Guess Wha About The Game:

For this mathematics activity, we wanted to go for a fun and interactive game. The name of the game is
"Guess What? Mathematics: Addition Game". We tried to make the game as colourful and vibrant as
possible, to visually stimulate and attract the attention of the learners.

This is a two-player boardgame and it consists of:

• 1 game board with two sides,

• 2 decks of "Guess What?" cards,
• 21 game pieces for each player,
• 2 cheat sheets, and
• Instructions on how to play and arrange the game pieces.

Each player chooses a side, has twenty-one game pieces facing them, which is concealed from their
opponent, as well as a deck of "Guess What" cards and a cheat sheet. The game pieces are placed in three
rows of seven pieces and displays a variation of sums. The sums are made up of odd and even numbers,
single- and double-digit numbers, and near double digit numbers. The board game pieces are represented
by Styrofoam cubes which has an addition sum displayed on the card attached to it, in assorted rainbow
colours. The learners then take turns playing by selecting a card from their deck, they then need to ask
their opponent questions in order to guess their opponent’s mystery sums. The main aim of the game is to
ask their opponent as much questions as they can to get the most sums or correct answers.
(Part 1 of 2)
Guess Wha
This game was designed to develop the learners' ability to think critically and to enhance their problem-
solving skills. This is achieved by the need for the learners to think and create questions to ask their
opponent in order to guess the correct sum. In doing so they not only a eliminate numbers to narrow down
the correct answer, which also allows them to develop their memory recalling ability. Thus, it is improving
their cognitive thinking.

In the beginning, the learners will be guided by the teacher who will explain the rules of the game as well as
demonstrate how it is to be played. Then they will each be provided with a cheat sheet which has variety of
questions on it, to assist the learner if they need to ask any questions. For example, if the opponent asks for
you to flip down all the numbers that add up to 8, you do so and then say done. Each player takes turns to
do so until someone figures out the mystery sum first. The person to get the mystery sums correct first, wins
the game, and so on.

There are some big instructional benefits to asking questioning within the subject of mathematics. (Frady,
2013).
• Learners are more engaged, and that leads to more rigorous learning,
• As learners generate questions, they're monitoring their understanding
• These questions lead to a deeper understanding of the subject and greater retention of knowledge.
• Teachers can model the strategy through “thinking-aloud questions”
• Create a chart by asking the learners why they think that they should be asking this question and
get them to explain which will further cement the acquired learning and enhance already
developed skills.
• In doing so, this helps learners to realize that asking questions helps them understand the and
grasp new or existing concepts.
(Part 2 of 2)
Guess Wha
Reference List:

Frady, B. (2013). The Importance of Asking Questions - Building Mathematic Comprehension.

Primary Inspired. [online]. Available at: http://www.primaryinspired.net/2013/07/the-importance-of-
asking-questions.html [Accessed 14 Sep. 2021].