The Bingo Game For Addition


e. The Bingo Game for Addition (using Chart VI)

…box of combination cards
…Chart VI (which has only the first and second addends; the rest is blank)
…Control Charts I and III
…box of 81 pink tiles for the sums

i. Exercise One: 
The tiles are randomly arranged on the table face up. The child fishes for a combination, reads it and writes it down. The child thinks of the sum, looks for a tile with that sum , and looks for the place to put it on Chart VI. The first finger is put on the first addend, the other finger on the second addend. Where they meet is where the tile belongs. The sum is written on the paper. The child fishes again, etc.
ii. Exercise Two: 
The tiles are in the box. The child fishes for a tile and reads the numeral. On his paper he writes the numeral and the equal sign. He thinks of a combination and writes it to complete the sentence. Then those two addends are used to find the tile’s position.
iii. Exercise Three: 
The tiles are placed in piles that have common sums. The child takes one pile, i.e. the pile of 8’s. What does 8 equal? The child thinks of a combination, writes the sentence and uses the addends to find the corresponding position for the tile. He continues thinking of combinations until all of the tiles of that pile have been placed on the board. He notices that a diagonal is formed. the child does not need to do all the piles in one sitting; however he must complete whole piles he has chosen.
If the child arranges the piles in order, he may find an ascending and descending stair.

Control of error: Control Chart I and III

iv. Group Game One. 
The teacher fishes for a combination, shows it to the child and asks, What is 2+3 equal to? If the child responds correctly, he receives the card (flash cards).
v. Group Game Two 
The teacher fishes for a tile-say 10. What combinations are equal to 10? Each child gives a different combination until all have been named.

Age: Children’s House-7 years

Aim: to give the child the possibility through many different exercises to memorize the combinations necessary for abstract problem solving

vi. Notes: 
The pink strips on the addition strip board are segmented so that the child may see how many units are needed to make 10 and how many more are after 10. It is hoped that the child will absorb this aid to memorization. Later when the child is confronted with larger combinations, 24+8=?, he will have memorized 4+8=12 and the rest follows. The point of consciousness to be reached is to look for the combination which makes 10. Therefore, the child will say-I need to add 6 to 4 to make 10,
24 + 8 =
20 + (4 + 6) + 2
20 + (10) + 2

24+6 +(2) brings me up to 30. I have two more units on the right to add…32. Once the combinations are memorized, this type of mental activity naturally follows, thus abstraction. As the child works with various exercises, the teacher must observe and check to see if these points of consciousness are being met.

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