Using the Game of Bingo As the Basis of a Quiz in Primary Schools

The game, Bingo, can be used in the classroom in a fun way with students in their primary school years. The objectives of the game are: To improve and consolidate number facts. To create mental discipline as well as perseverance and persistence; and To add fun and participation to Mathematics ‘drills’. You need very little […]

Using the Game of Bingo As the Basis of a Quiz in Primary Schools

The game, Bingo, can be used in the classroom in a fun way with students in their primary school years. The objectives of the game are:

  • To improve and consolidate number facts.
  • To create mental discipline as well as perseverance and persistence; and
  • To add fun and participation to Mathematics ‘drills’.

You need very little in the way of equipment. A scientific calculator that generates random numbers can be useful. All you really need is a sheet of paper on which to record your questions and the answers. This sheet of paper should simply have listed the numbers you wish to use in the Bingo game. This will depend on the class you involved in the quiz.

All the students need is a sheet of paper, a pencil, something with which to cover their answers and a list of the numbers to be used to assist them in the game.

Below is the procedure I used for the game.

Step 1: All students list the numbers 1 – 75 down the page divided into 2/3 narrow sections. Reason: our Bingo cards had numbers up to 75.

Step 2: Each student gets a bingo card and draws a diagram of their card on the opposite side of the page to the numbers. All bingo cards are returned to the teacher before you begin.

Step 3: Instructions to students on how the quiz procedes:

(a) Work out every answer (mentally/on paper).

(b) Write the question against the number that is the answer.

(c) Check your ‘card’.

(d) Cross out any number on your ‘card’ equal to an answer.

(e) Raise your hand when you have a full line – vertical, horizontal or diagonal.

Step 4: Teacher obtains a number, creates and asked a question and records the answer for later checking. (You could give the answer to each question as you go and explain/reteach where necessary.) You could also make up and record new questions as you go. I often did this so I obtained, over time, many sets of questions I could use.

Step 5: (a) When a student claims he/she has a line, ask him/her to read out the numbers to check. If he/she is correct, he/she wins Part 1. If he/she is not correct, continue until a student is correct.

  1. The game can end there. You could review all the questions especially any trick questions.

Step 6: If you have the time, you might like to continue the process until someone has a full card and check again.

. Please note

  • Students may need to ‘protect’ their answers to prevent ‘cheating’.
  • But remember each child also has a different card so who ‘wins’ depends on randomness of the selection of the numbers and a student’s skill level.
  • Often you will find you can go through all your questions and no one will get a full card especially if you have some ‘trick’ questions. Try to discover which numbers are still uncrossed.
  • These are either the ‘trick’ questions or a weakness in your class’ number facts. Reteach where necessary

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