• 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: Tactile Connect Four Board consisting of coins of 2 types with 2 different textures.
Alternatively, a regular Connect Four Board with one set of coloured coins are marked with a tactile sticker at the centre.
Number of players: 2 to 5

The objective of this game is to make a straight line of four with the coins of the same texture. The line can be vertical, horizontal or diagonal.
This game is played on a vertical board which has 7 hollow columns and 6 rows. Each column has a hole in the upper part of the board, where the coins are introduced. There is a window for every square, so that the coins can be seen or felt from both sides.
In short, it is a vertical board with 42 windows distributed in 6 rows and 7 columns.
Both players have a set of 21 thin pieces (like coins); each of them uses a set with different texture. The board is empty at the start of the game.

SESSION 1: BEGINNERS SESSION – COUNTING

• Introduce the board and the coins to children. Allow them to explore the board. Explain that there are 6 rows and 7 columns. Coins are dropped from the upper holes. They slide downward and settle down on the last row or pile up on the last coin if introduced in the same column earlier.
• Take one coin from each set and ask them to understand the difference. They would be able to feel different textures on both coins. Inform that there are a total of 42 coins, 21 coins have the same texture.
• Explain the seating position to them. This game is played between 2 players, they would sit opposite each other. The board is kept perpendicular between them.
• There are few variations in this session.
• First variation is for those children who have difficulty in counting numbers. The first player would think about any random number between 1 to 21 and drop coins in the board while counting loud. The second player would follow and drop the same number of coins in the board.
• The next variation can be played in the form of skip counting. The players are expected to be proficient in basic counting. Here, the first player would drop coins by counting in 2s (2, 4, 6 and so on). They can continue playing in the same manner by doing skip counting of 3, 4 and 5.
• It would be helpful if they also count how many coins are remaining with them as and when they are dropping coins on the board. This would help them to practice backward counting simultaneously.

SESSION 2: CONNECTING THE DOTS

• Once children have played the beginners level a sufficient number of times, explain the rules of playing the actual game. Before starting, players decide among themselves as who will be the first player. Each player drops a coin in the board alternately.
• The winner is the first player who gets a straight line made with four coins of the same type or texture with no gaps between them. The four coins can be vertical, horizontal or diagonal.
• Start playing a few practice games to understand the game better.
• Observe whether children have understood the rules thoroughly and are playing correctly.

SESSION 3: SYMMETRY

• Introduce this session when children are thorough with the game and have played enough number of times.
• This session is about creating symmetry. A player uses only the first 3 columns from his side of the board.
• Distribute coins equally with a mix of both textures.
• The first player drops a coin, then the other player follows the same pattern of dropping coins on his side of the board. The idea is to create symmetrical designs on both sides of the board.
• To make this game a little more interesting, a player can make a design of his choice on his side of the board using 10 to 15 coins at one go. The other player tries to make the same design on the other side of the board.
• Both of them would check if the designs are similar. Whichever player matches the design maximum number of times successfully, wins the game series.

SESSION 4: PATTERN

• One player starts by making any pattern by completely filling the first row with a mix of both types of coins. The next player would form the same pattern on top of the first row.
• This game can continue with 4 more players making the same pattern in their respective rows.
• Observe how creative they can get in making patterns of their own.
• Note that this game of pattern formation can be played between 2 to 5 players either in horizontal or vertical way on the board.

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: Counting, number recognition, simple addition, familiarity with braille numbers
Play arena:
Number of players: 2, 3, 4

The objective of the game is to be the first to reach 100.

1. Each player places their counter at the ‘start’ position. Take turns to roll the dice.
2. One will start moving forward only when the dice shows the number 6. The player would roll the dice again and move the counter forward to the number of spaces shown on the dice.
3. If the counter lands at the bottom of a ladder, the player can move up to the top of the ladder.
4. If the counter lands on the head of a snake, the player must slide down to the bottom of the snake.
5. The first player to get to the number 100 is the winner.

SESSION 1: INTRODUCTION – NUMBER IDENTIFICATION

• Introduce the board to children. Let them explore the board. Ask them what are they able to find on the board.
• Tell them to feel the direction in which the numbers are progressing to 100. If a child is not aware of braille numbers, then they can start identifying the numbers as they count the spaces and proceed in the game.
• Talk about the snakes and ladders and their purpose. Ask them to find the longest and the smallest of them on the board.
• Ask in turns if they can identify the numbers which are at the top and bottom of all the ladders and snakes.
• Inform that the two dots in each box/space are the places where they would keep their counter.
• Introduce the counters and the dice. Let them explore each number on the dice.
• Demonstrate how to roll the dice and read the number on it.
• Show them the start position and the final destination or the end position.
• Start playing a practice game.

SESSION 2: COUNTING, IDENTIFYING BRAILLE NUMBERS, ODD-EVEN, BEFORE-AFTER

• Before starting the game, revise all the rules of the game. Ensure that children are learning and identifying the braille numbers on the board. Continue to help them learn if they are not familiar with any numbers.
• The first player rolls the dice and checks if the number shows 6. If no, then hand over the dice to the player sitting on the right.
• If yes, then roll the dice again and start moving forward by counting the spaces as shown on the dice. Ask children to count aloud as they move forward.
• Ask them to feel for any ladder on the space they reach. If yes, tell them that they have an option to climb up the ladder to the space where it ends.
• On the other hand, if they feel the head of the snake, then they would slide down to the space where the tail of the snake ends.
• Children would recite the number they are in and tell whether it is an odd or even number.
• Ask children to notice which number is before and which is after the number in the space they are in.
• Continue until all the players reach 100. The winner is the one who reaches first.

SESSION 3: COUNTING, ADDITION

• Start the game as usual after ensuring everyone remembers the rules of the game.
• Ensure children are able to identify the braille numbers on the board.
• This time, tell children that they are going to calculate which number they would need on the dice so that they can reach the tail of any ladder ahead of them.
• Similarly, they would identify the numbers that would save them from getting caught by the snake which is ahead of them. The number would be one less or one more.
• Every time a player moves a piece, he/she would recite the numbers in form of an addition formula. Example, when one player is in number 14 and he/she gets 4 on the dice, the player says 14 + 4 = 18 and then move the counter.
• Continue playing until everyone reaches 100. The winner is the one who reaches first.

SESSION 4: PLAYING REVERSE

• Inform that this session is about starting the game from 100 and coming down to the number 1. The board would be positioned in the same manner as in the regular game.
• Explain the rules for this game. Here, the snakes and the ladders would function the same as in the regular game.
• If a player lands on the mouth of a snake, he/she would slide down to the tail of the snake and that would help the player reach his/her destination faster.
• On the other hand, a player will have to remember to use the ladder only when he/she is at the bottom of the ladder. In such case, he/she would climb up the ladder and that would take the player away from the final destination.
• Encourage players to count the numbers aloud as they move their tokens on the board. That would help them count backwards.
• Continue playing the game until all the players reach the final destination (number 1) on the board. The first one to reach there first is the winner of the game.

Prerequisites: Number Identification
Number of players: 2 groups of up to 6 children in each

During the different sessions of this market game, children will have fun shopping and selling, while at the same time learning valuable money skills.

It is essential to have braille play money before beginning the sessions. To make play money, cut up braille paper into small rectangles. Then write down the values in Braille: 10, 20, 50, 100, 200, 500 and 2000. Then make some small round coins to represent 1, 2, and 5 rupees. The coins can be represented as small rough circles of braille paper.

SESSION 1:

• Ask the children what they know about money. Why do people need money? What do people use it for? Have they ever handled money?
• Introduce the play money to them. Distribute randomly among the class. Explain that real money is somewhat similar, but in print.
• Ask each child what all denominations they got. Explain that these are the denominations available in real life as well.
• Also talk to the children about their experiences around going shopping. Who did they go with, what did they buy, etc.
• Now that the children are used to the currency they will be using for play, introduce them to their play area.
• The play area can be a classroom, a Hall, or and outdoor space, as long as it is set up with stalls that the children can navigate around. Each stall, which could perhaps consist of a desk, could carry a certain type of play merchandise. For example, one desk could be the bookshop, another could be a grocery store, and yet another could be a toy shop. Make sure that there are 4-5 stalls for the children to navigate.
• Now show the children around the area and make sure that they understand where each stall is located.
• Gently quiz them about how to get from one stall to another. For example, how might a child go from the grocery shop, from where he has finished buying groceries, to the bookshop to buy books?

SESSION 2:

• Set up the play area as before. Make sure that all the stalls, furniture, etc are placed exactly as in the previous session.
• Now, divide the children into 2 equal (or close to equal) groups. Tell them that they are going to play a shopping game. One group will act as the shopkeepers and the other will act as the customers.
• Distribute equal amounts of money to the children who are the customers.
• Each shopkeeper can sell a different item, such as books, toys, food items, etc. Have some real items ready at hand that they can pretend to sell.
• As a class, discuss and decide what each item will cost.
• The children can now go around and buy whatever they are interested in, and pay for them using the play money. Dealing in money, calculating change, etc are all the children can enjoy.
• This time, help the children with calculations if they need help.
• Switch the groups after a while so the the customers become the shopkeepers and vice versa.

SESSION 3:

• In this session, experiment with price tags for each item.
• The children can help make the tags as a part of the session itself.
• To make the tags, cut up braille paper into small, rectangular shaped pieces.
• Discuss with the children about what could be possible prices of the items. It is essential to use realistic prices for the items, as the children may otherwise perhaps misunderstand the real price of items.
• Now, tape / staple the tags onto the items.
• Now, play as before, with one group of children pretending to be the shopkeepers and one pretending to be the customers.
• Let each person figure out the prices from the tags and calculate their budget to see what items they can buy within their budget.
• Switch the groups after a while so the the customers become the shopkeepers and vice versa.

SESSION 4:

• This time, play the game as before, but have the shopkeepers write up bills for their customers.
• Have a billing counter, where the shopkeeper examines the price of each item, does the calculations, and writes up the total and gives it to customers as a bill.
• The customer should look at the bill, double-check the items, and pay the total.
• Conclude with a discussion of shopping at home, and how children can help in shopping.
• Some other points of discussion can be the identification of currency by people who are blind and visually impaired, lack of labels in braille, etc.

• 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.

Prerequisites: Counting and sorting
Play arena: A familiar place with less obstruction

1. 3 chairs/stools
2. 3 plastic boxes/jars with lid
3. cotton/tissue paper, pulses, chocolates/toffees (3 or 4 in number),
4. empty bag/trouser with 3-4 pockets
5. Big bowl, some pebbles/beads.

Number of players: 4-5

The objective of the game is to follow the clues/instructions and move around in their room to find the treasure. The game starts by giving them their first clue/instructions, after solving each clue they would get their next clue. Whoever solves all three clues first, would be the winner of the game.

NOTE: All the below mentioned instructions and clues will be given by the parents; they can modify the instructions as per the availability and space.

Materials and instructions for the parents:

• Keep 1 chair _________ (3/5/8 steps) away, towards the _________ (left/right), from where the child would sit.
• And keep 2 more chairs 2 meter apart from each other and _________ (3/5/6 steps) away from where the child is.
• On one chair, keep 3 boxes/jars with tight lid. One box should contain pulses, one should have cotton/tissue paper inside it and one should have chocolate or sweet in such a way that it should make different sound when the child shakes the jar.
• On the second chair, keep a bag/trouser with 3-4 pockets and put a chocolate/sweet inside any one pocket.
• One the third chair, keep a big bowl with many pebbles/beads and 1-2 chocolates/ sweets.

Whatever material is there on the chairs, there would be a question associated with each of it, which parents would read when the child reaches the place.

Materials and instructions for the parents:

• Keep 1 chair _________ (3/5/8 steps) away, towards the _________ (left/right), from where the child would sit.
• And keep 2 more chairs 2 meter apart from each other and _________ (3/5/6 steps) away from where the child is.
• On one chair, keep 3 boxes/jars with tight lid. One box should contain pulses, one should have cotton/tissue paper inside it and one should have chocolate or sweet in such a way that it should make different sound when the child shakes the jar.
• On the second chair, keep a bag/trouser with 3-4 pockets and put a chocolate/sweet inside any one pocket.
• One the third chair, keep a big bowl with many pebbles/beads and 1-2 chocolates/ sweets.

Whatever material is there on the chairs, there would be a question associated with each of it, which parents would read when the child reaches the place.

SESSION 1:

• Tell children that today’s game is all about movements, moving their bodies.
• In the first session, they will have to do small exercises with their right and left hands and legs.
• Ask each child to lift up their right hand first then the left hand. Instruct them to shake their hands. After that they will put their hands down and they would touch and identify their left and right legs simultaneously.
• Ask them to stand up in their place. Tell them that when you say “turn right”, they should turn their whole body towards their right just once and stop. Similarly, do it for their left side.
• Inform them that they are going to sing the Boogie and Woogie song with actions.
• The actions would be, for the phrase “right hand in”, they would stretch their right hand to the front and for the phrase “right hand out”, and they would take their right hand to their back.
• For the legs, they would stretch to the front and back while making sure that their foot is touching the ground.
• Now, sing the following song,

“Put your right hand in,
Put your right hand out
Put your right hand in
And shake it all about.

Do the boogie woogie (children would put their hands on their waist and slightly move their whole body side to side)
Do the boogie woogie
That’s what it’s all about.

Put your left hand in,
Put your left hand out
Put your left hand in
And shake it all about.

Do the boogie woogie
Do the boogie woogie
That’s what it’s all about.

Put your right foot in,
Put your right foot out
Put your right foot in
And shake it all about.

Do the boogie woogie
Do the boogie woogie
That’s what it’s all about.

Put your left foot in,
Put your left foot out
Put your left foot in
And shake it all about.

Do the boogie woogie
Do the boogie woogie
That’s what it’s all about.

Put your whole self in, (children would put their hands on their waist and jump)
Put your whole self out
Put your whole self in
And shake it all about.

Do the boogie woogie
Do the boogie woogie
That’s what it’s all about.”

PLAY SESSION 2:

• Now the children are familiar with some movements, tell them that in this session they have to move around and find a treasure.
• First the child has to reach near the chair, following the instructions given by their parents and once they reach, a question/clue related to the treasure would be read out to them and they have to find the answer.
• The child has to search for the treasure on the chair by taking help from the clue and after finding the treasure, follow the instructions and come back to their place.

Instructions:

• Tell the child to turn to their _________ (right/left) and then move _________ (3/5/8 steps) forward from where they are.
• After taking these steps the child would reach near to the chair.
• Tell the child to explore what is there in front of them (chair) and then read their first clue
  • For the chair with jars:
    Find a jar with a sweet/chocolate, identifying it with a different sound the jar makes when we shake. When the child identifies the jar, he should open it and take out the chocolate/sweets from the jar.
• Instruct the child to turn to their  _________ (right/left), take< _________  (3/5/8 steps) forward to the reach their place from where they started.

SESSION 2:

• As the child gets familiar with this game of moving around and taking steps, this time keep two chairs 1or 2 meter apart from each other and keep the instruction ready as per the space and distance.
• In this session, child has to first reach the first chair, find the treasure and then move to the second chair and solve the clue to get the final treasure.

Instructions:

• Tell the child to turn to their _________ (right/left) and then move _________ (3/5/8 steps) forward from where they are.
• After taking these steps the child would reach near to the first chair.
• Tell the child to explore what is there in front of them (chair) and then read the clue
  • Chair with a bag/trouser:
    Find a sack (pocket) with a sweet? When the child finds it, he would take the chocolate out from that pocket.
• Instruct the child to turn to their _________ (right/left), take _________ (3/5/8 steps) forward to the reach the second chair.
• Read out the clue to the child once they reach the second chair.
  • Chair with a big bowl: find the odd one out from the bowl? And it should be the same what you got in the first chair. When the child finds the chocolate, he can take it out.
• Read the next instruction of reaching to the place from where the child started.
  Turn to their _________ (right/left), take _________ (3/5/8 steps) forward to the reach the place from where they started.
• Now the child has to count how many chocolate he got at the end.
• They can eat and enjoy after finding all the treasures.

• 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