• 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.

• 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

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.

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.

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

The objective of the game is to be able to collect maximum sets of cards. A set is to collect all the four cards of different suites of a particular number.The game starts with the players all being dealt 5 cards each. The Player asks for a specific card from one of the other players by specifying their name and the card details. The player asking should already have at least 1 card with him of what number he asked. The person being asked, if they do have the cards requested, should hand them over. If a player does not have the cards being asked for, the player must say “go fish” and it’s now his/her chance to play/ask for a card. The Player who asked for the card, can now draw a card from the draw pile in the center. When all the sets have been made, the game is over. The sets of cards are counted at the end and the person with the most number of sets wins 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.
• Place the board on the floor and ask children to sit one facing each of the four sides of the board.
• Deal 5 cards to each player.
• Explain to the children that their aim is to collect all 4 cards having the same number (for example, 5 of diamonds, 5 of clubs, 5 of hearts and 5 of spades). Whoever makes 2 sets first wins the game.
• Ask the children to start the game. Each child, when it is their turn, can ask any player for cards of a specific number. For example: “Aishwarya, give me all your 5s”. The person asking should already have at least one 5 with them.
• The person being asked, if they do have the cards requested, should hand them over. If they do not have the cards, the child who asked gets another turn as well, and gets a chance again to ask for a specific number.
• If a player does not have the cards being asked for, the child who asked must “go fish” or draw a card from the draw pile in the center. Then it is the next player’s turn. (The next player is the one who said ‘go fish’).
• The game ends when any player makes 2 sets first. This player is the winner of the game.
• Play some more rounds of the game, while ensuring that the children understand 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 they will now continue the play until the draw pile is over. Then each of them would count their sets of cards and the person with the most number of sets wins the game.
• Make sure the children are able to form sets correctly. 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.

• 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.

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 sort the cards into four different suits from 1 to 10 along with king, queen and jack. One child is then asked to distribute the entire card pack equally among the four children. Ask the children to place number 6 cards of whichever suits they have, in the given arena. So that we will have number 6 of all suits. Now, each of them will get their turns to play. Suppose if Player 1 is playing, he/she has to check for the preceding (previous) or succeeding (next) of number 6 of any suit and if it is the previous number they have to place it below the number 6 or if it is the next number they have to place it above number 6. Similarly, the game continues until all the cards are over with the players. Whoever empties their cards first will be the winner.

SESSION 1:

• Take a deck of cards and remove jokers from the pack.
• Ask the one of the children to shuffle and distribute equally among themselves. Let them arrange the cards in an order.
• Ask the children to place number 6 cards of whichever suits they have, in the given arena. So that we will have number 6 of all suits.
• Now, each of them will get their turns to play.
• Suppose if Player 1 is playing, they have to check for the preceding (previous) or succeeding (next) number 6 of any suit and if it is the previous number they have to place it below the number 6 or if it is the next number then they have to place it above number 6. So after number 10, the sequence continues like this, they have to place jack, queen then king at the end in the slots given in the arena.
• Similarly, the game continues until all the cards are over with the players.
• Whoever empties their cards first will be the winner.

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: 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: Odd or Even
• Material: A bowl full of Marbles/Seeds/Beads/Buttons
• Prerequisites: Counting, addition
• Number of players: 2

The objective of the game is to collect all the marbles/seeds. This game involves only two players. Either Facilitator/Teacher/Player themselves will equally distribute the marbles. They have to pick some number of marbles in their fist and ask the opposite player to guess whether he/she has an empty or odd or even number of marbles. If the guess is correct then the player who is playing has to return those marbles to the opposite player, if guess is wrong then the opposite player has to give that many numbers of marbles to the player and if it is empty and the guess is correct no exchange but guess is wrong they will have the pre decided number say “5 marbles (which is decided in the beginning of the play starts)” then the opposite player has to give 5 marbles to the player. Both of them will get an alternative turn to play. At the end, whoever has all or the maximum number of marbles will be the winner.

SESSION 1:

• Before the session begins, ask the players to decide and keep a number.
• Children are grouped into pairs. Ask one of the players in the group to equally distribute the marbles. For example: If there are 50 marbles, each of the players has to get 25 marbles.
• Now Player 1 has to pick marbles in their hand with a closed fist and ask player 2 has to guess whether player 1 has an empty or odd or even number of marbles.
• If the guess is correct then the player who is playing has to return those marbles to the opposite player, if guess is wrong then the opposite player has to give that many numbers of marbles to the player and if it is empty and the guess is correct no exchange but guess is wrong they will have the pre decided number say “5 marbles (which is decided in the beginning of the play starts)” then the opposite player has to give 5 marbles to the player.
• Both of them will get an alternative turn to play.
• At the end, whoever has all or the maximum number of marbles will be the winner.

SESSION 2: (KLI – SA3.2A, SA3.2B)

• Make a group of 2 children. Hand over pebbles to each group.
• In a group, player 1 will tell the number of groups (multiplier) and player 2 will tell the number of pebbles that each group should (multiplicand) have. That is each group should have the same number of pebbles. Then both of them should tell the total number of pebbles.
• Continue for 4 to 5 rounds and build a discussion among them and see are there any other methods other than doing repeated addition to multiply the numbers.
• Then the children should tell whether the obtained product is even or odd.

SESSION 3: (KLI – SA3.2B, SA3.2C, SA3.3B)

Make a group of 2 children and keep 20 pebbles in the middle of the group.
Provide 2 bowls or paper cups to all the groups and ask them to distribute or divide all the pebbles equally to both the cups such that there should not be any remaining.
If there is remaining, ask them the reason why they were not able to distribute.
Whoever was able to distribute and give reason will remain in the game.
Increase the number of cups one at a time and repeat dividing the pebbles.
And when it is 5 cups and whichever group was able to divide equal number of pebbles in all the cups will be the winner.
This activity can be extended by increasing the number of pebbles as well as number of cups depending on the grade and capacity of children.

 SESSION 4: (KLI – SA3.3B, SA3.3D, SA3.3E)

• Make a group of 2 children and keep 30 pebbles in the middle of the group.
• Ask one of the children to roll a dice. Then whatever number they get on dice those many groups they have to do and should distribute the given number of pebbles equally.
• Ask them the number of pebbles in each group after they equally divide the pebbles.
• Build a discussion among children that the number they get on dice is a divisor and number of pebbles is a dividend, number of pebbles in each group is quotient and the remaining will be remainder. Hence, discuss whoever is able to divide equally what will be the remainder of their number also whoever was not able to divide.
• Similarly, play for 4 to 5 rounds by increasing or decreasing the pile of pebbles depending on the grade and capacity of students.

• 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: Beads of two different textures, Thread
• Prerequisites: Counting, Number recognition
• Number of players: Any number

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

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.

Material: Braille Place value cards
Prerequisites: Counting, number recognition, 2, 3, 4 digit number place value, addition, subtraction
Number of players: Any number

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.

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.