• Card deck: Junior Card
• Prerequisites:
  • Play arena: Standard
  • Number of players: 4

The objective of the game is to make players familiar with the cards by identifying the card number (counting the dots/bindis) and their suit (tactile shapes). The game starts with the players all being dealt 1 or 2 cards each. Players then identify their card number, card suit and then whoever has the highest number card/lowest number card wins the game.

SESSION 1

• Place board on the floor and ask children to sit one facing each of the four sides of the board.
• Ask them to say who is on their left and who is on their right and who is on their front. Reach out and hold hands with that child as they say the name.
• Deal one card to each of them from 1 to 4 of the same suit in their slots.
• Ask them to pick up their card and examine the cards. Ask one child at a time to say what they find interesting in their card. Direct their finger to the suit and tactiles if needed. Distinguish between the front and back (face up and face down).
• Give each card the proper name such as “4 spades” or “3 diamonds” etc. When everyone knows what card they have. Ask them to put their card to the slot of the child to their right.
• Ask them to pick up and repeat the above two more times, till all the four have seen all the four cards.
• Play 2-3 times more rounds of the game.
• Ask them to put their cards in the discard slot on the centre of the board face up.

SESSION 2

• Ask the children if they remember the game.
• If there are any students who were absent from the previous session, ask the children to explain to him/her what the game is all about.
• When you think the children are clear about the cards (suit and number), start playing.
• This time deal same card of four different suits to each of them in their slots.
• Similar to the first session, give each card the proper name “4 spades”, “4 diamonds” etc. When everyone knows what card they have. Ask them to put their card to the slot of the child to their right.
• Ask them to pick up and repeat the above two more times, till all the four have seen all the four cards of different suits.
• Give one more round with the 2 from all 4 suits.
• Ask them to put their cards in the discard slot face up.

SESSION 3

• In this session, start playing ‘identify your card’ game.
• Deal a random card to each child and ask them to identify it.
• Circulate it to the next person and repeat identification. Help those who are not being able to do so.
• After the first round, introduce one more part to the game, whoever has the ‘biggest number’ wins.
• Play 2-3 more rounds and now introduce a small change in the game as ‘whoever has the lowest number, wins the game’.

SESSION 4

• Today, play the same game and let the children deal the cards themselves. Ask the first child to deal one card to each of the four slots starting from the person on the left and stop when she deals a card to her own slot.
• Let them identify their cards and whoever has the highest number card wins the game.
• In the next round, the next child deals the card and the game continues but this time deal two cards at a time and whoever has the biggest card among the two wins the game.
• After the winner is decided, both cards can be dumped on the discard pile in the centre.

• Prerequisites: Counting
• Number of players: 2
• Materials: Noughts and Crosses board

A simple game played by two people. The objective of Noughts and Crosses is to get a winning line of three Noughts or three Crosses in either a horizontal, vertical or diagonal row. The Noughts and Crosses board is a square grid containing nine squares arranged in threes. The game is played by two people who either play as Noughts (Os) or Crosses ( Xs). They can either be drawn or objects resembling these two options can be used. In giant Noughts and crosses for example, the two objects are the Noughts and crosses themselves.

SESSION 1:

• Introduce the Noughts and Crosses board to the children and let them explore it.
• Once they are familiar with the board and the number of square boxes in it. Explain them the rules or instructions to play the game.
• Ask the children to decide who is going to move Xs and Os with them and let them collect and keep it with them.
• The player with the Xs starts the game by positioning his X in a square. The player with the Os follows and both players take turns to move and occupy the squares of the grid trying to make a row of three and pay attention to the board and if you have two pieces in a line, play the third to complete the row. Block if your opponent has two pieces in a row , play your piece to block them from completing the row.

SESSION 2:

• Ask the children to play the game. Now, Start with the player having Os then Xs.
• Let them play for 4 times or even number of times and see who won maximum number of times and how.
• Also, ask them to explain strategies they found or observed so far.

• Card deck: Junior cards or standard cards (as per the child’s play level)
• Prerequisites: Counting, number recognition, card game0 , basic operations (addition, subtraction, multiplication, division)
• Play arena: Standard
• Number of players: 4

The objective of the game is to be the first to make an equation / to be the player with the maximum number of equations at the end of day (in the challenging version of the game). The game starts with the players all being dealt 3 cards each. Players then take turns to discard the card he does not require and draw a card from the draw pile in the centre to make an equation. The player who makes maximum equations is the winner of the game.

SESSION 1:

• Before the session: remove all the Kings, Queens, and Jacks from the card packs and make sure the play arena is kept at hand. Now you are ready for the session.
• In this session, it is advisable to make only one equation since it is the children’s first time playing the game.
• Explain the game to the children. Tell them that they are going to make an equation from their cards. Whoever makes an equation first wins the game.
• It might also be necessary to explain what equations are and what operations are involved. For example:
  • 3+2=5
  • 8-2=6
  • 2*2=4
  • 10/5=2
• Now, hand the card pack to one of the children and ask him/her to deal 3 cards each to all participants.
• The child who starts the game, discards the card he does not require and picks up a card from the draw pile in the centre. Then, as each child takes turns, they check the discarded card, check their cards to see if they need it, and makes a decision as to whether or not they need it. If they do not need it, they pick up a card from the draw pile and make the same decision. They either keep it and discard one of their own cards instead, or leave it on the discard pile for the person next to them.
• Gently guide the children in making equations from their cards.
• Some children might be comfortable in making equations, while some others may need help to make an equation. Help those who do not know how to form an equation from their cards.
• The game ends when any child makes an equation.
• If time permits, play 2-3 more rounds of the game.

SESSION 2:

• Ask the children if they remember the game.
• If there are any students who were absent from the previous session, ask the children to explain to him/her what the game is all about.
• When you think the children are clear about the rules, start playing. This time sit back and only help where absolutely necessary. Let the children figure out on their own.
• Make sure the children are able to make an equation from their cards. Help those who are not being able to do so.
• Play some more rounds of the game, while ensuring that you are more of an observer than a teacher.

SESSION 3:

• Play 2-3 rounds of the game as before.
• Now, introduce a small change in the way the game is played. Deal all the cards to the players, the first child who plays, throws down a card he does not need in the discard slot. The player next to him checks if he requires it and picks it up if he does. If he does not require this card he can miss the turn. If he does pick up the card, he should discard something else in its place. The play continues until a child has no card to discard without breaking an equation. When this happens every child shows their equations to the rest of the children and the child with the most number of equations wins the game.

Card deck: Children’s cards or standard cards (as per the child’s play level)
Prerequisites: Counting, number recognition, card game 0, card identification
Play arena: Standard
Number of players: 3

Each player is dealt 13 cards. The remaining cards are placed in a face down stack in the middle, forming the draw pile. The objective of the game is to be the first to form a hand consisting of valid combinations of sequences and/or sets. A set consists of at least three cards of the same rank, for example 4♥ 4♦ 4♠ or K♥ K♦ K♠ K♣. A run consists of at least three consecutive cards of the same suit J♣ Q♣ K♣ or 4♥ 5♥ 6♥ 7♥.
For a winning hand to be valid, the following rules should be observed:

1. A randomly picked card will be selected as the joker before game-play begins. Cards of the same rank as the selected card, as well as the jokers of the pack can be used in lieu of any other card to form a sequence or set.
2. Cards in each category rank from low to high: Ace, 2, 3, 4, 5, 6, 7, 8, 9, 10, Jack, Queen and King. Ace can be used as 1 or a face card when forming the sets.
3. A winning hand will contain 4 sets/sequences, one of which will be a set/sequence of 4 cards each and all the others will contain 3 cards each.
4. There should be one true sequence (a sequence with no joker) of not less than 3 cards of the same suit.
5. There can be up to 2 sets in the winning hand, which are either sets of 3 or sets of 4 cards.

SESSION 1:

• Before the session: Keep the card pack (after removing the kings, queens and jacks), and the play arena at hand. Now you are ready for the session.
• Since the game has many intricacies, it is advisable to introduce the children to the game in an orderly, step-by-step manner. In the first session, explain the first part of the game to the children, how to order numbers and create a sequence. In this session, the children will play only with 3 cards. They will identify the numbers on the card, and draw and discards cards to create a sequence. For this session, ignore the suits on the cards.
• Now explain to the children that the game is all about making sequences. A sequence is a set of numbers in order, such as 2, 3, 4 and 8, 9, 10. Their aim in this session is to identify which card they need to complete their sequence and play the game until they do so.
• Once you are sure the children have understood, hand the pack to one of the children and ask him/her to deal 3 cards each to all participants.
• Gently guide and prompt the children to figure out which cards they need to create a sequence.
• Some children might be comfortable with the idea of making sequences already and will not need help, while some others will need prompts.
• Tell children that they should now discard their unwanted card (the card that does not fit the pattern) and pick up another card from the draw pile. The next child should now first check if the top card in the discard pile is one they want, and pick another card from the draw pile only if they do not.
• Allow the children to get familiar with the game as well as the draw and discard process.
• Play until a child has a sequence.
• If time permits, play 2-3 more rounds of the game.

SESSION 2:

• Ask the children if they remember the game.
• If there are any students who were absent from the previous session, ask the children to explain to him/her what the game is all about.
• When you think the children are clear about the rules, start playing. This time sit back and only help where absolutely necessary. Let the children figure out on their own.
• After 2 rounds of play, explain to them that you are now going to make the game a little more challenging this time.
• Tell the children that, from the next round, 6 cards will be dealt to each child instead of 3, and that they should make 2 sequences to win.
• Help the children where necessary.
• Play some more rounds of the game, while ensuring that you are more of an observer than a teacher.

SESSION 3:

• This time, after playing 2 rounds of the game as played in the previous session, add 3 more cards to the hand each child is dealt.
• Each child will now have 9 cards and will have to make 3 sets of sequences to win.

SESSION 4:

• Play 2-3 rounds of the game as before.
• Now, introduce the face cards to the children. By this time, the children should be using the standard deck of braille cards and not the junior cards. Explain the names of the face cards and their positioning and order within a suit. Also explain the unique position of ace (that it can act as 1 as well as a face card above king).
• After you are certain the children have understood, also add and explain an additional 4 cards to the hand each child is dealt. Now, each child will be dealt 13 cards, and will have to make 1 set of 4 cards and 3 sets of 3 cards each.
• Play the game for another 2-3 rounds.

Session 5:

• Play the game for a couple of rounds as it has been played in the previous sessions.
• Now, explain to the child that they can no longer make a sequences with numbers of any suit. Instead, each sequence they make should consist only of numbers from 1 particular suit.
• Before the game play, also introduce the jokers to the children. Explain that the jokers are to be used as substitutes for a card they do not have. Also introduce the process of randomly picking one card in the beginning to be the joker.
• Now begin playing.
• The children will have many doubts and will need help in arranging their cards, figuring out where to put a card, etc. Help as and when necessary.
• Play at least a couple of rounds so that children get used to the game.

Session 6:

• Play 2-3 rounds of the game as before.
• Once you are sure the children have figured all the rules of the game explained to them so far, explain to them the concept of rummy. Tell them that they can make sets of rummy also as they play. However, they can make only up to 2 such sets. This could be a set of 3 or a set of 4.
• Now play the game with all the rules.

• Card deck: Children’s cards or standard cards (as per the child’s play level)
• Prerequisites: Counting, number recognition, card game 0, card identification
• Play arena: Standard
• Number of players: 4

There are 2 variants of the game. In the first version, the objective of the game is to be the first to finish the cards in your hand. The players are dealt 6 cards each, with the left over cards forming the draw pile. Each person then takes turns to open up one card from the draw pile and place it face up for all to see. All the players who have cards that, when paired with the card, add up to 10, can play their cards. The game continues until 1 player wins the game by finishing the cards in his hand.

In the second variant, the objective is to be able to make 3 pairs that add up to 10. Players are dealt 6 cards each. The remaining cards form the draw pile. One card is opened up to form the discard pile. The first player can take the face up card or one from the pile, and discard one card from their hand instead. The players take turns until one player wins the game by placing all their cards in pairs on the table.

SESSION 1:

• Before the session: Remove all the 10s from the card packs and make sure the play arena is kept at hand. Now you are ready for the session.
• In the first session, play the first variant of the game (as detailed above).
• Explain to the children that the aim of the game is to finish all the cards in their hands.
• Also explain that the game is all about making pairs (2 cards) that add up to 10. Ask them for some examples.
• Now ask one of the children to distribute 5 cards to each player.
• After distributing, the rest of the cards should be placed in the draw slot.
• Ask another child to open up a card from the draw slot and place it in the discard slot.
• Encourage the children to read out each card they discard.
• Now, all the children should compare the cards in their hand to the card in the discard slot to see if they add up to 10.
• Each child can play any card in their hand, which, when added with the card lying face up, makes 10. For example, if the card in the center is a 7, children can play any 3s in their hand, if the card is a 6, they can play a 4, etc.
• Since this is their first addition game, some children might have difficulties in making the pairs.
• Help those who are struggling with this. Encourage those who are struggling to count on their fingers.
• The first child to finish his/her cards wins the game.
• Play a few more rounds of the game.

SESSION 2:

• Before the session: Remove all the 10s from the card packs and make sure the play arena is kept at hand. Now you are ready for the session.
• Ask the children if they remember the game.
• When you think the children are clear about the rules, start playing. This time sit back and only help where absolutely necessary. Let the children figure out on their own.
• After 2 rounds of play, start playing the second variant of the game, which is more challenging.
• Tell the children that, this time, instead of discarding all their cards, they will be holding the pairs that add up to 10, and discarding those that don’t.
• Ask one of the children to deal 6 cards to each player.
• After distributing, the rest of the cards should be placed in the draw slot.
• Ask another child to open up a card from the draw slot and place it in the discard slot.
• The player sitting on the right of the player who opened up the card, should now check the cards they have, to see if it will be useful to them. Eg; if the card on top of the discard pile is a 3, the child should check if they have a 7 in their cards. If the card is useful, they can pick it up and add it to their cards. As they do so, they should also discard a card onto the discard pile.
• If they do not find the card on top of the discard pile useful, they can draw a card from the draw slot and check if they need it. If they do, they can pick it up and discard a card from their hand instead, and if they don’t they can drop it in the discard slot and forfeit their turn.
• The players take turns until one player wins the game by placing all their cards in pairs on the table.
• Make sure the children are able to add up their cards properly. Help those who are not being able to do so, but make sure that you are not adding up their cards for them.
• Play some more rounds of the game, while ensuring that you are more of an observer than a teacher.

• Prerequisites: Counting
• Play arena:
• Number of players: 2, 4

Ludo is a classic board game for two to four players. The objective of the game is to bring all the 4 tokens into the home triangle. While playing ludo, children develop creative ways of solving problems, forming strategies and calculate probability. It teaches good sportsmanship, teamwork, the importance of taking turns, decision making, and furthermore instills in children the spirit of competitiveness in a proper way. It is an effective tool which develops a child’s numeracy skills as well as their positional language.

It is a modified and simpler version of an Indian game called ‘pachisi’. Each player is assigned a set of 4 tokens with different textures. The first player to bring all the tokens to the finish block wins the game.

SESSION 1: INTRODUCTION AND PRACTICE GAME USING SINGLE TOKEN

• Introduce the board to children. Allow them to explore the board.
• Explain the seating position of the players. If there are 2 players, they would sit opposite each other.
• Explain the position where each player would place their 4 tokens before starting the game.
• By holding their finger, make children explore the path in which they would have to navigate the board before reaching their home triangle.
• Demonstrate how to roll the dice and read the number on top of the dice.
• Explain the rules of the game. The facilitator can choose to introduce Rule no. 1, 2, 4 & 5 only and start the practice game (mentioned below) and then continue to introduce rule no. 3 as and when the game is progressing.
  1. Players take turns to throw the dice in a clockwise order. A player must throw a 6 or 1 on the dice to move a token from the starting position onto the first square on the track. The token is now said to be in ‘play’ and can start moving on the board.
  2. The player rolls the dice again and starts moving the token in the direction as shown earlier. Then the dice is passed on to the next player.
  3. When the player throws a 6, they are allowed another turn to throw the dice. If a player does not throw a 6 in their turn and has no piece in ‘play’ on the board, then the player forfeits their turn and the next player takes their turn. If a 6 is rolled three times in a row, the player loses his turn.
  4. When a token has circumnavigated the board, it proceeds towards the home triangle. A token can only be moved onto the home triangle by an exact throw.
  5. The first person to move all 4 tokens into the home triangle wins the game.
• Practice Game: Inform players that for this game, they will be using a single token instead of 4 tokens. Now, place the token at the start position and begin playing as explained.
• Facilitator would observe whether children are using any strategies of their own while playing the game.

SESSION 2: PLAYING THE GAME WITH 2 PLAYERS (4TOKENS)

• Ensure that children have understood the rules well and they are comfortable with the board. Inform that today they would play with all the 4 tokens instead of 1 token.
  • The first player rolls the dice and checks if the number shows six. If no, then hand over the dice to the player sitting on the right.
  • If yes, then pick one token and place it on the starting position. Roll the dice again and start moving forward by counting the number of spaces as shown on the dice. Ask children to recite as they move forward.
  • They continue to play the game and the first player to place all the 4 tokens into the home triangle wins the game.

SESSION 3: PLAYING THE GAME WITH 2 PLAYERS WITH MORE RULES

• Once children are comfortable playing with all the 4 tokens on the board, introduce the following 3 rules here:
  • If a token lands on a square occupied by an opponent’s token, the opponent token is returned to its starting position. The returned token may only be reentered into play when the owner rolls a 6 or 1 on the dice again.
  • If a player’s token lands on another of their own pieces, they are doubled and form a “block” which cannot be passed by any opponent’s pieces.
  • Doubled tokens may move half the number if an even number is thrown e.g. move 2 spaces if a 4 is thrown.
• Continue to play the game keeping in mind the new rules.
• At this point, the facilitator can teach some of the strategies of the game while leaving the decision making to the players themselves:
  • For example, after starting the game with one token, if they get another 6, it is up to them to either take out another token to the start position or they can continue running the token which is already out.
  • It is advisable to open all the tokens, as soon as one gets the chance.
    Analyse what number can lead one to the best place and what number will let you send the opponent home.
  • Keep the token which is nearer to the victory at some safe place and move it with bigger numbers. Invest smaller numbers on pieces that are just beginning to run out of house.
  • If you have a number that is no good in any of your pieces, move the piece that is nearest to the starting point.
  • Be confident about yourself, take time to think the best move possible, think, rethink and then play.
• Continue playing until all the 4 tokens and by following all the rules and strategies.

SESSION 4: PLAYING WITH 4 INDEPENDENT PLAYERS

• Start the game as usual after ensuring everyone is thorough with the rules of the game and has played with one opponent several times.
• Let children decide who will and start how they want to proceed.
• Ask children if they remember the strategies shared already or they can come up with new strategies if they want to while playing the game.
• Continue until all the players reach the end point. The first player to move all the tokens to the home triangle wins the game.

SESSION 5: PLAYING WITH 4 PLAYERS, TEAMWORK

• Inform children that this time they are forming teams of two players and playing the game.
  Rules for team playing are:
  • Players from the same team do not “cut” each other’s tokens.
  • One player can remind his/her team mate to kill any opponent which is closer to
• The facilitator would make note of the strategies used by the children while playing the game or they should be allowed to share their strategies after they finish playing the game.

• Prerequisites: Counting
• Play arena: pebbles, dry beans (chickpeas) or marbles, 2 bowls, 1 tray
• Number of players: 2 or more

The objective of the game is to make 2 groups and get the maximum combination for a given number (2 to 11) and notice the pattern at the end of the game.
The game starts by giving X number of pebbles to the players and then asking them to make 2 groups of that many pebbles and see how many combinations they can make with that number.

• Each child should have at least 11 pebbles and two bowls with them.
• Start the game by giving each child 2 pebbles and ask them to make 2 groups. And then put those many numbers in the bowl. For example if they have 2 pebbles they can make a combination of [1+1], so one pebble in each bowl.
• Similarly in the next round increase the number by one. This time give them 3 pebbles and ask them to make 2 groups and see how many combinations they can make. For example, with 3 pebbles they can make a combination [1+2]. So 1 pebble in 1 bowl and 2 pebble in the other bowl.
• Similarly for other numbers, they have to make 2 groups and more combinations which are mentioned below:
  • 4 pebbles [1+3, 2+2]
  • 5 pebbles [1+4, 2+3]
  • 6 pebbles [1+5, 2+4, 3+3]
  • 7 pebbles [1+6, 2+5, 3+4]
  • 8 pebbles [1+7, 2+6, 3+5, 4+4]
  • 9 pebbles [1+8, 2+7, 3+6, 4+5]
  • 10 pebbles [1+9, 2+8, 3+7, 4+6, 5+5]
  • 11 pebbles [1+10, 2+9, 3+8, 4+7, 5+6]
• If one child makes one combination, the teacher can ask other children to try another combination so that they have all the combinations with them for each number.
• Teacher should ensure that all the combinations are made by the children, so that at the end of the game she can ask, is there anything which they notice in these combinations? Is there any pattern? Allow children to share their thoughts and observations.

Numeracy concept: Patterns and Sorting
Materials: 2-3 different varieties of pebbles or block or any items with different texture (they should not be very small or round), 2-3 bowls and 1 flat tray
Prerequisites: Counting
Number of players: 2 or more

The objective of this game is to form the pattern instructed by the facilitator or another player within a given time. Then the number of pebbles are counted and dropped back to their respective bowls.

• Keep the 2 different varieties of blocks/pebbles in separate bowls. Keep the tray in front of the player.
• Allow children to explore and understand the difference between the two types of blocks/pebbles. Call the bowl on their left as A and the one on their right as B.
• The facilitator calls out a pattern starting with the simplest one. For example, AB-AB-AB. Set a timer and after the “start” signal from the facilitator, children start forming pattern on the tray or table. A background music can be played.
• After 2-3 minutes, the facilitator would stop the music and give a “stop” signal. Allow children to check if the pattern they have formed is correct or not. Let them count the total number of pebbles laid on the table or tray. Clear the tray by putting the blocks/pebbles back into their respective bowls.
• This game can continue with different pattern combination like AAB and ABB.
• Once children are thorough with all kinds of pattern by A and B, introduce another type of block/pebble. Identify that as C. Instruct them to make patterns like ABC/ ABCC/ABBC.
• Encourage children to form their own pattern and share with the group. Clap for everyone for playing and understanding the game so well.

• Card deck: Children’s cards or standard cards (as per the child’s play level)
• Prerequisites: Counting, number recognition, identifying suits
• Play arena: Standard
• Number of players: 4

The objective of the game is to collect all cards of the same type (suit). One child is then asked to distribute the entire card pack equally among the four children. Then out of the 4 children in the group, 1 is assigned diamonds, another hearts, one club and the last spades. The players are provided one turn to ask for a missing card in their suite. The game ends when each child has collected all the cards (ace to 10) of the suite they had been assigned.

SESSION 1:

• Before the session: Take Junior cards and remove all the Jokers, King, Queen and Jack from the pack.
• Children are grouped into 4 and will be seated as per the standard arena.
• Introduce all 4 different suits Diamond, Club, Heart and Spade to the children.
• Then give one particular suit to each of them from ace to 10 which are shuffled.Keep those cards on each of their respective slots given in an arena.
• Then they have to count and identify the number on the card, through Braille or by counting the tactile dots on the cards.
• Let them arrange all the cards in an order.
• So, by the end of session 1, they should be able to arrange the cards based on the numbers and have to identify which particular suit they got.

SESSION 2:

• Use the same junior cards. let one of the children distribute equally among all 4 children in the arena.
• Then explain to the children that they have to collect all cards of the same type (or suite).
• Assign a child for each suit such that, out of the 4 children in the group, 1 is assigned diamonds, another hearts, one club and the last spades.
• The children are provided one turn to ask for a missing card in their suite. The child who has the card hands it over to the child who had asked, and that child now asks for a card that he/she doesn’t have.
• The game continues till the first child makes all the numbers (1-10) in the particular suit. Who is the winner and the game continues.
• The game ends when each child has collected all the cards (ace to 10) of the suite they had been assigned.
• If they have a card another person is asking for, it is mandatory for them to hand it over.
• Then after getting all the cards of the same suit, they need to arrange the cards in an ascending order.

SESSION 3:

• In this session, use the standard cards and also introduce king, queen and jack.
• So, in addition to these 3 cards. Follow the same instructions there in session 2 and play with the children.

SESSION 4:

• The game can be modified such that each child collects 5 cards of a particular suite (either 1-5 or 6-10).
• One of the participants will distribute 5 cards to each of them. Let all 4 of them select a particular suit that they have to collect.
• Then each of them will get their turns to pick from and discard the cards from the respective slots of the board which is kept in the centre.
• Whoever collects all 5 cards of the same suit will win the game. I.e. they can have either hearts from 1 to 5 or 3 to 8 or 6 to 10 etc.

Prerequisites: letter recognition.
Play arena: Standard
Number of players: 4

The objective of the game is to make the maximum number of words (maximum score). The game starts with the player all being drawn 7 letters (scrabbles) each. Players then take turns to form a word on the game board from their scrabbles. As words are placed on the board, points are collected (each letter with one point). The player with maximum score/points wins the game.

SESSION 1:

• Before the session: place all letters in the pouch and mix them up. For the first session, remove all the blank tiles. Now you are ready for the session.
• Place the scrabble board on the floor and ask children to sit once facing each of the four sides of the board.
• In this session, it is advisable to use 24 letters. Ask the children to draw 6 letters from the pouch.
• Explain the game to the children. Tell them that they are going to form different words from their scrabbles. Whoever makes maximum words (maximum score) wins the game.
• Explain to them that the first player combines two or more of his letters to form a word and places it on the board to read across or down with one letter on the centre square.
• The player that has the letter that is closest to “A” will begin the game.
• Ask them to complete their turn by counting and announcing their score for that turn. Play passes to the left. The second player, and then each in turn, adds one or more letters to those already played to form new words.
• Gently guide the children through placing their scrabble (across or down) on the scrabble board. New words may be formed by adding one or more letters to a word or letters already on the board.
• The score for each turn is the sum of the letter values in each word(s) formed or modified on that turn. Each letter will have a value of 2.
• If there are unplayed letters when the game ends, each player’s score is reduced by the sum of his/her unplayed letters.
• The player with the highest final score wins the game.
• If time permits, play 2-3 more rounds of the game.

SESSION 2:

• Ask the children if they remember the game.
• If there are any students who were absent from the previous session, ask the children to explain to him/her what the game is all about.
• When you think the children are clear about the rules, start playing. This time sit back and only help where absolutely necessary. Let the children figure out on their own.
• After 2 rounds of play, tell them that there are two blank tiles that can be used as wild tiles to take the place of any letter. When a blank is played, it will remain in the game as the letter it substituted for.
• Also, the players can exchange tiles for new tiles or they can choose to pass. When a player chooses to exchange tiles, they can choose to exchange one or all of the tiles they currently hold. After tiles are exchanged, the turn is over and players will have to wait until their next turn to place a word on the board.
• Make sure the children are able to form words correctly. Help those who are not being able to do so, but make sure that you are not forming their words.
• Play some more rounds of the game, while ensuring that you are more of an observer than a teacher.

SESSION 3:

• Play 2-3 rounds of the game as before.
• Now, introduce a small change in the way the game is played. Players can use all the tiles from the box and in each turn they will draw 7 tiles. The game gets over when the scrabble board is completely full with letters. The player who scored highest wins the game.

• Prerequisites: Reading comprehension, basic operations of mathematics.
• Play arena: A familiar place with less obstructions.
• Number of players: 6-8

The objective of the game is to solve all the clues/questions and be the first to solve the last clue to get the treasure. The game starts by giving them their first clue/question, after solving each clue they would get their next clue. Whoever solves the last clue first would get the treasure and is the winner of the game.

SESSION 1:

• Form 3 or 4 groups, 2 students in each group.
• Explain to them that they have to read and solve each clue/question and after solving that clue they will get their next clue which would take them close to the treasure.
• After solving their final clue they would get the treasure.
• Make sure the clues are simple and include calculations/concepts with which the children are familiar.
• Also after each clue, mention the navigation part and description of where the next clue is. For example: enter the main door, turn to your left and walk 5-6 steps and you will find a table, you next clue will be inside the box which is on the table.
• Some children might be comfortable in moving around or in solving the clues, while some others may need some help to move or to comprehend the clues. Help those who are not being able to do so.
• The game ends when the last clue is being solved, whoever solves the last clue first, would get the treasure and is the winner of the game.

SESSION 2:

• Ask the children if they remember the game.
• If there are any students who were absent from the previous session, ask the children to explain to him/her what the game is all about.
• When you think the children are clear about the rules, start playing. This time sit back and only help where absolutely necessary. Let the children figure out on their own.
• Make sure the children are solving the clues correctly. You can change the clues for each game and include questions related to concepts which are already being introduced to the children.

• Material: Tangrams.
• Prerequisites: Counting, identifying shapes
• Number of players: Any number

• A tangram is a two-dimensional re-arrangement puzzle created by cutting a square into seven pieces. Seven geometric shapes called “tans”
• These tangram shapes can be fitted together as a large square, rectangle, or triangle. They can also be arranged in a variety of complex shapes, including fanciful ones.There are many ways to play with tangrams. The simplest way is to let kids create their own complex shapes. But traditionally, tangrams are treated as puzzles.
• Tangrams offer kids an excellent opportunity to test out different geometric manipulations, also number sense and become familiar with the properties of the shapes they use.
• But notice the triangles-big, medium, and small or are all the same shape.

SESSION 1:

• Give them the tangrams and let them explore the shapes.
• Ask them how many different shapes that they come across and which they are. Also ask them how many small, medium and big shapes are there.
• Ask them to create any design/shape that they want to. Once it is completed ask them how many shapes they have used.
• Give the same number to the whole class, so that they have to take only those many shapes and create their own design and later explain one by one what they have done.

SESSION 2:

• Ask the students to pick Braille number chit from the bag/bowl and see what number they have got and only those many shapes they have to consider and make a design out of it.
• Once they are done, ask them what shape/design they did.
• For the one who doesn’t know to read Braille, orally give them the numbers and follow the same instructions.

SESSION 3:

• In the beginning ask them if they can create one story by arranging tangram shapes and narrate it to their friends, teacher.
• Otherwise, tell them a small interesting story for which they have to create characters of the story and show it to the teacher/facilitator.

SESSION 4:

• Ask the students, if they can give examples for in and around or in their surrounding the shapes they have seen in tangrams.
• Ask them to take a random number of shapes without counting and make it two groups.
• From each group they should create one story. And later see which story had used more shapes.
• Take only 10 shapes and divide it into two groups and hold it in both the hands. Show them one hand, let them count the number of pieces it has, then ask them how many pieces will be there in the other hand.
• Similarly, ask them to pair up themselves and do it with each other.

SESSION 5:

• Once they are completely familiar with the tangrams, ask them to sort the tangrams. Let it be based on shapes, structure, length, size etc.
• Then once they are done with sorting they will have a few groups and ask them what they can from each different group of tangrams. Then based on what features they sorted or grouped those tangrams.
• Ask them to use only two kinds of shapes and make anything out of it pattern/design/bigger shapes

General Information
Prerequisites: Counting
Number of players: 6-8

The objective of the game is to say the numbers in a sequence and then remember, repeat the sounds of different animals in the same sequence.
The game starts by saying the numbers in a sequence, music would be played in the back ground, and children would continue saying the numbers. When the music stops, the player who last said the number would be the one who has to make a sound of any animal, and then whoever is next that player has to repeat the earlier sound and add one more animal sound to it and so on.
Whoever remembers and repeats most of the sounds in the same sequence as done by the players, is the winner.

SESSION 1:

• Each child has to say a number and those numbers should be in a sequence, for example: Ravi will say 1 and then Raj will say 2 and then the next child will say 3 and so on.
• Teacher can tell the order in the first round, before starting the game, as who is next and then the children can continue.
• As they are saying the numbers, music would be played in the background.
• When the music stops, the last player who has said a number would be the one who has to make a sound of an animal.
• Then again the music would be played and game would continue; next when the music stops the player has to repeat the previous animal sound and add his part and so on.
• The player who doesn’t remember the correct sequence would be out from the game.
• The game continues , and they player who remembers most of the sequence of animal sounds wins the game.

SESSION 2:

• Ask the children if they remember the game.
• If there are any students who were absent from the previous session, ask other children (who are familiar with the game) to explain what the game is all about.
• When you think the children are clear about the rules, start playing. This time, the teacher would only observe the game and help only where it is absolutely necessary. Allow the children to figure out on their own.
• Play 2-3 rounds to make children familiar with the game.

Prerequisites: –
Play arena: 3 broad items/boxes of different materials such as wood, steel and plastic.
3 steel glasses of similar size, preferably little longer in height, 1 steel spoon and water.

Number of players: 4

The objective of the game is to make sound and form a pattern with these sounds by first hitting 3 different items and then hitting the glasses filled with different levels of water.
The game starts by hitting 3 items of different materials with a spoon, one by one and then forming a pattern.
In the second round replace the items with glasses filled with different levels of water and then producing sound by hitting them with a spoon. Once the children get familiar with different sounds, they would make patterns with sounds.

SESSION 1:

• Place 3 different items on the table, in front of the child (items made up of wood, plastic, steel).
• First, help the children understanding where these objects are on the table.
• Once they get familiar, ask them to hit one item with a spoon/ thick stick, recognize the sound, and similarly hit all 3 items one by one.
• Ask the children to give names to these items. For example: first item is A, second item is B, third item is C. Now, tell them to make different sounds by hitting them in different sequences such as, make a sound by hitting A then B and then C (pattern ABC , ABC) or AA , then BB and then CC( pattern AABBCC, AABBCC).
• These are the patterns which children made, now ask each of them to make their own pattern. While one is producing the sound others can guess the pattern. Later the child can share what pattern he made.

SESSION 2:

• In this session, replace 3 different items with 3 steel glasses of similar size.
• First, ask the children to hit one empty glass with a spoon and listen to the sound.
• Then pour some water (half of the glass) in another glass, ask the children to put their fingers and check how much water is there.
• Help the child in the beginning to hit the glass filled with water. And then compare the difference in sounds made by hitting an empty glass and a glass filled with half water.
• Now keep all three glasses on the table, in front of the child. One empty glass, one half filled and one completely filled glass.
• In the first turn, assist the child in knowing where these glasses are , they can also first hold the glass and then hit it with a spoon.
• Once they get familiar, ask them to make different patterns the way they did with different items.