The Project Gutenberg eBook of Suggestions for seat work and games, primary grades
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Title: Suggestions for seat work and games, primary grades
Author: Eleanor Troxell
Release date: October 10, 2026 [eBook #79757]
Language: English
Original publication: Dillon: Tribune Publishing Company, 1921
Other information and formats: www.gutenberg.org/ebooks/79757
Credits: Aaron Adrignola, Jonathan Berger and the Online Distributed Proofreading Team at https://www.pgdp.net (This file was produced from images generously made available by The Internet Archive)
*** START OF THE PROJECT GUTENBERG EBOOK SUGGESTIONS FOR SEAT WORK AND GAMES, PRIMARY GRADES ***
SEAT WORK
Paper Cutting, Drawing and Modeling
Textiles
Reading and Writing
Number
GAMES
Word Games
Spelling Games
Number Games
Recipe for Paste
SUGGESTIONS
FOR
_Seat Work and Games_
_Primary Grades_
[Illustration]
ELEANOR TROXELL
COPYRIGHT 1921 ELEANOR TROXELL
Tribune Publishing Company. Dillon, Montana.
SEAT WORK
PAPER CUTTING, DRAWING AND MODELING
Nature objects, model for use in play store.
Illustrate an excursion, stories, games, home activities, activities of
Indians. Use for class posters, sand table projects, or for individual
illustrations in posters.
Make and dress paper dolls for rainy day play. Faces put on by upper
grade art classes or faces cut from magazines and pasted on. Dresses
decorated by crayons or cut strips of paper.
Make designs for wall paper and linoleum for doll house; for book
covers and boxes.
Work out stencils for use in decorating covers of work books, curtains,
favors.
Make paper plates, napkins, doilies and runners for serving meals in
connection with the study of the home, or for the doll house, or a
party. Decorate.
Make animals, persons, and objects taken up in the study of the home or
in Indian life, for booklets, posters, or for sand pan.
Let children experiment with the paper or clay, then criticise each
other’s work. Teacher makes suggestions and children try again.
Cut out pictures which have definite outlines and are attractive to
children. Use for (1) making posters, (2) labeling and advertising in a
play store, (3) paste into scrap books for gifts.
Tree cutting and coloring of fruits and vegetables, or cutting of them
from seed catalogues for canned goods in grocery store. Modeling of the
same.
Toy coins made to be used in buying and selling games.
Modeling of cookies, doughnuts, and cinnamon rolls used in connection
with cooking and serving plays.
Modeling of utensils and dishes used in the cooking and serving plays
and in the study of Indian life.
Planning and designing for jute or yarn rug, by making sample patterns
first in paper.
Modeling of toys for toy store at Christmas time as dolls, animals, set
of dishes, ten pins, candles. Modeling of gifts as paper weight, tea
tile candle holder, bowl and flower holder. Press in a model of card
board to make an impression of a bird, flower. Note: (Fire, paint and
shellack these.)
Modeling of Indian bowls; decorate.
Modeling of marbles and colored beads; decorate. Recipe for Indian
Beads.--4 cups of salt; 2 cups of corn starch; 2 cups of water. Mix
the corn starch with the water. Heat the salt. Mix the corn starch and
water with the salt. Roll into beads. Put holes in with darning needle
before hard.
Draw two concentric circles of any size. Cut paper or cardboard used so
as to make a circular picture frame. Decorate or cover with raffia. Put
in any picture desired for a gift.
Make paper Christmas trees, folded, cut, and pasted so that they will
stand. Make paper toys for same.
Draw toys, Christmas trees, pictures from “The Night Before Christmas,”
and pictures resulting from activities of out of doors after the first
snow fall.
Make simple room decorations for Hallowe’en, Thanksgiving, Easter,
Christmas, as Brownies, fall leaves, pumpkins, toys.
Make and design Valentines, Easter eggs, bunnies. Mount the last ones
for Easter cards.
Cut out circus parade. Invite children from another room or the
parents. Each child tell the characteristics of a certain animal, or
about its training.
Make toys, pinwheels, balls--a number of strips of paper 1/2 × 6
inches. Fasten all together at both ends with a very fine paper
fastener. Pull out the strips to make a ball--Horse reins, nests of
boxes, wagons, Jack-in-boxes, caps, lanterns, boats.
Illustrate parts of a story by drawing or cutting. Teacher and other
members of the class guess the story chosen.
Make portfolios in which to place work, or make work books.
Cut oblongs of any suitable paper, correct size for flower pot covers.
Decorate. Fasten around flower pots.
Furnish a doll house made of cracker boxes. Children paint.
TEXTILES
Weave rugs of rags, or yarn, or jute, for doll house or for iron
holders. (Looms made in number period.)
Weave doll hammocks of jute, carpet warp, macrame cord.
Marble bags woven from pretty colored rags, or made of squared gingham
and cross-stitched.
Make scrap books of colored cloth brought from home by children.
Overcast edges of the leaves with yam, crochet cotton or thread.
Make curtains. Use stencils for decorating, with wax crayons. (Use yard
measure.) Give entertainments to pay for material. Also make curtains
for doll house.
Make dusting cloths of old pieces of cloth brought from home. Overcast
edges.
Make dust caps and broom bags for mother’s spring cleaning and in home
activity plays.
Make penwipers of pieces of old flannel.
Make needle books of cloth or raffia.
Make a paper doll 8 inches tall. Use as pattern for a rag doll. Stuff
with little pieces of rag or cotton batting. Cut kimona dress. Sew up
side seams.
Cut 7 inch squares of heavy cloth brought from home. Sew together. Make
into bean bags for recess games or number games.
Make patch work quilt for a child’s hospital, children’s home, or some
needy child. (Room problem.)
Jumping ropes--spool knitting or slip knot. Use heavy cord.
Weaving of tam o’shanter caps, and sweaters.
READING AND WRITING
Work from printed or written directions in playing a new game or in
working out a simple experiment.
Cut or draw illustrative home occupations for the week and mount upon
separate pages for a book. Label, using from reading work as “Monday is
Wash Day.” Picture-wash-tubs, boiler.
Make labels for use in store, as “Eggs, Potatoes.”
Make signs for use in the room as “Please Close the Door.” “Library, No
Talking.”
Choose a story. Read silently in preparation for the “Story Hour” once
a week, when children read to each other.
Cut up old primers for stories which children may paste in a book to
take home as soon as they are able to read them. This gives children
reading material who may have none at home.
Send to friends for any children’s books not in use. Put them in one
corner of room. The library period, when children may have free use of
the books, may be great incentive to reading.
Make dictionaries. Place in them, at seat work period, all words
children are sure of in previous days’ spelling.
Writing of a play in groups.
Copying poems, for a poem book, or for lower grades to read.
From reference shelf children choose books in which to look up
information as “Some of the Adventures Lewis and Clark Encountered.”
Teacher have books listed on board with pages.
Have quick children help slower ones or those who have been absent.
Give children who are thus backward extra reading periods.
Give every child two envelopes, one containing pictures; the other
words naming the pictures. Match.
Make packs of cards with words on one side, picture on the other.
Encourage children to run through pack giving word without looking at
picture.
Write what happened on playground. Draw pictures, when words trouble.
Use as basis of word study.
Write a short composition following outline which children had dictated
to teacher the day before. Second Grade.
NUMBER
Construct circle maker, for making of circles for clock face, wigwam.
A strip of paper 1 inch wide and 6-1/2 inches long. Beginning 1/2 inch
from end, mark off into 1 inch squares. To use the marker, put pencil
in a hole made in the middle of first line made 1/2 inch from one end.
Put a pin through the middle of the marker at any desired radius. Put
the pin through the drawing paper and move the pencil around to draw
the circle.
Use 6 × 8 inches drawing paper. Draw figure 5 × 7 inches. Divide into
square inches. Use for calendar.
Make boxes, baskets, paper sacks, price tags, and pocket books to be
used in connection with grocery store.
Cans made from paste board tubing to represent canned goods in grocery
store.
Make milk tickets for buying milk.
Make cylinders of light weight card board for use instead of ten pins
in playing number games. Each one knocked down may count 2 or any other
desired number. Children keep own scores.
Make dominoes of card board. Each card 6 × 3 inches. Dots of colored
paper pasted on. Use in number games.
Make a tape measure 1 inch wide of heavy paper or well starched cloth.
Mark off in inches. Wind upon a spool. Use in measuring each other to
note gain in height at end of year, or for measuring curtains, or
Indian costumes, made like paper doll dresses.
Folding rulers made of three 2-1/2 inch tag-board pieces. Fasten
together with very fine paper fasteners. Use in measuring garden plots.
Hollow cubes of light weight tag-board. Paste calendar numbers upon the
faces. Use for games in addition and subtraction.
Mount pictures for picture sale. Write price on back of pictures.
Make number books. Number pages. Keep in them (a) scores for games, (b)
daily number work to note progress, (c) bills such as a milk bill for
one week for one child.
Make up all problems children can think of that equal a given number as:
3 5 9
4 2 2 that equal 7.
Cards on which combinations are written are given out. Children give
answers and exchange with one another.
Cards on which there are missing numbers in combinations are
distributed. Children copy and put in numbers, exchange.
Example: 8 7
10 10
Write by 2’s, 5’s, 10’s, etc., in given time. Write backwards.
Make a clock face. From it learn halves, quarters, thirds, and counting
by 5’s.
Make a thermometer in second grade. From it learn to count by 2’s and
10’s.
Construction of simple grocery wagon, as from a paste-board box and
milk bottle tops. Same to be used in store play.
Making of patterns of Indian doll costumes, and Indian costumes for
themselves.
Construction of Indian lodges through experimentation first.
Construction of furniture for doll house.
Construction of baking tins used in cooking play.
Construction of May baskets.
Construction of card board looms for weaving.
GAMES
WORD GAMES
Two children are chosen by the teacher to stand. She then holds up
words printed on cards before the children. The one calling the word
first receives the card. After all the words have been said, the rest
of the class are permitted to clap for the child having the most cards.
Allow children to choose successors.
The teacher writes a list of words on the board--about ten, and the
children pronounce them while she is writing them. Then the teacher
says: “Let us all take a nap. While you are sleeping I’m going to cover
two of these words. Then when I say ‘Ready’ you must all waken and see
who can name the words that are covered first. The children that have
the brightest eyes and name the words first may then come up and cover
a word while the rest of us take a nap.”
Have words needed for drill on the blackboard. One child covers his
eyes while the teacher or another child points to a word. Then he takes
the pointer and tries to find the word chosen. As he points to a word
he asks: “Is it Kitty?” The children answer: “No, it isn’t Kitty.” The
child keeps trying until he points to the right word. Then the children
say: “Yes, it is Baby.” Another child covers his eyes and the first
child points to a word for him to find.
The words to be drilled on are flash cards. These are placed along the
front of blackboard. The room is then divided into two sides. One from
each side goes to the board and takes every card that he recognizes
and returns to his seat. The children in their seats keep score of the
number of words each child gets. Then the cards are put back and next
two go, until they have all had a turn. The side having the highest
score is the champion.
Place the printed words in front of room so all the pupils can see
them. Call on a pupil to go up and get a card and tell the name on it.
If he tells the word correctly he may keep the card, and so on until
all the cards are gone. If he does not tell the word correctly he must
put it back and his turn is gone. The game may be varied by having the
teacher ask the pupil to bring her a certain word. If successful, he
may keep the card and if not he must put it back. In this way all the
cards are taken.
Place the words upon cards in a circle on the floor so that there is a
word for each child. Have the children march or skip around the circle
and at a given signal stop each child in turn, reading the word in
front of him.
Teacher writes the words on the board, among them two or three words
that have caused trouble. She tells the children to close their eyes
tight while she writes. When she says: “Ready” they open their eyes
and hunt for the troublesome word. Teacher tells them when they are hot
or cold. The first child knowing the word cries: “I spy.” When rest
have discovered it, the first child has the privilege of hiding the
next hard word.
The children stand in a row. The teacher holds up a card. Each child
has a turn. If he answers correctly, he gets the card. Who has one
card? Who has two? Who has three? Let them clap for the one having the
most.
Make copies of the words--because, boat, boy, began, bee. Write words
on board, have children say them as you write them. Place printed
copies on blackboard ledge and have one child match and call as many
words as he can. The number he says correctly counts his score. The one
who can give correctly the one missed takes his place to match words.
Pupils choose two sides. One person on each side is a captain. Teacher
holds up flash cards on which words are written or printed. Pupils tell
them. She gives the first word to one side and the second to another,
just as in a spelling match. When the word has been given correctly,
the teacher gives that card to the captain of that side. When all the
cards are in, the captains count their cards. Whichever side has the
larger number of cards chooses something for the other side to do, as
telling all the words.
All old and new words are written on the blackboard. The children go
to the board, one closes his eyes while the other points to some word,
after which he takes his seat. The one remaining then opens his eyes
and attempts to find the chosen word. He asks questions of children
at seats, as: “Is it orange?” If not, the children say “No.” He asks
again: “Is it blue?” until he has found the right word. When the
children answer: “Yes” he takes his seat and two more pass to the board.
A list of words are written on the board. The children choose sides as
for an old-fashioned spelling match. The teacher gives out one word to
each side. As the children pronounce them she goes on to the next. If
child on one side misses a word the other side has a right to choose
one from that side. The side having most children wins the game.
Children are in two rows facing each other. Upon the floor in front of
each child are three words. The first one in each row stoops, takes a
card and gives the word, takes the second card gives the word, takes
the third card and names it. When he has finished, the second child
does the same thing, followed by others in the line. Each side is
racing to dispose of all the cards first. No child must touch his cards
until it is his turn.
Have each word on a printed card. After the words have been recognized
by the class as a whole, place them in a pile, or they may be arranged
in a row at the blackboard, facing the blackboard. Two pupils are
chosen. Time them allowing each to have a chance to name the words.
The one who has the most words in a given time wins. Choose two others
treating the same way.
SPELLING GAMES
Children cut letters. Spell cat, for instance. Child who holds C comes
to front, A, T, arrange themselves in order to show word.
Two rows spell at a time. Words on cards. Teacher shows cards first to
one row, then to other. Row with largest number of cards wins.
Trapping. Choose sides. Pupils then elect a captain and a trapper. If a
pupil spells a word wrong, the trapper must catch it. He must spell it
correctly. If he does not, the trapper on the other side must, and the
person who missed the word goes to the other side, the trapper takes
his place, and appoints a new trapper.
Words written on board. Child erasing and spelling correctly the most
words wins the game.
Words on cards, placed with blank side out on blackboard. One child
takes a card, looks at it, turns it away, spells. If correct, he turns
another card for another child. If that one spells correctly he turns a
card, if not, the first one spells it and has another turn.
Choose sides, each side having a captain. The captain on one side calls
upon a child on the other side to spell a word. If the child misses, he
comes to that captain’s side. If he does not, he remains where he is.
The side having the most number of children at the end wins.
Children sit in a circle. One child is outside, who is “it.” He taps
a child on the back. “What is it?” asks the child who is tapped. The
answer is given in a word as “stand.” The one tapped must be able to
spell the word, and if so, he is “it.”
Have objects on the desk whose spelling is needed in written work.
Child looks at objects and chooses three. The row spelling the most
words correctly wins.
Draw a circle on the floor--“The Witch’s Kingdom.” Have an old witch.
Children on outside of circle. Old witch tries to catch one, without
leaving the enchanted circle. The one she catches must spell a word
the witch gives her. If she does, the old witch lets her go. If not,
she remains with her. The children never caught win.
Children sit in a semi-circle. One child keeps score. If a child misses
a word, the scorekeeper writes O under his name. The second time, he
writes U, and the third time T. Then he is out of the game and can
return only when he is able to spell 3 other words correctly, which
have been misspelled by other children.
Children in circle. One in center, who points to some child to spell a
word. If he misses he stands behind one who spells it.
One child in front of room is king. The teacher has given each child a
word to ask the king to spell. If he misses one he loses his kingdom.
(Take review words.)
One child thinks of a word the class has had. He says: “I am thinking
of a word that rhymes with fight,” or “one that has double o,” or
“one that has the ow sound.” He calls on a child who replies, “Is it
l-i-g-h-t?” the child calling may say: “Yes” or “No,” “It is l-i-g-h-t,
light.”
Children in circle with words pinned on. Child in center calls, “Mary”
and tosses her the ball. Mary must catch the ball then spell her word.
If she catches the ball and misses the word, she loses her turn to
throw the ball.
Write on the board a list of words which contain smaller words within
them as TRAIN, BEAT. Call children’s attention to this fact and let
them discover and underline the small words. Erase underlined parts
and allow children to write them in. After all words have been erased,
“What word does RAIN make you think of?” “eat,” etc.
Write a word slowly on the blackboard. As soon as written, erase. Have
the word spelled by several children individually. All children spell
it to themselves, or all children spell it aloud. Continue in like
manner with the other words to be studied.
Each word in the lesson should be written on a large, separate card
about 6 × 12 inches. Hold up a card for a few seconds so that all may
see, then take away and ask a child to name and spell the word; to
write it on the blackboard, or to write it on paper, in which case, all
the children could do it at the same time.
The initial letter of each word in the lesson should be written on
a slip of paper and all of them placed in a box. There must be as
many slips as children. When slips have been passed, each in turn
spells the word indicated by the first letter on his slip. If there is
sufficient time, children may exchange slips and spell again.
Children are divided into two sides. Give the first child a word to
spell. If spelled correctly, he may give one to the next child, till
each has had a turn. One point is given for each correctly spelled
word. In conclusion, add the points on each side to see which has won.
After words have been studied, instead of writing them as usual, let
children go to the board and use just the new words of the lesson in
sentences. For example, if the word were “bought,” “Think of something
you have bought recently. Then tell me by writing a sentence about it.”
In writing irregular words on the blackboard, draw attention to
difficult parts with colored crayon. After the words have been studied
silently, these colored letters may be erased and a child asked to
rewrite that part or to spell word orally. Difficult part may be
underlined instead of colored.
NUMBER GAMES
First Grade
Use sight cards with the combinations on them. Have a race. The child
making the fewest mistakes wins.
Six circles are drawn with chalk on the floor arranged so there will
be three circles in the front row; two in the second; and one in the
third. The number two is placed in each circle of the first row; number
three in the second and number four in the third. About four feet in
front of the first row place a line. Each child is to stand on the line
and throw two bags, one at a time. A score is made when a bag falls in
a circle. The child writes the number of the circle in which his bag
fell, opposite his name on the board. When each child has had several
turns and the game is finished he adds his score and the children
compare the total scores.
Two colored circles are drawn on the floor. A line is marked at a
certain distance, from the rings. The children stand on the line to
throw the bags. The children are divided into groups, the Reds and the
Blues. The score is kept on the board, making as many squares for the
score as there are players. Each player has one turn. If the bags fall
between the two circles count 2; if they fall within the small circle
count 4, and the big circle, 0. The score is counted by the children.
Measuring may come in here if the children are allowed to make their
own bean bags.
Place a large pasteboard box on the floor. Remove the cover and put a
string of little bells across the middle of the box. The children stand
about eight feet from the box and take turns trying to throw bean bags
into it. One child stands near the box to take the bags back to the
one who throws next. If a player throws the bean bag so that it goes
into the box without ringing the bells, he scores nine. If the bag
hits the string of bells and then falls into the box the player scores
six. Scores should be kept on the blackboard by the pupils. The number
counted for each throw may be changed from time to time. The child with
the highest score wins.
One child is the witch. All the children run across the line and if
the witch catches a child, she places him in a small circle containing
a number combination. If he can answer the combination in the small
circle as soon as he is placed in it, he may go. The children who are
never caught are the winners.
Draw a circle on the floor about twelve inches in diameter. Draw three
more circles around this one. Have each circle about eight inches
larger in diameter than the preceding one. Beginning in the center
number the circles 1, 2, 3, 4 and 5. Give each child a bean bag and let
each have two trials. Let the child stand on a chosen line and throw
for circles. If the first time he threw the bag in circle 4 and the
next time in circle 2 his score would be 4+2--6. Have each child keep
his own score.
Children form semi-circle; ring toss placed in open space. Two children
are given a ring each. Center peg counts (5); the outer counts (1);
second (2); third (3); fourth (4.) They toss the ring aiming at one
of these pegs; if they ring a peg they put down their score; if they
get none, no score is put down. The aim is to see who can get the most
fives. They should stand at the distance an average child in the first
grade can toss.
Have several wooden pegs on the floor. Then have three rings. Each
child is allowed three throws. The object of the game is to see which
child can throw the rings over the pegs the most times. If a child
rings two pegs one time and one peg the next time, he will add his
sums. Then they will see who has made the most rings.
Draw a number of circles on the floor so that the child may hop from
one to another easily. In the circle at the starting point put the
number which you are going to add to the others. In the other circles
put numbers, whose combinations, added to the first number will not
exceed ten. The child starts on the first circle. As he hops to each of
the others he calls out the sum. The object of the game is to see who
can make the most combinations.
First or Second Grade
A child stands facing the class and says: “I am thinking of two numbers
which make nine. What are they?” One child may ask: “Are they seven
and two?” Another may ask: “Are they four and five?” The child keeps
standing until the right answer is given. Another child stands and says
to the class: “Of what am I now thinking in the table of twos?” In the
same way as stated above, the other pupils may guess until correct
answer is given.
Take a large square of cardboard and cut nine holes, each 6 inches in
diameter numbering them from 1 to 9 inclusive. Have the children toss
bean bags at the holes, and count score by the numbers of the holes
through which the bags fall. This would be good to use in the 3rd grade
in learning the multiplication tables by giving each child two trials
and multiplying the two results. In the 1st grade it could be used for
simple addition.
Place from ten to fifteen simple examples on the board. As soon as a
child begins adding, subtracting, or multiplying, which ever the case
may be, he continues until he makes a mistake, when another pupil helps
him and he continues. The child finishing with the fewest mistakes and
the least number of minutes wins.
Materials--A large box of colored beads or other interesting
counting material. A smaller box or tray for each child might help.
Description--Each child is given or takes the number of beads
representing the largest number to be reviewed. One child presents
a closed hand to another saying: “How many beads in my hand?” The
child so addressed may answer any number not larger than the amount
agreed upon. His guess results in forfeits. A correct guess gives him
the entire contents of the closed hand. If his guess is too large he
must place in the hand as many more as are needed to make the number
guessed. If his guess is too small he must place in the large box the
difference between his guess and the hand. The game continues. The
object is to see who has the most beads at the end. After the children
know combinations this game may be played in pairs at the desks for
seat work.
Second Grade
As a drill in addition, the teacher may say: “I am thinking of two
numbers which added make 10.” The pupil says: “Is it 7 plus 3 equals
10” or “Is it 8 plus 2 equals 10?” and so on until he finds the right
combination to make ten.
On the floor is drawn a circle with the numbers within. The class is
divided, each child having a blue or red paper badge pinned on him. The
sides each in turn throw a bag on a number or at a number (circle can
be on floor or board.) There is a score table on the board:
Red 8--6--2--3--7--8--5--8
---------------------------
Blue 7--3--5--9--8--7--6--7
How many more did the red’s have than the blue’s? A child might keep
score.
A diagram is made on the blackboard. Any number of figures may be made
in the circle. Each player takes a piece of chalk, and with eyes shut,
moves it about the circle saying:
“Tit-tat-to, my first to go,
Three jolly butchers all in a row.
Stick one up, stick one down,
Stick one in the old man’s ground.”
He then puts his chalk on a number, eyes shut. Each player records the
number of space in his row for addition. Space is “scratched.” Game
ends when all the spaces are scratched. Children add the numbers they
have. One having largest sum is the winner.
Have the children each draw a 24 inch circle on the board, placing
around the circle the figures which have been used in previous
combinations. In the center place a figure to be added. Have all the
children start at once to see who can get around the track first
without mistakes. The game can be played in addition, subtraction, or
multiplication.
Cut ten cards and place on the numbers 2, 4, 6, 8, 10, 12, 14, 16,
18, 20. Cut twenty cards eight inches long and four inches wide, and
on them write the numbers, “2 × 1” on one side of a card and “1 × 2”
on the other side of same card. With the other multiples of two write
in similar way, as “2 × 2,” “2 × 3,” “3 × 2,” “4 × 2,” “2 × 4,” etc.,
up to “10 × 2” and “2 × 10.” Each pupil in the class takes one card,
then one child runs lightly to the front of room and shows his card to
the class, as “2 × 3.” The pupil who has the card with “6” on it, runs
lightly forward and stands beside the first pupil. If the first child
shows a card with only one number on it, as “16,” the child who has the
card with “2 × 8” on it, runs forward and shows the card to the class.
The pupils in their seats make corrections if necessary.
Have a number of flash cards with numbers no higher than five written
on them. Give each number of the class one of these flash cards. Choose
one of the children to be “it,” telling him he will be given three
minutes, in which to make a score or find the cards. He then blinds
his eyes and the other children hide the cards. When the teacher calls
“time” the one who is “it” searches for the cards. As he finds them he
calls out their numbers and writes the figures on the board. He then
chooses another one to be “it” who continues the game while he himself,
counts his score. The game proceeds until each child has had a turn
when the scores are compared and the children decide who wins the game.
A target may be made on cardboard or a soft board and hung on the
wall. The pupils throw an arrow made by sticking a large pin or nail
through a cork. Three to five feathers may be stuck in the top to
give it speed. Each child throws twice, giving the sum or the product
or difference between the number he hits and the one in the center.
The number may be changed, according to the children’s ability to add
or subtract. When giving combinations involving 1, 2, 3, or another
figure, the number in the center may be changed. It may either be added
or subtracted. If impossible to have a target and arrow, the target
may be drawn on the board and the teacher point to the figure. The one
giving the most combinations wins.
Third Grade
Twelve children stand in a circle. They are each given the multiple
of two numbers, for example, in learning the 4’s--one child is given
16; another 12; another 32, etc. One child stands in the middle with a
rubber ball. When he bounces the ball he calls out 4 × 4 and the one
who has 16 is supposed to catch it, saying at the same time, “4 × 4
equals 16.” If he succeeds in catching it and giving the correct answer
he stands in the center.
Divide the class into two baseball teams. Draw a baseball diamond upon
the blackboard and write three or four numbers at each base. Some
numbers to be added or to be used as multipliers are written in the
pitcher’s place. The pupil makes a home run by giving all the answers
(sums or products) as the teacher, starting from the home plate, points
to some number at each base. Thus, to use the game to multiply by 9,
the teacher may point to 6, 9, 7, and 5, the pupil calling 54, 81, 63,
and 45, which constitutes a home-run. If a mistake is made, say at
second base, the umpire calls “out on second.” The game is to see which
team gets the most home-runs.
The children form a circle, one child outside being the shepherd. The
shepherd taps some one on the back, saying: “Have you seen my sheep?”
The one tapped will reply: “No, how many pounds did he weigh?” The
shepherd will reply with some such combination as 3 × 5, or 8 plus 9,
or 10 minus 4, and then start to run around the circle. The one tapped
must give the answer to the combination before he can run after the
shepherd, who tries to get around to the vacant place before he is
caught. If the one tapped cannot answer his combination correctly, he
must take his place in the center of the circle.
The children stand in two lines facing each other. Each child must be
opposite an opponent. Then some number is decided upon, as twelve. One
child gives a number, such as seven, and his opponent is required to
give the number which must be added to give twelve. This is done all
along the line. Whenever a child misses, the mistake is recorded by the
captain of his line. The mistakes are counted after a given time, and
the side which has made the fewest mistakes wins.
Divide the class into two armies, A and B. Let them choose captains.
The captain of army A asks a soldier of army B a combination. If the
soldier cannot reply correctly, army B loses a soldier and army A gets
him. If he replies correctly however, he has the privilege of asking
a soldier of army A a combination. The army having the most soldiers
at the end of a stated time wins the battle. The game may be used in
subtraction, addition, multiplication, or division.
The room may be divided into three groups. The pupils in one row hold
cards with a multiple of the number of the table 5 or 10, as 30. The
pupil in the front seat stands and the pupils in the opposite row who
hold 6 × 5 must stand. Then the person with his card opposite him must
stand with his card and so on. The object is to see which group has all
pupils standing first. If there are quite a number in the room monitors
may be appointed to keep account of the work.
Ten or twelve children form a circle. The teacher or a pupil gives each
child a different number. If they are learning the tables of 4’s the
numbers would be 4, 8, 12, 16, etc. When each has been given a number
another pupil takes the center of the circle and bounces a soft rubber
ball saying 4 × 4 or some other combination. The pupil whose number is
the answer steps forward, saying his number, quickly and catches the
ball before it touches the floor. If the answer is correct he takes his
place in the center.
Make a circle on the board with figures around it up to 12, having them
out of their natural order. Put the figure of whatever multiplication
table children are learning, in the center of the circle. Have them see
who can give all the products correctly and in the shortest length of
time. Have children keep their own scores. The children with perfect
scores are excused from the next drill.
Write on flash cards the tables without the answers, as 3 × 3--on the
other cards write the answers as 9. Half the children have the first
type, and half the other. Let the children, one at a time run to the
front of the room with a card having the table. The child having the
answer runs up in front, to show it. If it is the correct answer it
counts one for him. If a child does not give the right answer he may
give the card to a child knowing it. The work may be varied by having
the child having the answer run to the front of the room and the child
having the table match with the answer. The children having the most
cards at the end win.
RECIPE FOR PASTE.
2 cups flour; 4 cups cold water; 1 tablespoon powdered alum; 1 teaspoon
oil of cloves; 2 cups boiling water. Mix flour and water like any
batter. Mix the alum in a little cold water. Add to batter. Add boiling
water slowly stirring hard. The paste should be of the consistency of
starch. Add more hot water if necessary. Boil like starch for five or
ten minutes. Add oil of cloves when nearly cold. This makes 2 quarts.
Transcriber’s Notes
The majority of the percieved typographical or grammatical errors
have been cleared.
“Witches Kingdom” changed to “Witch’s Kingdom.”
Correction of tam O’Shanter to tam o’shanter.
Correction of horse reigns to horse reins.
Correction of squares inches to square inches.
Correction of 4-2 to 4+2.
Hyphenation has been maintained as in the original text.
Table of Contents added.
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