bingo
| AGES | Any |
| FORMAT | Individual |
| MATERIALS NEEDED | Per person: paper, pencil, beans |
| DURATION | 10-20 minutes |
| OBJECTIVE | Review Information |
collect beans to mark the bingo card
DESCRIPTION
1. Give students an empty Bingo grid and ask them to fill in the
squares with half of the information being studied. For example:
| Class/Subject | Information for Bingo Grid | Information to be called out |
| Chemistry | Periodic Symbol | Element |
| Language Arts | Vocabulary word | Definitions |
| History | Historical Event | |
| Math | Numbers from 1-50 | Number (in words) |
participated in the
event or date
occurred
2. Give each student a handful of beans.
3. Decide the type of bingo to be played: vertical, horizontal,
diagonal, X, C, T, U, four corners, or whole card.
4. Randomly call out a piece of information. (e.g. Carbon)
5. Students look to see if they have the corresponding periodic
symbol on their bingo card. If they do, they cover it with a bean.
6. Continue to call out info randomly.
7. Once a student covers the designated pattern on their card,
he/she yells out “Bingo”.
8. Check to make sure there was no error.
9. Award a simple prize (e.g. Standing ovation)
10. Play again using a different type of bingo.
11. When finished collect the cards and beans to use again another
day.
QUICK VARIATION
1. Instead of playing on the usual 5 x 5 grid, students can simply
draw a 3 x 3 grid in their notebooks for a quick game.
Graphing
| AGES | 5-12 |
| FORMAT | Whole Group |
| MATERIALS NEEDED | For each student: one square of paper And a piece of tape 10-15 minutes |
| DURATION | |
| OBJECTIVE | Brain Jump Start |
use as a graph.
-Pre-cut the tape and put the pieces near
the graph.
DESCRIPTION
1. Give each student a square.
2. Tell the students to write their name on their individual square.
3. Ask the students a question and give them the possible
responses:
a. Favorite ice cream: vanilla, chocolate, mint, or other
b. Favorite color: blue, red, yellow, orange
c. Number of brothers and sisters: 0, 1, 2, more than 2
d. How do you get to school?: walking, bus, car, bike
4. Show the students the class graph and model where to put the
squares: correct area for response and one directly on top or next
to the other.
5. Invite one table or row of students at a time to place their square
on the correct place on the graph.
6. When finished, ask the students comprehension questions about
their class graph:
a. Which answer had the most?
b. Which answer had the least?
c. How many people answered chocolate?
d. How many more people answered chocolate than vanilla?
VARIATIONS
1. As your class becomes accustomed to graphing, you can leave the
squares and tape out for them and they can answer the day’s
question as they come in the classroom.
2. For small children, you can use drawings instead of squares (ice
cream cones, different colored circles, people, buses…etc.)
3. For older kids, they can turn these into line graphs or pie graphs.
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