In a conventional game of Twenty Questions, one person thinks of something and everyone else tries to guess what it is by taking turns asking one yes-no question at a time. If questions are chosen thoughtfully to eliminate broad categories of information with each response, a correct answer often is attainable within twenty questions.
The challenge and fun of Twenty Questions increases exponentially if you place a mystery math word or expression on the back of each student in your class and let students wander about with the double goal of trying to figure out "What am I?" by asking useful questions that can be answered by yes or no, and providing helpful yes-no responses as their peers tackle their own mysteries.
This word-on-the-back version of Twenty Questions is a great way to review and synthesize new math vocabulary and concepts at the end of a unit.
Write math vocabulary words or expressions connected to the current unit of study on sticky notes or slips of paper. Place easier terms near the top of the stack and more difficult terms near the bottom of the stack so you can give each student an appropriate challenge when play begins.
* numbered record sheets and pencils for recording questions asked and responses * math vocabulary lists with definitions for the terms under study (optional but recommended) * tape for attaching or reattaching papers to students' backs if needed.
* Play one demonstration round as a class to model useful questions that start out broad and gradually narrow the field. Most questions will target math concepts, but a few might address linguistic matters, such as: "Am I just one word?" "Am I a noun?"
* Pass out vocabulary lists and numbered sheets for recording questions and answers.
* Place a mystery word or expression on each student's back, drawing from the top, middle, or bottom of the stack as needed to accommodate different proficiency levels.
* The students circulate, asking questions and recording responses, while also answering questions asked by their classmates.
* As students figure out their mystery words, they may receive a new word or expression from the teacher and begin a new round.
*Students who cannot guess correctly within twenty questions may opt to keep guessing or to "give up" and see their words, then start over with new mystery words or expressions.
Twenty Questions is a great review game; however, you also might find students solidifying or acquiring new knowledge during play, when unexpected questions lead them to consider familiar terms from new angles.
As an example, let's peek in at a game of Twenty Questions featuring geometry vocabulary in a grade 5 class. Students step out of the game briefly to ask the teacher such questions as
But what if...
What if there aren't enough math vocabulary terms in the unit for each student to have a unique term?
There should be no problem in placing duplicate terms on some backs.
What if there are fewer than twenty math vocabulary terms in the unit, so a student simply could ask each word in turn and solve the mystery within twenty questions?
There are several solutions:
What if my stronger students don't need a math vocabulary review?
Strong students can challenge themselves to solve their mystery term in the fewest possible number of questions or they can "debrief" afterward to determine a more efficient path to the solution or to rank-order questions. Some students also might enjoy these extensions of the activity:
What if certain students cannot solve their mystery words on their own?
In a peer support variation, two students could collaborate to solve the same mystery term; they might carry the word in an envelope for their classmates to peek at, instead of wearing it on their backs. You might pair a helpful stronger student with a weaker student for a few rounds to demonstrate and discuss effective questioning and reasoning.
What are the benefits of playing the word-on-your-back version of Twenty Questions in math class? Here are twenty answers to one question!