Idea Folder 2000christianrohrbach.net/wp-content/uploads/Idea_Folder.pdfIn order to answer these...

IDEA–FOLDER

Learning Materials

a product of Switzerland Bhutan

PITT(Partnership in Teacher Training)

Druk Yul Education Division

TTC/NIE

SwitzerlandHelvetas

TTC Zürich

General Editors

KarchungDistrict Education Officer, Panbang, Zhemgang

Christian RohrbachLecturer TTC, Zurich, Switzerland

Copy editor

Dorji TsheringDirector NIE, Samtse

Cover

Jigme LodeyGraphic Art and Publication Section, CAPSSD

Design and Layout

Christian RohrbachLecturer TTC, Zurich, Switzerland

Developers

Dechen ZangmoSonam Tobgay

KarchungYentiram DhittalMarianne Frei

Christian Rohrbach

Illustrations

Wangchuk(out of the publication «Multi grade Organisation and Teaching in Primary Schools»)

Sonam TobgayHead teacher in Kamji PS

Dawa HerukaLecturer TTC Paro

Donat BrämLecturer TTC Zurich

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First edition 2000

©Curriculum and Professional Support Service Devision

Education Department

All rights reserved

All parts of this book may be reproduced for educational purposes.

Published by Education Departmentwith financial assistance from

HELVETAS, Thimphu

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Content

foreword 4introduction 5

® BINGO 7 History, revision, class VI

® DOMINO 9 English, sight words, class PP

® FIND–PARTNER 11 English, sight words (body), class PP

® MATCH–BOX 13 Mathematics, addition, class I

® MEMORY–GAME 15 English, sight words (house), class I

® ONE–STONE–WITH–PILE 17 EVS, occupations, class I

® POINT–THE–ANSWER 19 EVS, revision , class III

® PUT–11–OUT 21 Mathematics, number order, class I

® PUZZLE 23 Mathematics, all operations, class II

® ROOF–GAME 25 Mathematics, addition, class II

® SNIP–SNAP 27 Mathematics, fractions, class III/IV

® SPINNERS 29 Mathematics, multiplication, class III

® THREE–CARDS 31 English, adjectives, class V

® THREE–SIDES 33 Dzongkha, verbs and nouns, class IV

® TURN–OVER 35 Mathematics, mental calc., class IV

® TWO–WINDOWS 37 EVS, transport, class III

® ZIG–ZAG 39 Mathematics, subtraction, class II

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subject, topic and class of the example in this publication

Foreword

Dear readers,

The idea of «IDEA–FOLDER» for developing learning materials was born in 1995 as a result of PITT-project (Partnership in Teacher Training). The partners in the PITT-project (TTC Paro/NIE Sam-tse and SPG Zurich) studied the special situations of multi grade classes in Bhutan and in Switzerland. They agreed that for multi grade teaching differentiation between the grades in the class is vital.The most important questions our teachers always asked were, what should the children of one grade do while the teacher works with the others grades in his/her class? How can the teacher intensify their learning?

In order to answer these questions, this «IDEA–FOLDER» was developed. It attempts to equip you with basic ideas and skills to prepare learning materials.Learning materials as presented in this publication are carefully selected and each is a good help to intensify the learning. As such children– can use them without much help of their teacher,– control themselves, experience self control,– are active, because they learn in small groups or in pairs or individually,– get an immediate feedback because of the in built control,– enjoy handling the material themselves,– learn independently.Most of the learning materials presented in this folder were tested during PITT-Workshops in Kamji Primary School 1995 and Tshaluna Community School 1996.

In the course of the work on this «IDEA–FOLDER» the developers and publishers realised that these ideas for learning materials are not only useful in multi grade classes but they are also useful in single grad normal classes. They are of great benefit for all classes whenever you want to encourage inde-pendent learning in the classroom. The other reason why we feel that it is useful is because of the fact that you have different ability groups of learners even in a normal class. In such a situation one part of the class may be allowed to work with learning materials, so that you have time to work with the oth-ers in the class or you can watch the children carefully. And that should happen at least once every day.

We hope that all our colleagues in the field will get useful ideas from this «IDEA–FOLDER» and you will be able to produce your own learning material for your own needs. This will help you to intensify the learning of your children. The best thing is just to start and to develop a first learning material on your own or in the team in your school and try it out.If you devote some time to prepare at least few learning materials for every topic, you will realise that you have developed adequate amount of materials in your class at the end of the year. This will not only help you to collect and improve your classroom resources but also enable you to save your pre-cious time and resources.

Tashi DelekKarchung

Christian Rohrbach

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Introduction

General remarks and basic idea

The purpose of this «IDEA–FOLDER» is to help us to prepare various learning materials. As you read the instructions you will realise that this learning materials are completely different from teaching ma-terials. Learning materials are prepared for the children to use themselves. However it is important for us to remember that these materials do not substitute teaching materials. We have presented the learning materials in the form of games. They promote a lot of interaction, ex-citements and challenges amongst the learners. They exploit the child's natural curiosity, add fun and joy to act as a «player». All the games are not only good for fun, they have value for serious business of learning. As such they have clear rules and regulations for the participants to follow. They have good opportunities to test how much children have learnt. Also they promote independent work, that means they are very useful for individual work, pair work and group work. Most importantly they provide ample opportunities for the children to develop social skills like taking turns, following in-structions and rules, cooperating in the group, respecting the group leader, taking responsibilities and so on. Therefore the overall goal of these materials is to intensify learning through activities.

Procedure to use the «IDEA–FOLDER»

• Choose an appropriate game for the topic that you are going to teach.

• Read the instructions carefully which explain the procedure of preparing the game.

• Select adequate and appropriate questions. Generally closed ended types of questions are suitable. Use teacher‘s manuals and text books. This is not easy though and it takes time. However it is very important and useful.

• Collect the objects required to prepare the game (see «2. Materials needed» in the descriptions).

• Follow the prescribed instructions (under «3. How to prepare») step by step to prepare the selected game.

• Store the materials in the class room or in the staff room to enable your colleagues to use them.

• To save your time prepare the material together with your colleagues and share them.

• Integrate the learning materials in your daily planning.

• Organise the classroom in such a way so that when one group of children works with the learning materials the others work with you. This will help you to deal with advanced learners and slow learners.

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The stages of the descriptions

The following stages have been used to describe the ideas.

1. Example The developers of this folder picked out only one example for each game to test and describe. You will doubtlessly

agree with us that the ideas can be used for other topics and classes too (see stage 8).

2. Material needed We have only mentioned the list of materials needed to prepare the games. We assume that general materials such as

rulers, scissors, pencils, colours, … are part of the classroom resources.

3. How to prepare In this section you will find a short guide explaining the methods of preparing the learning materials. Follow the

steps precisely. It is a very good idea to produce learning materials together with colleagues.

4. Number of players We have suggested fixed numbers of players for each game. Therefore you need to prepare the number of sets of the

learning material according to the number of children in your class. For example half of your class should have the possibility to learn with it at the same time.

5. How to play or 5.1 How to introduce 5.2 How to play Here we have explained the ways of introducing and playing the game. You need to introduce the learning material

and explain the rules carefully to the children if the game is being played for the first time. Later on as they know the rules you only have to say: «Take the game … and start the work!»

You should use the same learning material at least three times during a period of about 2 or 3 weeks.

6. Variations You will find here few hints for modifications of the rules. This will help you to make the work for the children eas-

ier or challenging.

7. Remarks Just read them.

8. Other subjects, other topics As already mentioned, every learning material presented in this folder is useful for various topics and in all primary

classes. Here you will find some hints where and for what you could produce the learning materials accordingly.

9. How to store While it is very important to use the learning materials several times, it is most important to store them properly with

labels. This will help you to locate the materials easily at any time and also avoid loosing any pieces. This will also enable you to share the learning materials with other colleagues of your school.

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BINGO1. Example

Subject: HistoryClass: VIObjective: Children will be able to revise the historical facts («A History of Bhutan», introductory schoolbook for

class VI).

2. Materials needed

• 4 cards (cardboard about 21cm x 15cm each)• 16 cards (chartpaper about 10cm x 7cm each)

3. How to prepare

• Using the schoolbook write 16 questions and 8 answers. Make sure that two questions have the same answer. E.g.: two questions:

– In which year was Simtokha Dzong built? – When did Zhabdrung build the first Dzong in Bhutan?

• Divide all the 4 cardboard-cards into 4 equal parts by drawing lines as below.

• Write four different answers, one in each of the 4 spaces of one of the cardboard-cards as shown in the picture above.• Fill the other three cardboard-cards, called «BINGO-Board» in the same way. Make sure that you use each of the 8

answers only twice but on different BINGO-boards.• Write one question on each chartpaper-card. Also write the correct answer in smaller letters at the bottom right hand

corner of the chartpaper-card now called «question-card» as shown below.

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1629

one answer for both questions:

1629

1629

4. Number of players

5 children, one will be the group leader

5. How to play

• The group leader distributes the BINGO-boards to the other players.• The group leader shuffles the question-cards.• He/she takes one question-card at a time, reads out the question to the group. The players who have the right answer

on their BINGO-board, says the answer. The player who first says the correct answer gets the question-card from the group leader.

Then she/he places the question-card on the field of his/her BINGO-board with the right answer.• The game continues with the next question.• If a player has covered all the answers on his BINGO-board, he/she calls out «bingo» and wins the game. The others

continue till all the BINGO-boards are covered.

6. Variations

• The BINGO-board can have 4, 6 or even 8 fields.• The number of players can be more than 4. For each player a BINGO-board has to be prepared. Generate enough

questions: For each field on all BINGO-boards one. E.g.: 5 BINGO-boards with 6 fields k 30 questions and 15 different answers• Possible to have more then two questions with the same answer – usually possible with mathematical problems.

7. Remarks

• In this game it is not always the brighter student who finishes first; it depends upon luck, the sequence of the questions, on the chances of having or not having the answer to the question on the BINGO-board.

• The children may copy the questions and answers in their own exercise book for later reference or revision for their exams.

8. Other subjects, other topics

• Mathematics: Addition, subtraction, multiplication, division, fractions, mixed problems

• EVS: Topic «transport» in «Geography of Bhutan» for Class VI, chapter 1 «Our kingdom of Bhutan»

• Language: Sight words and pictures, etc.

9. How to store

• Store the cards in an envelope, cardboard-box, big tin, etc.

• Most important for easier identification: Label the container properly with – subject – topic – class – content

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DOMINO1. Example

Subjects: English, Mathematics and EVSClass: PPObjectives: Children will be able to revise sight words, numbers, number names and colours.

2. Materials needed

• about 25 rectangular cardboard-cards (about 12cm x 6cm)

3. How to prepare

• Select some – sight words with corresponding pictures, – numbers from 1 to 10 and number names, – some basic colours and colour names.• Divide each piece of cardboard equally into two halves by drawing a thick line in the middle of the cardboard (see

picture below).• Then draw any symbol on one half of the cardboard for starting the game. Note: The starting symbol should not be similar to the content of the game. On the other half draw a picture, e.g. :

cardboard-card for starting

• Take another piece of cardboard and on the left half write the word which would match with the previous card, e.g.:

• On the other half of the card draw a new picture. Continue in the same way till the content is covered. • The last card should have one half blank. Choose any symbol as a sign for finishing the game, e.g.:

cardboard-cardfor the end

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2 – 6 children with a group leader

5. How to play

• Children sit in a circle.• The group leader distributes the cards.• The child who has the starting symbol places his/her card on the floor.• Who ever has the next matching word to the picture off the previous card on the floor places it near the first card. Children look at the picture again on the second card on the floor and search the next matching card in their hands.• The game continues until everybody has put down all the cards.• The winner of the game is the child who first finishes putting down all his/her cards.

6. Variations

Only one child (alone) tries to put the cards in sequence.

7. Remarks

• Increase the number of cards.• Use only one subject (e.g. sight words and pictures) to make the game easier.• Many children can play but each child should have at least three cards to start with.• It is not always possible to distribute an equal number of cards to all of the children.• To make the game more difficult, don‘t draw a starting symbol on the first card and an ending symbol on the last

card. Produce the first and the last card in a way that they match (all the parts of the game will be linked). The game can be started with any of the cards. The group has to decide the person to start and the direction for the game to con-tinue (clockwise or anti clockwise).


• Mathematics: All the mathematical mental problems: Calculations ’ results

• EVS: E.g. parts of the body, animals, flowers (picture ’ name), years → events, Dzongkha → capital

• Language: Vocabulary (picture ’ word), etc.

9. How to store

• Store the cards in big envelopes, cardboard–boxes, plastic bags, etc.


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FIND–PARTNER1. Example

Subject: EnglishClass: PPObjective: Children will be able to revise the sight words of the parts of the body (block 4, objective 29 from «Druk, English Teachers Manual and Syllabus», edition 1992, page 220).

2. Materials needed

• Pieces of chart paper for pictures (15cm x 10cm)• Pieces of chart paper for words (15cm x 5cm) or for sentences (30cm x 5cm)

3. How to prepare

• Select sight words with corresponding pictures.• Draw the pictures, write the words on the appropriate pieces of chart paper as mentioned above. • Make as many pairs as possible so that the whole class can use them at the same time. (Each child should have a pic-

ture or a word.)


whole class

5.1 How to introduce

• Demonstrate the game with 4 students in front of the class: – Give each student 1 card (2 matching pairs). – The students then match the cards and sit down when they have found their partners. – They check their work by turning the cards (correct letters on backside; see picture below).

front side backside

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5.2 How to play

• Distribute the cards to the class (1 card per student).• The children walk around and try to match the pictures and word cards. They walk around saying their words aloud.

When they find their partners, they sit down and check the result on the backside of the cards.• Repeat the same game 3 to 4 times by distributing different cards to the children.• As a writing activity the children can draw about 3 pictures from the set of cards and write also the words.

6. Variations

• Replace the sight-words with sentences. Then play the game again with sentences.• Can be played individually or in pairs in the following ways: – Put the cards on a table or on the floor, front-side up. – Match the words and pictures.

7. Remarks

• This type of learning material can be used for introducing sight words.• Be patient if the activity doesn‘t work for the first time. Try 2 – 3 times and continue the game in the days that follow.


• Mathematics: Problems and results

• EVS: E.g. parts of the body, animals, flowers (picture → name), events→ years, Dzongkhag → capital, etc.

• Language: English → Dzongkha, etc.

9. How to store

• Store the cards in an envelope, cardboard-box, etc.


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MATCH–BOX

1. Example

Subject: MathematicsClass: IObjective: Children will be able to revise the addition of two digit numbers without regrouping.

2. Materials needed

• 1 empty matchbox• 1 strip of chart paper which can easily go through the matchbox as in the picture below.

3. How to prepare

• Cut a chart paper into strips (about 30cm x 3cm) which can easily slip through the matchbox.• Write about 10 – 15 addition problems on one of the strips and write the answer under each problem.• Push the strip in between the matchbox cover and the matchbox container.

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1 – 2 children

5. How to play

• The child pushes the strip and reads the first addition problem.• The child solves the problem mentally.• He/she then pushes the strip a little up to check his/her own answer with the correct answer on the strip.• He/she continues in the same way till the last question on the strip.

6. Variations

• After mental calculation, the child writes the addition problem and his/her answer in the notebook without looking at the answer on the strip. After completion of each problem he/she checks the answer by comparing with the answer on the strip.

• The child writes down all the additions he/she got wrong. He/she solves these problems again at the end of the «MATCH–BOX»-exercise.

• If you don‘t have empty matchboxes you may simulate them in a simple way. Just take a piece of chart paper (about 5cm x 8cm), fold it around the strip with the questions and glue the ends together.

7. Remarks

• Use both sides of the strip for economical reasons and for additional exercise.• Ask the children to collect empty matchboxes until you have at least one for each child in your class.


• Mathematics: Subtraction, multiplication, division, fractions, mixed problems, etc.

• Language: English ÷ Dzongkha, opposite words, etc.

9. How to store

• Store the strips in an envelope and the matchboxes in a cardboard-box.


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MEMORY–GAME1. Example

Subject: EnglishClass: IObjective: Children will be able to revise the names of the parts of the house.

2. Materials needed

16 – 20 rectangular cardboard-cards (about 4cm x 7cm)

3. How to prepare

• Select 8 – 10 sight words.• For each sight word cut 2 rectangular cardboards of equal size.• Write the word on one card and draw the corresponding picture on the other.

front view

• Do the same with all the sight words.• Put identification marks on the backside of one of the sets of either the picture- or the word-cards.

back view

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5. How to play

• The children sit in a circle.• The group leader puts the cards upside down.• He/she puts the set with the identification mark on one side and the rest on the other side.• The child starting the game overturns one card from the set with the marks and one from the set without the identifi-

cation marks.• He/she lets everybody see the word and the picture for a few seconds. – If the cards match, he/she keeps them with him/her and is allowed to continue. – If the cards don‘t match, he/she turns them back again upside down in the same place.• The game continues by letting the next child pick up two cards in the same way. It can continue clock-wise or

anticlock-wise direction. (The direction has to be decided before the game starts.)• The next child plays like the former child.• The game ends, when all the cards are taken away.• The winner of the game is the one who has the maximum number of cards.

6. Variations

• Mix the cards of the two sets (with marks and without marks). This makes the game more difficult.• Leave out the identification marks to make the game more difficult. It will also take more time to play.

7. Remarks

• Before starting the game, let the children match the pictures and the words to familiarise the content of the game.• The size of the cards can depend upon the age of children and the kind of the questions.


• Mathematics: Number and number words, all mental calculations and results

• EVS: Parts of the body, animals, plants, (picture ↔ name), events ↔ date, Dzongkhag ↔ Headquarters, etc.

• Language: English ↔ Dzongkha, opposite words, etc.

9. How to store

• Store the cards in an envelope, cardboard-box, etc.• Most important for easier identification: Label the container properly with – subject – topic – class – content

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ONE–STONE–WITH–PILE1. Example

Subjects: Mathematics, EVS and English,Class: IObjective: Children will be able to revise and practise what they have learnt in various topics and subjects.

2. Materials needed

• 1 chart paper or cardboard (about 45cm x 30cm, that means A3-format)• 36 rectangular cardboard-cards (about 4cm x 7cm) in three different colours• 1 small stone pebble

3. How to prepare

• Get a chart paper or cardboard of the mentioned size and find the midpoint by drawing the diagonals.

• Draw a circle as big as possible on the chart paper with a compass or with the help of a string and a stick.

• Divide the circle into three equal parts with 120° each.• Colour the parts with three different colours e.g. green, red, blue, etc.• Select at least 12 different questions each from three different subjects (e.g. Mathematics,

EVS, English, etc.). • Decide a particular colour for a particular subject in order to link. Write the questions on the

coloured cardboard-cards; e.g. EVS (red) Mathematics (green) English (blue)

1) Who makes tables and chairs? 1) 3 x 9 = ? 1) This is … book.

2) Who digs the field? 2) 6 + 6 = ? 2) I am sorry, I don‘t ….

3) Who drives the car? 3) 7 x 11 = ? 3) Please can I go … madam?

4) … 4) … 4) …

! ! !! ! !

• According to the colours and the question-numbers make a list of the correct answers on a sheet of paper; e.g.:

Correct answers Use them, if you are not sure in the group.

EVS (red) Mathematics (green) English (blue) 1) A carpenter 1) 27 1) a 2) A farmer 2) 12 2) know 3) A driver 3) 77 3) out (or: in) 4) … 4) … 4) … ! ! !

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120°red

120°blue

120°green

4. Number of players4 - 6 children with a group leader

5. How to play

• Place the piled up cards accordingly to the colours outside the circle. All cards should be placed upside down (questions not visible).• The children in the group sit around in this arrangement.• The group leader makes a list of the names of the players as shown.• The leader decides who starts and in which direction the game to continue.• The child who ever is playing, drops the pebble in the centre of the coloured circle from a height of about 20 cm.• The child picks up the card from the top of the pile of the part of the circle in which the pebble has landed.• He/she reads the questions loudly to the group and gives the answer.• If the group agrees with the answer, he/she gets a mark. The group leader records the mark.• If the group doesn‘t agree with the given answer the group leader does not give him/her any mark.• If all the players don‘t know the correct answer the group leader refers to the answer sheet.• The child puts the question card underneath the same pile of card – of course upside down.• The next child plays the game in the same way.• The group plays a certain fixed number of rounds by ensuring that everybody gets equal opportunity to play.• At the end of the game the group leader adds up the given marks. It is clear who the winner is …

6. Variations

• The cards can be prepared using three different topics of the same subject. Use three different colours for specifying the topics.

• To cover more subjects or more topics divide the circle in four or even more equal parts using different colours for each part.

7. Remarks

• The players can be the group leaders in turns, so that all the children get equal chance to play that means to learning by playing.

• If the group members know how to play the game there is no need of a group leader.


Useful in all topics where the children have to practice themselves independently. For new topics just write new ques-tions on new question cards and add them to the appropriate pile. Don‘t forget to write the new correct answers on the answer sheet.

9. How to store• Store the cards in an envelope – each colour in a separate one.• Fold the chart paper or cardboard with the circle and clip it together with the envelopes and the answer sheets.• Most important for easier identification: Label the container properly with – subject – topic – class – content

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MARKS round 1 2 3 …DorjiPemaArjunPhuntso…

POINT–THE–ANSWER1. Example

Subject: EVSClass: IIIObjective: Children will be able to revise questions from topics they have learnt in class II.

2. Materials needed

• cardboards (about 20cm x 15cm)• match sticks or other thin sticks which can be inserted through the holes on the cardboard

3. How to prepare

• Select at least 10 questions with one–word–answer. Add two more incorrect answers to the correct answer.

• Draw ten lines horizontally to accommodate ten questions. Leave some space on the top to write class, subject and topic.

• Divide the cardboard into five columns to write

question numbers questions first answer second answer third answer

Fill the columns appropriately. Make sure that the correct answers are not always in the same column.

• Make holes below each answer. The size of the holes should be suitable enough to let the sticks pass through and at the same time let the sticks remain there.

• On the other side of the cardboard mark the holes belonging to correct answers with circles.

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1 – 2 children

5. How to play

• The child holds the cardboard in one hand and a match stick in the other hand.• He/she reads the question and inserts the stick through the hole which he/she thinks belongs to the right answer.• He/she does the same with all the questions and answers.• When he/she has finished, he/she checks the answers by turning the cardboard. The sticks which are placed within

holes marked with circles show the correct answers.• The child tries to correct the wrong answers.

6. Variations

If two children play, each child can either choose the same answer or a different one if they don‘t agree (In this case use different sticks for each child).

7. Remarks

• The size of the cardboard can be bigger depending upon the number of questions.• A nail or any sharp instrument with an appropriate diameter could be used to punch the holes below the answers.• Increase the number of answers for each question.


• Mathematics: Short word problems; all mental calculations

• EVS: All questions with one-word-answer

• Language: Description and meaning of words. All questions with one-word-answer.

9. How to store

• Store the cards and the sticks in labelled envelopes, cardboard-boxes, etc.

• Most important for easier identification: Label the envelopes properly with – subject – topic – class – content

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PUT–11–OUT1. Example

Subject: MathematicsClass: IObjective: To enable the children to put the numbers in order from 1 – 20 and from 20 – 1 («Number», objective 1 in «Mathematics Teacher‘s Manual», 1989, page 6)

2. Materials needed

80 rectangular cards of chart paper (about 6cm x 9cm)

3. How to prepare

• Take chart papers and draw lines to make a grid for the cards with the measurement mentioned above.• Write the numbers 1 – 20 in two ways as shown below. Use one colour. Note: Number 6 and 9 must be written in words as well.• Repeat the same procedure with three more colours.• After writing all the numbers cut out the cards following the lines of the grid.

• Keep the cards in 4 sets of 20 (same colour together).


groups of 4 – 5 children with a group leader


Demonstrate with one set of cards from 1 to 20 (one colour):• While introducing the activity let the children sit or stand in semi–circle to see how it is done.• Each student has one card. Start with «number 1» and then they put the other cards one after the other in sequence

from 1 – 20.• Repeat this by starting with «number 20». The children put the other cards in sequence from 20 to 1.• Repeat this by starting with «number 11» adding cards on both sides as shown in the picture below.

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5.2 How to play

• Make groups of 5 children; play with 2 colours (40 cards). Play with open cards first. The teacher or the group leader decides which is the starting colour and the direction of movement. The child with «number 11» starts. The child sitting next to him or her continues. • He/she may only play if he/she has «number 10» or «number 12» of the same colour, or differnt colour «number 11».

If he/she doesn‘t have any of these cards, it is the next child‘s turn.• The next child plays like the former child.• The game continues until everybody has finished all the cards.• The winner of the game is the child who first finishes all his/her cards.

6. Variations

• Play with cards in hands (8 – 10 cards) so that the others don‘t see.• Play with 4 cards in hands and put the rest on a pile in the middle. Play as mentioned above. Exception: If it is one child‘s turn to play and she/he is not able to put down the next card in sequence, he/she has to

take one card from the pile.• «PUT–21–OUT»: Play with the 20 cards from one colour. Distribute all of the cards. If the sum of two of his/her

cards is equal to 21, the child can put out this pair on the floor or table. One child pulls one card from the neighbour. He/she checks if it is now possible to put out a pair of cards. The children continue to pull cards until all the cards are out of hands.

• «PUT–10–OUT»: Play as mentioned above («PUT–21–OUT»). If the difference of two cards is equal 10, make a pair and put it out.

7. Remarks

• The teacher or the group leader decides if any additional rules are needed.• Revise the numbers from 1 – 20 and then from 20 – 1 if needed.• If the child has a card to put out during the game, he/she has to say «yes». The child has to say «no», if he/she

doesn‘t have a card to put out. This helps the children to take turns and play one after the other.• Children should say the numbers aloud when they put their cards out.• If the children cannot hold the cards in their hands, they can put them in their kiras/ghos on the lap.• Use these cards as teaching aids for slow learners in the class.


• Mathematics: It may be useful for class PP to class II. In class PP use number cards from 1 to 9 or 10 («PUT–5–OUT»). In class II use three to four colours.

• Language: Practising the number words

9. How to store

• Store the cards in an envelope, cardboard-box, etc.• Most important for easier identification: Label the container properly with – subject – topic – class – content – quantity

–––––--––––--–--––––––––––––––––––––– 23 –––––––––––––––––––––--––----–––--–––––––

PUZZLE1. Example

Subject: Mathematics.Class: IIObjective: Children will be able to practice multiplication and division from 0 to 100. See «Systematic Mathematics 2», 1999, pages 130 – 139.

2. Materials needed

• postcard with pictures (at least 15cm x 11cm) or pictures from calendars, newspapers, magazines, etc.• cardboard bigger than the double of the picture / postcard

3. How to prepare

• Select 30 different questions and answers. Make sure that all the answers are different. • Draw lines and columns on the blank side of the postcard so that you get 30 rectangular shapes of the same size.• Fold the cardboard into half and draw the same grid on one part of the folded cardboard.• Write a question in each rectangle and write the answer of the question in the corresponding rectangle of the card-

board. • Cut out the rectangles of the postcard along the lines and columns.

–––––--––––--–--––––––––––––––––––––– 24 –––––––––––––––––––––--––----–––--–––––––


1 to 2

5. How to play • Pick up one of the pieces of the cutout postcard, read the question and solve the problem.• Look for the correct answer in the grid of the cardboard.• Place the piece over the answer in the grid. The question should face up.• Proceed further in the same way till you have placed all the pieces of the postcard. • Cover the pieces by folding the other side of the cardboard.• By carefully holding and lifting the flap, turn it upside down and open it.• If you get the complete picture, you have all the answers correct.

6. Variations

For a simpler version of the puzzle divide the postcard into two columns and six lines. In the rectangles of the left column write the questions with question numbers. Write the matching answers in the rectangles of the right side. For this variation you don‘t need to draw any grid on the cardboard.

7. Remarks

• After solving all problems put the flap between two pages into a book. Turn the book upside down and take the flap out. This procedure avoids that the pieces of the puzzle changes their place by turning the flap.

• If you use pictures out of the newspapers or calenders, paste them on chart paper before drawing the grid, writing the questions and cutting them into pieces.

• Make sure that children put back all the shapes into the container after every work, otherwise the whole set will be-come useless if you loose even one of the pieces.


• Mathematics: For all topics and classes whenever the children need revision and drill.

• EVS: For topics which have short questions and answers; e.g. «Social Studies, Class IV, student book», 1997, page 98 («Test yourself»)

• Language: Any revision to practice vocabulary, matching «picture – word», translation «Dzongkha – English», «English Book, Class II», 1999, pages 20, 22, 28, etc.

9. How to store

• Store the pieces of the postcard / picture in an envelope, cardboard-box, etc.• Put the envelope and the cardboard flap together.• Most important for easier identification: Label the container properly with – subject – topic – class – content – quantity

–––––--––––--–--––––––––––––––––––––– 25 –––––––––––––––––––––--––----–––--–––––––

1. question2. question answer

answer

3. …

ROOF–GAME

1. Example

Subject: MathematicsClass: IIObjective: Children will be able to revise and drill addition from 1 to 100.

2. Materials needed

1 chart paper (about 15cm x 21cm)

3. How to prepare

• Select 16 – 20 addition problems from 1 – 100.• Fold the chart paper into a shape of a roof.

• Write the addition problems (without results) in two columns on one side of the «roof» (from easy problems to more difficult ones).

• Write the addition problems with the correct answers on the other side of the «roof».

–––––--––––--–--––––––––––––––––––––– 26 –––––––––––––––––––––--––----–––--–––––––


2 children

5. How to play

• Two children place the «ROOF-GAME»–card between them.• Child A who is facing the side with the addition problems starts to solve No. 1 mentally. Then he/she says : «2 plus 5 equals 7».• Child B who is facing the side with the correct answers checks if the answer of child A is correct. He/she says «right» or «wrong» after each answer. – If the answer is right, child A continues to solve No. 2 and so on. – If the answer is wrong, child A tries to solve the problem once again.• After reaching the last addition problem, two children turn the «ROOF-GAME»–card. They change their roles and

play the game again.

6. Variations

• Two children change their roles by turning the «ROOF-GAME»–card after finishing the first column of addition problems.

• Child B writes down the numbers of the wrong additions of child A. Child B asks these addition problems again at the end.

• Child B chooses any number and asks child A to solve the addition problem.

7. Remarks

Make cards with different addition problems (e.g. 1 card per two students in the class). Mark each card with a different symbol to allow the children to remember the «ROOF-GAME»–card they have already solved.


• Mathematics: Subtraction, multiplication, division, fractions, mixed problems, etc. Reading numbers (numbers in figures and and number words)

• EVS: Questions to tests facts which have only one clear answer.

• Language: Translation «Dzongkha – English», vocabulary (pictures – words), opposite words, etc.

9. How to store

• Store the cards in an envelope, in a cardboard-box, etc.• Most important for easier identification: Label the container properly with – subject – topic – class – content

–––––--––––--–--––––––––––––––––––––– 27 –––––––––––––––––––––--––----–––--–––––––

SNIP-SNAP1. Example

Subject: MathematicsClass: III or IVObjective: Children should be able to compare the shaded picture cards with the fraction cards.

2. Materials needed

36 chartpaper-cards (about 9cm x 7cm)

3. How to prepare

• Lock for 18 different fractions such as:

12,13,23,14,24,34,15,25,35,45,16,26,36,46,56,18,28,38,48,58,68,78,19,29,39,79,…

• Prepare 36 cards out of a thick paper with the size of 9cm x 7cm. All cards should be of the same size and colour.

• Divide these 36 cards into two sets of 18 cards each: Set A and set B.

• On each card of set A write one of the fractions.

• On each card of set B draw pictures with the fractional parts. Make the first card in set A to match with the first card in set B. Continue with the rest of the cards in the same way.

set A set B

↔

↔

↔

↔

↔

! ! ! ! ! !

–––––--––––--–--––––––––––––––––––––– 28 –––––––––––––––––––––--––----–––--–––––––


This game can be played in pairs, in group of 3s or in groups of 4s with a group leader.

5. How to play

• Divide the children into groups of three or four or in pairs, depending upon the number of sets of cards.• Choose a group leader.• The group leader shuffles the set of cards and distributes equally amongst the group members.• All the group members look at their cards and keep the matching cards separately. The matching cards should be

shown to the group members to confirm.• All those cards, which have no pairs, are kept in front of the table on a pile facing down.• Each member picks up and turns the top most card and places it on the second pile in front of him/her facing up. This should happen together and instantly.• Everybody looks at the cards facing up. If these cards match (making pairs), the players say «SNAP». Whoever says «SNAP» first will take the matching card and puts it by the side. If the cards do not have matching pair, then the players say «SNIP».• If any player says «SNAP» when the cards don’t have matching pairs, he/she looses the chance for the next time to

say «SNAP» to get a matching card.• If all the cards are laying upside the group leader collect this cards and distribute them again.• The game continues in this way till all the cards have matched.• At the end, whoever gets highest number of cards is the winner.

6. Variations

• This game can be made more challenging according to the level of children by increasing the number of cards or the type of fractions.

• If any player says «SNAP» when the cards don’t have matching pairs, he/she gives one of his/her cards to all the other members instead of loosing the chance to say «SNAP» the next time.

7. Remarks

The teacher needs to demonstrate the method of playing the game with one group of children before letting the children play on their own.


• Mathematics: Four operations, fractions, percentage, decimals, ratio, shapes, geometry, numbers etc.

• EVS: Animals, flowers, fruits, vegetables etc.

• Language: Expressions, feelings, speaking etc.

9. How to store

• Store the cards in boxes, cardboard-boxes or empty packets which are big enough to enable you to add more cards.• Store them for each subject and each grade in different containers.• Most important for easier identification: Label the containers properly with – subject: here in this example: Mathematics – topic: Fraction – class: III/IV – content: Identification of fractions

–––––--––––--–--––––––––––––––––––––– 29 –––––––––––––––––––––--––----–––--–––––––

SPINNERS1. Example

Subject: Mathematics («Systematic Mathematics 3», 1996, page 37 – 50)Class IIIObjective: Children will be able to practise and drill multiplication skills (multiplication tables from 11 to 15).

2. Materials needed

• chart paper or card board for at least 6 spinners (all hexagonal in shape with 5cm length each side) • a stick or a pencil for each spinner• answer sheets

3. How to prepare

• Draw a circle with the radius of about 5cm.

• With the same radius draw arcs on the periphery of the circle to construct an equal sided hexagon.

• Connect the edges with lines (diagonals) to get 6 equilateral triangles.

• Cut out the hexagon.

• Turn the hexagon upside down and connect the edges with diagonals as you did before.

• Label both sides of the spinner with letters A to L in the corners of 12 triangles facing the centre.

• Collect 12 different questions and write them near the periphery of the spinner in each of the 12 triangles.

• On the answer sheet write down the correct answers labelled with letters A to L.

Correct answers Use them, if you are not sure in the group.

A 70 B 77 C 36 !

• Make a small hole in the centre of the spinner.

–––––--––––--–--––––––––––––––––––––– 30 –––––––––––––––––––––--––----–––--–––––––



5. How to play

• The group leader inserts the pencil / stick through the hole of the spinner.• He/she makes a list of names of the players as shown.• He/she decides the person to start and the direction for the game to con-

tinue.• The child who ever is chosen to start the game spins the spinner.• The child reads the question on the side of the spinner touching the floor

and solves the problem.• If the group agrees the answer, he/she gets a mark which the group leader

writes down.• If the group doesn‘t agree with the given answer, the group leader does not

give him/her any mark.• If all the players don‘t know the correct answer, the group leader refers to

the answer sheet.• The next child plays the game in the same way.• After completing one round the group leader turns the spinner upside down so that the questions of the other side of

the spinner will be visible.• The group plays a certain fixed number of rounds ensuring that everybody gets equal opportunity to play.• At the end of the game the group leader adds up the given marks.

6. Variations

• The group can decide to let the player answer both the questions (of both sides touching the floor) at the same time. E.g. two marks can be given if both answer are correct.

In this variation the group leader doesn‘t have to turn the spinner.• Spinners can also be made out of octagons. Then every spinner has 16 questions.

7. Remarks

–


• Mathematics: All mental calculations• EVS: Matching facts as «Dzongkhags ↔ capitals» or «years ↔ events», short questions with only one, clear one-word-answer• Language: Practice of vocabulary: matching picture and words, translation English – Dzongkha

9. How to store

• Remove the stick/pencil before storing.• Store the spinner and the answer sheet together in an envelope.• Most important for easier identification: Label the envelope properly with – subject – topic – class – content

–––––--––––--–--––––––––––––––––––––– 31 –––––––––––––––––––––--––----–––--–––––––

MARKS round 1 2 3 …DorjiPemaArjunPhuntso…

THREE–CARDS1. Example

Subject: English, comparative adjectivesClass: VObjective: Children should be able to match the three forms.

2. Materials needed

• 30 carts (about 5cm x 10cm) cut out of chart paper

3. How to prepare

• Collect 10 triple words, e.g. comparative words such as big | bigger | biggest good | better | best short | shorter | shortest ! ! !

• Write 30 words on the top of the cards with only one word on each card.

–––––--––––--–--––––––––––––––––––––– 32 –––––––––––––––––––––--––----–––--–––––––


4 to 6 children

5. How to play

• One child from the group sitting in a circle shuffles all the cards and distributes them equally among the group mem-bers. The cards should be distributed in such a way that the words are not visible.

• Children take their own cards in their hands without letting the others see the words. They arrange the cards accord-ing to the comparative adjectives.

• If they already have a triple they put it down showing it to the others in the group.• The game continues in clockwise or anti clockwise direction by letting the player pick up one card from his/her

neighbour. • If he/she makes a correct triple he/she puts it down.• The next child now picks up one card from him/her.• The game continues till all the cards are arranged in to triples and put down on the floor.• Those who have finished their cards will have to be skipped over.• The winner is the one who has maximum triples at the end of the game.

6. Variations

• A similar «Two–Cards» game can be made by using pairs e.g. picture ÷ word | word ÷ meaning | Dzongkha ÷ English | etc.• It is also possible to make a similar «Four–Cards» game especially in Mathematics e.g. four calculations which have the same result.

7. Remarks

• While distributing the cards few children may have an extra card because all the cards have to be distributed.• It is a good idea to let the group play the game several times during the same period.


• Mathematics: Mental calculations: three problems leading to the same result

• Language: Tenses, e.g. present ↔ past ↔ past participle Rhyming words, e.g. hair ↔ air ↔ chair Vocabulary, e.g. picture ↔ English word ↔ Dzongkha word

9. How to store

• Store the cards in boxes, cardboard-boxes or empty packets which are big enough to allow to accommodate more cards.

• Store them for each subject and each grade in different containers.• Most important for easier identification: Label the container properly with

– subject – topic – class – content

–––––--––––--–--––––––––––––––––––––– 33 –––––––––––––––––––––--––----–––--–––––––

THREE–SIDES1. Example

Subject: DzongkhaClass: IVObjective: Children are able to match verbs and nouns. See Dzongkha Text book class IV.

2. Materials needed

12 equilateral triangular cardboard cards (about 7cm)

3. How to prepare

• Select 12 pairs of words (verbs and nouns) which match to form a correct phrase.

• On a cardboard or on an old file and draw an equilateral triangle of 21cm a side.

• Divide all the sides equally into 3 parts of 7cm.

• Draw another triangle upside down using the marked lines of the first triangle.

• Join all the marked lines. There will be 12 equilateral triangles (7cm).

• Write the matching word as indicated in the picture at the right.

• Cut out the triangles separately.

–––––--––––--–--––––––––––––––––––––– 34 –––––––––––––––––––––--––----–––--–––––––


individually, in pairs or in groups of 3 children


Demonstrate the method of playing the game to the whole class: Arrange the triangles by matching the connecting words. If possible make a bigger size THREE–SIDES for demonstration.

5.2 How to play

• The students work individually, in pairs or in groups of 3 with different sets.• After completing one set of the THREE–SIDES-material the students get a second or third set from the teacher or

they exchange the THREE–SIDES with other students.• As a writing activity, students copy the matching words of one THREE–SIDES in their exercise books or on a sheet

of paper.

6. Variations

Choose your own shape e.g:

7. Remarks

• During the lesson some attention-gaining or relaxing activity must be included.• The material shows that the children have different levels. Use difficult THREE–SIDES for advanced students, use

easier ones for slow learners. Try to find out which level they need more practice (continuous assessment).• If you observe cheating in the class explain to the children that they don‘t learn if they cheat.


• Mathematics: Problems and results of various topics• English and Dzongkha: Noun and verbs, expression words, formal and informal speech, synonyms, antonyms (opposite words), etc.

9. How to store

• Store the cards of each THREE-SIDES in an envelope, cardboard-box, etc.• Most important for easier identification: Label the container properly with – subject – topic – class – content – quantity

–––––--––––--–--––––––––––––––––––––– 35 –––––––––––––––––––––--––----–––--–––––––

TURN–OVER

1. Example

Subject: MathematicsClass: IVObjective: Children will be able to practice mental calculations written as questions in words.

2. Materials needed

• 20 – 30 (or more) rectangular chartpaper-cards (about 4cm x 7cm)• 1 piece of paper (about 15cm x 21cm)

3. How to prepare

• Look for about 20 to 30 mathematical questions such as:

k What is the time?

k What is the biggest number with the following four digits: 0, 3, 4, 9 ?

• Cut out one chartpaper-card for each question/calculation.• Write the question/calculation on one side of this card and the answer(s) on the other side (backside).• Do the same for all the questions/calculations.

• Draw two circles on the piece of paper. Mark them with 4 (right) and 8 (wrong) as shown in the picture below.

–––––--––––--–--––––––––––––––––––––– 36 –––––––––––––––––––––--––----–––--–––––––


1 – 2 children

5. How to play

• Put the TURN-OVER-cards on a pile. The questions should always face the player(s).• Place the pile and the paper with the two circles in front of the child/children.• The child solves the first question then he/she turns the card and checks the answer: – If the answer is correct, he/she puts the card in the ✔– circle. – If the answer is wrong, he/she puts the card in the ✘– circle.• The child continues with the next question till there are no cards left on the pile.• He/she takes the cards in the ✘– circle and solves these problems again in the manner mentioned above.• The game is over when all the cards are placed in the ✔– circle.

6. Variations

If there are two players, one can read the question, the other who cannot see the card, solves the problem. The first one controls by turning the card. After finishing the pile the two players change the role. Who gets more cards in the ✔– circle?

7. Remarks

• If the children are used to this game, the paper with the circles is no longer required. They automatically place the cards with the right answers on one pile and the other cards with the wrong answers on a different pile.

• The number of cards can increase by adding new question-cards during the year.• Children write the questions and answers themselves on the cards.


• Mathematics: Useful for topics with calculations which have to be memorised

• EVS: Short questions with clear answers

• Language: Practice of vocabulary: matching picture and words, translation English ÷ Dzongkha, etc.

9. How to store

• Store the cards in boxes, cardboard-boxes or empty packets big enough to enable you to add more cards.

• Store them for each subject and each grade in different containers.


–––––--––––--–--––––––––––––––––––––– 37 –––––––––––––––––––––--––----–––--–––––––

TWO–WINDOWS1. Example

Subject: EVS, Transport (EVS Teacher‘s Manual; Block IV)Class: III Objectives: Children will be able to read the map and locate the important towns in Bhutan. They will be able to tell

the directions by reading the map.

2. Materials needed

• 1 piece of chart paper (about 21cm x 30cm)• 2 chart paper strips (about 5cm x 55cm)

3. How to prepare

• Select 10 – 15 questions and answers related to the map of Bhutan.• Fold the chart paper into two equal halves.• Draw the windows as shown in the picture below.

• Cut out the windows with a knife. Make sure to cut through both the papers.• Make two cuts at the top fold as indicated in the picture.• Glue the folded paper together. Make sure to put the glue in the marked area inside only (see picture above).• For this example draw a map of Bhutan with roads, towns and directions on the front of the folded chart paper to help

the children to answer the questions.• Divide the strips in small parts (one part has the same size as the windows). Leave blank space on both ends as

shown in the picture below.

–––––--––––--–--––––––––––––––––––––– 38 –––––––––––––––––––––--––----–––--–––––––

• Write the questions on one strip and the answers on the second strip. Questions and answers should be in mixed or-der.

• Insert the strips through the unglued space.• Push the questions strips as fare as possible until you can see the first question in the window. Push the answer strip

until you see the correct answer in the second window.• Turn to the back side. Draw the same symbols on the back side of the two strips in the space which is seen in the

windows (see picture).• Do the same with all the questions and answers. All pairs (questions and answers) should have different symbols on

the back side.


1 – 2 children


Demonstrate the use of the TWO–WINDOWS learning activity to the whole class. After each ques-tion turn to the back side to see if the answer is right (same symbols in the windows for self control).

5.2 How to play

• The students work in pairs with different TWO–WINDOWS which were prepared in the same way.• After finishing their work with the TWO–WINDOWS, the students get a new one from the teacher or they exchange

the TWO–WINDOWS with other students.• As writing activity the students write down questions and answers of one of the TWO–WINDOWS in their exercise

books or on a sheet of paper.

6. Variations–

7. Remarks –


• Mathematics: All kind of mental calculations and word problems in all classes• EVS: Short questions with a clear answer about knowledge (parts of a building, of the body, etc.)• Language: Practice of vocabulary: matching picture and words, translation English ÷ Dzongkha, etc.

9. How to store

• Fold the strips around the TWO–WINDOWS. • Store the TWO–WINDOWS in an envelope, cardboard-box, etc.• Most important for easier identification: Label the container properly with – subject – topic – class – content – quantity

–––––--––––--–--––––––––––––––––––––– 39 –––––––––––––––––––––--––----–––--–––––––

ZIG–ZAG1. Example

Subject: MathematicsClass: IIObjective: Children will be able to practise and drill subtraction from 1 to 100.

2. Materials needed

• 1 cardboard (about 10cm x 20cm)• 1 string (about 180cm – 210cm)

3. How to prepare

• Select 10 to 12 subtraction problems from 1 to 100. Each problem has to have a different answer (different number).• Cut the cardboard as shown in the picture below.• Write the subtraction problems on the left side of the front side.• Write the answers of the problems on the right side of the front side. Don't put the correct answer opposite to the cor-

responding problem, i.e. put the problem and the correct answer on different lines.• Make a hole in the upper left corner of the front side. Pull the string through it and tie it.• Match the problems with the right answers from the top to the bottom by placing the string correctly.• Turn the cardboard to the back-side. Draw lines with a pencil along the string. Make a dot where the end of the string

is placed.• Remove the string. Draw the lines again with a marker pen or a sketch pen as shown in the picture below. Write the

word «stop» where the dot is.

front side back side

• When you have finished the work, try out the ZIG–ZAG yourself. If all the answers are right the string covers all the lines on the back of the card.

• Untie the string.

• To store the ZIG–ZAG tie the string as shown in the picture.

–––––--––––--–--––––––––––––––––––––– 40 –––––––––––––––––––––--––----–––--–––––––

hole


1 – 2 children


• Draw a ZIG–ZAG on the blackboard. Match the problems and answers by drawing lines.• Demonstrate an example of the ZIG–ZAG learning activity to the whole class. If possible make a bigger size ZIG–ZAG for demonstration.• After the work show the backside of the ZIG–ZAG to the class, i.e. the string should pass over all the lines.• Work once more with the demonstration ZIG–ZAG. Make mistakes. Turn to backside and let the children find the

mistakes. Untie the string and finish correctly.• Show the students how to put the ZIG–ZAGs away (see the last picture above).

5.2 How to play

• The students work with a first ZIG–ZAG individually or in pairs several times.• After finishing the work with the first ZIG–ZAG, the students get a new one from the teacher or they exchange the ZIG–ZAGs with other students.• As writing activity students copy the calculations from one ZIG–ZAG on a sheet of paper. Then they solve the prob-

lems.

6. Variations–

7. Remarks

• During the lesson some attention-gaining or relaxing activity must be included.• The material shows that the children have different levels. Use difficult ZIG–ZAGs for advanced students. Use easier

ones for slow learners. Try to find out which level they need more practice (continuous assessment)• If you observe cheating in the class explain to children that they don‘t learn if they cheat.


• Mathematics: Addition, multiplication, division, fractions, mixed problems

• EVS: Matching facts as «Dzongkhags ÷ capitals» or «year ÷ event», short questions with only one, clear one-word-answer

• Language: Practice of vocabulary: matching picture and words, translation English ÷ Dzongkha, etc.

9. How to store

• Store the cards in an envelope, cardboard-box, in a big tin, etc.• Most important for easier identification: Label the container properly with – subject – topic – class – content – quantity

–––––--––––--–--––––––––––––––––––––– 41 –––––––––––––––––––––--––----–––--–––––––

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