Division is often the last of the basic arithmetic operations that students learn. Of course, when students first starting to doing divisions, they will begin with very simple problems such as dividing 4 by 2, dividing 6 by 3, or dividing 8 by 4. The next stage is to learn how to divide multi-digit numbers by a single digit one, and only after mastering this can students advance to long division (dividing one multi-digit number by another). Good and patient teaching is of course essential for students to progress, but by itself it is not enough: students also need plenty of practice at performing divisions.
It would probably be fair to say that in days gone by, some math teachers were not too concerned about finding fun and interesting classroom activities for their students – as long as students practised their sums, the teacher would be satisfied. Teaching methods have fortunately moved on since those days. Today’s teachers know that students who are engaged with their class tend to learn better, and hence interesting classroom activities and educational games are becoming increasingly popular. One such educational game that has become increasingly popular in recent years, is bingo.
It turns out that bingo is ideally suited for use in math class: it’s adaptable to a wide variety of classroom situations and styles of play, it’s incredibly easy for students to play (but still enjoyable), and importantly given the financial constraints that teachers often work under, it doesn’t require expensive materials or resources. The mechanics of the game in educational versions of bingo are basically the same as in normal bingo, but there is one key difference: instead of using bingo cards containing numbers, items relating to the topic of the lesson are used instead. So, obviously in a math class, math problems such as long divisions would be used. Students are then required to write in the answers to these questions, rather than simply mark items off their cards.
So what if you’re a teacher, and you’d like to try bingo out with your students? Well obviously you’ll need some suitable printed bingo cards – but where do you get them? Actually it’s very easy – you can print them yourself using your computer: download some bingo card creator software, and it’s a snap to print as many bingo cards as you want, on any subject at all.
By: Sunil Tanna
Bingo is an increasingly popular classroom activity with many teachers. This is because these teachers realize that as well as being a lot of fun for their students, the game is perfectly suited to educational use, including in the K-12 environment. This is because bingo is very easy to learn and play, highly flexible and adaptable to different topics and subjects, and importantly given the financial constraints that many teachers work under, not requiring of specialist expensive resources or materials.
Although bingo can be used in teaching many different subjects and topics, including math and arithmetic, telling the time, or even geography, history or science, one area in which the game is especially popular, is teaching reading. When teaching reading the key aspect of the game is that each student is given a bingo card printed with words (or perhaps phrases), and although (as in standard bingo), the objective remains to be the first player to get a line of five items horizontally, vertically or diagonally, game play can be adapted from simply calling out words (or writing them on the blackboard if the teacher prefers).
1. Sight Words – The teacher simply calls out words, and students must find the corresponding word on their cards. This variant is most popular with so-called “Sight Words” – words that can not be sounded out, but that students must master recognizing in order to achieve reading fluency.
2. Blending Bingo – The teacher says a word very slowly such as “sss-ppp-ooo-ttt” or “mmm-aaa-t” and the students must find the word on the card. The purpose being to help students practice “blending” letters to make words.
3. Partial Word Bingo – The teacher says something like “Find the word with ‘mile’ in it” and the student has to find “Smile”. You can also use beginnings of words (e.g. find the word beginning with “r”), word endings, or sounds in the middle of words.
4. Rhyming Bingo – The teacher says something like “Find the word that rhymes with ‘plot’” and the student has to find “slot”.
5. Silent E Bingo – Ahead of time the teacher prepares bingo cards using pairs of words with and without a silent E, for example “cap” and “cape”, or “hat” and “hate”. You then play normal bingo and students have to learn to recognize the differences between these similar words. A variation is to use only words without the final E, and when playing make bingo calls of the following form “When you add an E, the word would be ‘pine’”, in response to which clue the students needs to find the square containing “pin”.
By: Sunil Tanna
Most of us, are, I think, familiar with the game of bingo. Pretty much everyone knows how to play, even those people who are not dedicated bingo enthusiasts. Something that is less well known, is that modified versions of bingo are nowadays being used in many classrooms to help teach a diverse range of subjects.
One of the biggest challenges facing today’s teachers is how to engage with their students and sustain their interest. The fact that bingo is an enjoyable game can perhaps be of some help. Furthermore, the game play mechanics can easily be adapted or modified by the teacher, depending on the particular subject being taught. Finally, the fact that bingo does not require a large investment in expensive materials or specialist resources is of course important given the financial constraints that most teachers work under.
The most common way to adapt bingo to classroom use, is by varying the contents of the bingo cards. In the standard game of bingo, the cards are generally printed with numbers, however in educational versions of the game the bingo cards are printed with words, phrases, or even math problems of the teacher’s choice. Additionally, game play mechanics may be varied: in an introductory reading class, students may simply be required to simply locate words printed on their cards, but in a language class they may be required to find a French or Spanish word when the teacher says the English equivalent, and in a math class, the students might be required to solve the math problems on their cards as they are called out.
By: Sunil Tanna
