powerful learning

around you

REWARD
Session 7:
Skittles
 Skittles Activities

LANGUAGE ACTIVITIES

Activities Instructions Tips and Adaptations

Action skittles Equipment Possible adaptions for special

 9 skittles needs
Skills development  A small ball  If learners struggle to aim and
 Gross-motor skills knock down the skittles let
 Hand-eye co-ordination Instructions them sit or stand closer to the
skills  Neatly print sounds or words onto flashcards. skittles.
 Cognitive  Use Prestick to stick the flashcards onto the skittles.
 Arrange the skittles in a line.
 Divide learners into teams.
 Give each learner a chance to bowl the ball.
 If the learner does not knock over any pins they hand the ball to the next
learner.
 If the learner knocks down a pin they respond to the flashcard as you have
instructed, e.g. read, write or act out.

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 Skittles Activities

MATHEMATICS ACTIVITIES

Activities Instructions Tips and Adaptations

Place value Equipment Possible adaptions for special

Skills development  3 different-coloured skittles (red, yellow and blue) needs
 Number recognition  A small ball If learners battle completing the
 Number conservation (value  Unifix blocks (9 red, 9 yellow, 9 blue) operations (+/–/x/÷), use a lower
of number)  Whiteboards number range.
 Place value  H, T, U flashcards
 Tallying  Black marker
 Operations  Bucket

Instructions
 Stick the H (hundreds), T (tens) and U (units flashcards onto the skittles with
Prestick
 Use a black marker and number each set of coloured blocks with a number
from 1 to 9.
 Every time a skittle is knocked over a corresponding number is pulled from
the box and in this way a three-digit number is built.
 For instance, if the red pin is knocked down, the learner may choose any
red block. If they pick a 7 they must write 700. They continue until they
have built a three-digit number.

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 Skittles Activities

LIFE SKILLS ACTIVITIES

Activities Instructions Tips and Adaptations

Traditional skittles Equipment Tips

Skills development  9 Skittles  When learners are restless,
 Gross-motor co-ordination  A ball channel their energy by taking
 Balance them outside to play a game of
Instructions skittles.
 Team work
 Collaboration  Arrange the skittles in a line.  Place skittles in a line and let
 Divide learners into teams. learners dribble a ball around
 Give each learner a chance to bowl the ball. the skittles or let them run and
 If the learner does not knock over any skittles they hand the ball to the next dodge the skittles.
learner.
Possible adaptions for special
Theme skittles Equipment needs
 9 Skittles and a ball  If learners struggle to aim and
 Theme-related flashcards knock down the skittles let
them sit or stand closer to the
Instructions skittles.
 Use Prestick to stick the flashcards onto the skittles.  Learners can also roll the ball
 Arrange the skittles in a line. instead of bowling it.
 Divide learners into teams.
 Give each learner a chance to bowl the ball.
 If the learner does not knock over any skittles they hand the ball to the next
learner.
 If the learner knocks down a skittle they respond to the flashcard as you
have instructed, e.g. what makes you feel sad/happy/scared.

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 Links to CAPS

LINKS TO THE CURRICULUM

Language

Grade 1: Language
Listening and speaking
 Tell news, describes weather news, other topical events etc.
 Listen without interrupting, taking turns to speak in whole class and group sessions

Reading and phonics

 Participate in whole class phonemic awareness oral activities: blending sounds (c-a-t into cat); segmenting
words (cat into c-a-t) etc.
 Read words from environmental print
 Read phonic words in sentences and other texts
 Build a sight vocabulary from the incidental reading programme
 Revise word families using short vowel sounds learnt
 Revise common consonant digraphs (‘sh’, ‘ch’ and ‘th’) at the beginning of a word, e.g. sh-ip, ch-ip

Grade 2: Language
Listening and speaking
 Listen without interrupting, showing respect for the speaker
 Are able to do word building and aural recognition activities
 Use initial and final consonant blends to build up and break down words, e.g. bl-a-ck, bri-ng
 Continue to build a sight vocabulary from the incidental reading programme
 Recognise 3-letter consonant blends at the beginning and end of words
 Recognise common double consonants such as ‘ll’ and ‘zz’ at the end of words
 Revise ‘silent e’/ split digraph in words, e.g. cake, time

Grade 3: Language
Listening and speaking
 Listen without interrupting, showing respect for the speaker
 Can do word building and aural recognition activities
 Revise word families with short vowel sounds, e.g. ‘-at’, ‘-ag’
 Recognise 3-letter consonant blends at the end of words, e.g. ca-tch, fe-tch
 Revise common consonant digraphs (‘sh’, ‘ch’, ‘th’) at the end of words, e.g. ca-sh, su-ch
 Revise ‘silent e’/ split digraph in words, e.g. cake, time

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 Links to CAPS

Mathematics

Grade 1: Mathematics
Numbers, operations and relationships
 Count concrete objects
 Recognise, identify and read numbers
 Use concrete apparatus when performing calculations

Grade 2: Mathematics
Numbers, operations and relationships
 Count everyday objects reliably
 Give a reasonable estimate of a number of objects that can be checked by counting
 Identify, recognise and read numbers
 Identify, recognise and read number symbols 0 to 100
 Write number symbols from 0 to100
 Recognise place value of numbers
 Decompose two-digit numbers into multiples of tens and units/ones
 Identify and state the value of each digit
 Use concrete apparatus when performing calculations

Grade 3: Mathematics
Numbers, operations and relationships
 Group objects to estimate and count reliably.
 Give a reasonable estimate of a number of objects that can be checked by counting
 Identify, recognise and read numbers
 Identify, recognise and read number symbols
 Write number symbols
 Recognise the place value of numbers
 Know what each digit represents
 Decompose two-digit numbers into multiples of tens and ones
 Identify and state the value of each digit
 Use concrete apparatus when performing calculations

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 Links to CAPS

Life Skills

Grade 1: Life skills

Physical education
 Locomotor movements: walking, skipping and running forwards and backwards
 Non-locomotor movements: bending knees, shoulder and wrist circles
 Axial movements: twisting, swinging the arms and side bends
 Combining locomotor and non-locomotor movements
 Locomotor movements: hopping, jumping
 Non-locomotor movements: combining twisting, swinging the arms, side bends and jumps

Grade 2: Life skills

Physical education
 Locomotor movements: dodging games around skittles
 Co-ordination: throwing and catching
 Laterality: Introduce activities using the non-dominant body part, arms and legs
 Co-ordination: Eye-hand-foot co-ordination (for example dribbling balls around skittles and kicking balls
between skittles)

Perceptual motor
 Responding to flashcards with different action words on them, e.g. jump, run, skip, hop, sit, walk and stand

Grade 3: Life skills

Perceptual motor
 Being able to throw balls to targets

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 Additional Resources

VOCABULARY

 aim  second
 bowl  third
 throw  count
 roll  score etc.
 first

ADDITIONAL VIDEOS TO WATCH

 How to make a 10 pin bowling game

https://www.youtube.com/watch?v=Ybry4bnYEWs

 Plastic bottle bowling set

https://www.youtube.com/watch?v=PHm4jK6x_sg

 Sesame Street - bowling subtraction

https://www.youtube.com/watch?v=y223gPkk_lI

 Symmetry for kids

https://www.youtube.com/watch?v=PBW1dyOwUbA

ONLINE GAME TO PLAY

 Bowling pin math – an addition and subtraction game

http://mrnussbaum.com/bowling/

ADDITIONAL ARTICLES TO READ

 Top toys to get toddlers talking

https://www.speechnet.com.au/educational-toys-toddler-speech-development/