand
  3. Lip – mouth – tooth – feet

Odd one out using numbers

  1. 20 – 10 – 30 – 41
  2. 61 – 71 – 55 – 81
  3. 1 – 2 – 4 – 6

Note: This can be played by forming teams and points can be given for every correct answer told by the corresponding team.

SESSION 2: USING MATERIALS

  • Inform participants that now they would find which is different from the given set of materials
  • Provide set 1 first by keeping them together in front of the participant. Ask the participant to explore all the four items in front of them and identify what these are. Instruct them to name the items and then pick one item which is different among the rest. Encourage them to give reasons for their choice.
  • Repeat the same with other set of items.
  • To make this more challenging, ask the participants to make their own set with items available. Encourage them to think in terms of size, shape, texture, where it is used, edible, non-edible and other characteristics. Appreciate when they come up with their own logic of separating items and forming sets.

To play it like a game, teams can be formed and one team can think of their own set of things tell the names of the 4 items to the other team. The other team would guess the odd one out. Appreciate their effort by clapping.