Vision Empower

LAST MAN STANDING:

Play Plan

Key Learning Areas
GENERAL INFORMATION
  • Numeracy concept: Place value
  • Card deck: Children’s cards or standard cards (as per the child’s play level)
  • Prerequisites: Counting, number recognition
  • Play arena: Standard
  • Number of players: 4 or more
GAME OVERVIEW AND BASIC RULES FOR PLAY

In order to reinforce the concept of place value concept, this game involves distributing the cards to the children and they have to form the 3 or 4 digit number and keep all the cards face down. The facilitator should call out numbers and their values. For example: “8 in ten’s place,” or “5 in hundreds place.” The child whose cards match the clue is out of the game. The game continues until there is only 1 person left in the game, who becomes the last man standing.
PLAY SESSION PLANS:

SESSION 1:

  • Remove the face cards from the pack.
  • Distribute 3 cards to each child.
  • Ask the children to make any 3 digit number with the cards. For example, the cards 3, 5, and 8 can make the numbers 358, 853, 583, 385, 583, 385, etc.
  • The facilitator should call out numbers and their place values. For example: “8 in ten’s place,” or “5 in hundred’s place.”
  • Also ensure that they do not shuffle up their cards or get confused with the places.
  • The child whose cards match the clue is out of the game.
  • The game continues until there is only 1 person left in the game, who becomes the last man standing.

SESSION 2:

  • In this session, facilitator should not be involved to call out the numbers, instead ask one of the child apart from participants who is in the game.
  • Also make sure that the one who is calling out the number with its place value should not see the numbers.
  • Session 3:
  • The game can be modified to teach different place values. Distribute 4 cards to play with thousands place.
  • Similarly, as per the grade and the number of digits they can play this game to reinforce the concept of place value.

Ganitmala:

Play Plan

Key Learning Areas
GENERAL INFORMATION
  • Material: Beads of two different textures, Thread
  • Prerequisites: Counting, Number recognition
  • Number of players: Any number
GAME OVERVIEW AND BASIC RULES FOR PLAY

The Ganit Mala comprises a string of 100 large beads, with number markers which can hang from it. Children learn how the numbers to 100 fit on to this and can use it for finding which are greater and smaller. It is also useful for addition, subtraction. The Ganit mala is used in the primary classes as well.
Doing structured counting by using patterns of tens

  • Extending patterns in sequence of numbers
  • For patterns in different ways of splitting a number
  • Mental Arithmetic
  • Addition and Subtraction of 2-digit numbers mentally
  • Number sense and operations from 0-100
  • Hands-on experience of counting on the mala (Intuitively understanding before/after)
  • Hands-on experience of grouping objects into tens and ones
PLAY SESSION PLANS

SESSION 1:

  • Give them the beads and thread and ask them to make mala how long they want.
  • Later ask each of them how many beads are there in their mala.
  • Next give them the Braille number chits and ask them to pick a chit and choose those many beads and make mala.
  • Then can have a discussion about whose mala is longer and shorter.
  • Once they are done in making mala, ask them if everybody has 25 beads in it. Whoever says they have more build a discussion that they subtract few beads to reach the target and similarly whoever says they have less will add to it to reach the target.
  • After knowing the sequence and counting in the same ganithmala children can also do back counting.

SESSION 2:

  • Now provide them the two different textured beads and ask them to make mala using those two types, such that without counting one by one they should be able to tell how many beads are there in total in the mala.
  • Ask them who will count and tell the total number of beads with less time. At the beginning ask them to count by grouping two beads at a time then continue in the same way.
  • Similarly, ask them if there is a possibility that they take much less time than this and can count the total number of beads and how will we do it.
  • Ask them to create mala of any pattern using the two different textured beads.

SESSION 3:

  • Once they have the mala, give a particular number and ask them how many beads they need to cross to reach the desired bead from the first bead in the ganit mala. Then explain to them how far or near is that number from number 1. Also ask them to show the previous and next numbers. Then explain to them that the previous number is before and the next number is after.
  • Later, ask them to make ornaments like necklace, bangle, bracelet, anklets with the beads and count how many beads each requires to make each ornament.

SESSION 4:

Elephant and tiger game: two children will play this game with ganithmala by holding it from both ends; children can be named with any funny names (animal, flower, cartoon, etc). Each of them will be asked to count and fix the number card with a number given to them on the ganithmala.
Usually children tend to start counting from where they are holding their beads. This activity is for number representation and to tell them that we always start counting from left to right.
Then as an activity, ask the children to show 15th beads and observe or ask from where they will start counting to go to 15th bead.
Similarly, ask to show numbers greater than 50 and closer to 100, ask them how they will find them. hence, whichever number is closer to 100 will count down from 100 to locate the desired number.
Which also shows the estimation.

SESSION 5 (KLI – DNR.1A)

  • Tie Ganitmala having beads from 1 to 100 and take Braille dice.
  • Make a group of two children and ask one of them to roll a dice. Whatever number they get on dice, they have to place a clip on Ganit Mala after so many beads.
  • The other child will note down the number on Taylor frame by looking at Ganit Mala . This will be their score.
  • Next when they get their turn to roll a dice for the second time and place a clip on Ganit Mala, they need to start from the previous number which they have to remember. And the other child will note down the present number as well as the total score by adding the first and second number.
  • Similarly, the rest of the groups will do the same when their turn comes.
  • Whichever group reaches 100 first will win the game.

SESSION 6 (KLI – SA3.2A)

  • Teacher will give the numbers to be multiplied and ask students how they are going to multiply 2 numbers with the help of Ganitmala and number catchers.
  • Example: 2 times 3, and if they are using number catcher 2 which holds only 2 beads in it and they have to measure 3 times each time holding 2 beads. At the end they will reach the 6th bead which will be the answer.
  • They can also do it mentally.
  • Set up a time to answer the question asked by the teacher, so that students have to answer within the fixed time. Whoever is able to give the answer within the time, ask them to verify it through Ganitmala with the help of a catcher. And the one who was not able to answer within the fixed time, build a discussion among them and see are there any other methods which take less time than doing repeated addition to multiply the numbers.

SESSION 7: (KLI – SA2.3C, SA2.3D)

  • Teacher /facilitator will roll 4 Braille dice. Students can pair numbers however they want and should multiply them and give the answers.

Example: numbers on dice are 1, 4, 6, 3

  • Student 1 will multiply 14 and 63, student 2 will multiply 31 and 46 and student 3 will multiply 43 and 16 and so on.
  • Ask each one of the students how they multiply and discuss with the whole group.
  • Then the facilitator can also ask them to multiply the smallest two digit numbers and greatest two digit numbers for the digits once after the facilitator rolls the dice.

Place Value card:

Play Plan

Key Learning Areas
GENERAL INFORMATION

Material: Braille Place value cards
Prerequisites: Counting, number recognition, 2, 3, 4 digit number place value, addition, subtraction
Number of players: Any number
GAME OVERVIEW AND BASIC RULES FOR PLAY

Mann card (place value cards): When we play with number cards and ask children to take number 12 and show. They tend to take number card 1 and number card 2 and join them together by holding number 1 and 2, they say it is number 12, but it is not.

In order to remove this misconception, we use Mann cards which have individual number cards from 1 to 9, number cards from 10 to 90, number cards from 100 to 900.

Now if we ask for number 12, then they should take number card 10 and then number card 2.Hence, Mann cards(place value cards) help visualizing the place value of numbers.

Place Value

  • Expanding a number with respect to place value
  • Comparing numbers
  • Forming greatest and smallest numbers using given digits
  • Reading and writing multi-digit numbers
  • Quantity sense

Also known as Gattegno cards. Consist of sets of units, tens, hundreds, thousands, ten thousands and lakhs cards to make up to any 6 digit number. Helps children to develop quantity value of the numbers on the basis of expanded notation.
PLAY SESSION PLANS

SESSION 1:

  • Give them the cards from 1 to 3 digits Braille place value cards. Let them explore and find out what they are.
  • Then explain to them that there are 3 different cards, having single digit, 2 digit and 3 digit.
  • Now, ask them to show any 2 digit number, say 23. Observe and ask each of them, which are the cards they are holding in order to make 23.
  • Similarly, try more 2 and 3 digit numbers with the children.

SESSION 2:

  • In this session, each of them give a different 2 digit number for which they have to pick the corresponding place value card and show it to the teacher.
  • Then ask them, who are having the greatest and smallest number among themselves.
  • Similarly, do it with a 3 digit number. Also let them read and write the number whatever is given to them.
  • Note: The above activity can be done for higher grades for 4, 5, 6 digit numbers and so on using Braille place value cards.

SESSION 3:(KLI – SA1.3A)

  • Make a group of 2, shuffle all the place value cards and keep it in a container/bag. Let the students choose any three number cards.
  • After that provide different methods to add or subtract numbers. Like, in method 1 they will make use of bundles of hundreds, tens and ones, in method 2 they will use the standard algorithm of addition or subtraction in which regrouping is done while adding and in method 3 they will come up or use their own algorithm. So that they can choose whichever methods they would feel they can do the computation but it should be a mathematically correct process.
  • Ask them how they added the numbers. Exchange their ideas among themselves.
  • Similarly, ask them to subtract numbers.

SESSION 4: (KLI – SC1.3D)

  • Arrange the students so that they are standing in a circle. Instruct them to count backwards from 1000 down to 100. Have each student call out one number in the sequence. When the target number (in this case, 100) is reached, the student calls out “zap!” and the person next in the sequence sits down. Continue the activity with the students commencing the backward count again. This process continues until one student remains standing.
  • Stop in the middle and say before they reach the last number ask them, who would sit next then check if the guess was right or not. When they again start the new round ask the person who is sitting to guess the person who would sit next by giving the number 900 card to that person. Continue in the same manner until one student remains standing with a 100 number card.
  • Based on their guess, the facilitator will hand over 1000 number card to that person. Then the game continues.
  • Similarly, do the same thing for forward counting. But in forward counting the first card given is 100 then 200 then so on. Continue in the same manner until one student remains standing with a 1000 number card.

SESSION 5: (KLI – SA3.2F)

  • Make a group of 2. Give all place value cards from 1 to 9, 10 to 90 and 100 to 1000 to each group.
  • Give them two numbers to add for which they can choose number cards given to them. As well as numbers to subtract.
  • Example 1: 423 + 560
    Then the student will take 400 card + 500 card = 900 cards, card 20 + card 60 = card 80, card 3.
  • Example 2: 560 – 423
    Then the student will take 500 card – 400 card = 100 card, card 60 – card 20 = card 40, card 3 – card 0 = card 3.
  • Do it for 4 to 5 rounds for both addition and subtraction.
  • Whichever group is able to give more correct answers by showing correct cards for the questions given by the teacher/facilitator will be the winner.
  • Later, ask them if they have any other methods to add and subtract numbers. If there are, ask them to explain.
  • Ask the difference between choosing number cards and the other ways to add two numbers or subtract numbers.