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Nov. 12, 2005
Guess My Number
This is another challenging game to play with a hundreds chart. It helps build mathematical vocabulary and reasoning, while learning about numbers.
If you do not have a hundreds chart, you can print one off here:
http://www.abcteach.com/Math/hundchart.htm
Principle: God is just.
Mathematics operates by properties and principles which are always true, because God is just.
Leading Idea: Numbers do not change. They have properties, or characteristics, that never change.
Definitions:
Even numbers can be divided equally with no remainders. Two people can share that amount fairly without breaking any up.
Odd numbers cannot be divided equally with no remainders. If two people shared that amount, there would be some left over.
Greater than means more than. If a number is greater, it is bigger.
Less than means fewer than. If a number is less, it is smaller.
Scripture:
Deu 32:4 He is the Rock, his work is perfect: for all his ways are judgment: a God of truth and without iniquity, just and right is he.
Reasoning: God is constant. He is perfect. He is without fault and just. Our actions are measured against His perfect standard.
Because God operates on principles, His creation also operates according to principles. Numbers have properties, and by describing properties, we can tell what kind of a number we are looking for. If I say I have an even number of cookies, you know I cannot have three.
Activity:
For this, each child need a hundreds board and something to write with. I prefer using a laminated one and markers, but paper and pencil is fine. This game is somewhat like 20 questions, only with numbers. You pick a number and the children ask questions about it until they narrow it down. I introduce this by telling the children what to cross out until they are familiar with the vocabulary and the process and then they begin asking me questions.
For example: My number is odd (they cross out all the even numbers). My number is greater than 40 (they cross out all the numbers 40 and below). My number is less than 50 (they cross out all the numbers greater than 50). Now all they should have left is 41, 43, 45, 47 and 49. They can guess from here. Later, I just answer yes or no to their questions as they ask me if it is even, odd, greater, less than, etc.
Similarly, you can make up riddles. For example, I am a number between 40 and 50. Both my ones and tens digits are even. My ones digit is greater than my tens digit. The ones digit is not 6. What number am I? (48)
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