Name Game

NAME GAME
This game is either competitive or cooperative, depending on how the teacher
wants to use it. A game of reasoning, it facilitates understanding for concise,
accurate defining of words, and hence, of problem situations.
Players:
Whole class as two teams (competitive), or individuals or partners (cooperative)
Materials:
• Teacher information on vague-to-specific defining words (see “Possible
Name Game Words and Clues” on page 86)
• A team counting list on overhead or board that allows players to see the accumulating points or the
sheets of paper used by individuals or partners
Rules:
If playing in teams, the team with the highest score wins; if playing as individuals or as partners,
individual scores are kept only as personal challenges.
Game at a Glance:
1. Teams determine which team starts, perhaps by playing Rock, Paper, Scissors or doing a coin flip.
After the first “call,” or guess, teams alternate
2. This game works well at all ages.Younger kids love the acting.Older students can take it a stepfurther
and write the action out in complete, properly sequenced form, taking note of the ambiguous wording
and how it could be misinterpreted. Many kids enjoy coming up with action sequences. Disorder is an
excellent creative thinking, cognitive activity. Beyond using the line master examples, teachers and
students can brainstorm for common nouns that can be described in a variety of ways. For example,
while “modem” is quite specific, “parent” can readily be described in five increasingly specific ways and
would probably work for the game. This trialand-error activity, by itself, can be interesting and
challenging for students. The teacher provides the first “clue,” a vague, abstract, or indistinct descriptor.
See “Possible Name Game Words and Clues.” Chances are players will not be able to guess, or “call,” the
correct name.
3. The teacher provides the next “clue” on the list.
4. Teams alternate “calling” what they think the word is. If a team guesses correctly, that team gets the
number of points listed beside the “clue.” As clues become more specific, and hence, guessing becomes
easier, fewer points are awarded.
Example (based on Team A and Team B)
• Teacher provides the clue word “edible” (worth 5 points).
• Team B has won the coin toss and guesses “pizza” (0 points). (Note: If the
team had guessed the word “pomegranate,” they’d have earned 5 points,
and the teacher would move to the next word.)
• Team A guesses “cake” (0 points).
• Teacher provides the next clue, which is “fruit” (worth 4 points).
• Team B guesses “apple” (0 points).
• Team A guesses “orange” (0 points).
• Teacher provides the next clue, “many edible seeds” (worth 3 points).
• Team B guesses “grapes” (0 points).
• Team A guesses correctly and gets three points.
PRIORITIES
Priorities is a competitive game of problem-solving and of establishing priorities. To some degree, it is

also a game of chance.
Players:
Two people or the whole class divided into two teams
Materials:
• Individual Priorities sheets or single transparency for the overhead (see
graphic below)
• If using overhead, have a washable pen for reuse of transparency.
• Write problems, one per card, to create a reusable Problems Deck. (See
Appendix A, Table of Possible Problems, for ideas.)

Teacher Tip
After playing this game, it is a good idea to discuss how the more succinct, concise, and accurate the
clue words, the easier it is to guess the key word. Draw students’ attention to how this works when
writing or stating a problem to be solved. Shape of the figure is flexible, but the snake shape seems to
appeal to kids. I recommend having at least 10 steps.
Rules:
First person (or team) to reach the Top Priority wins.
Game at a Glance:
1. All cards are shuffled and spread face down on a table or desk.
2. If playing in partners, each takes one card; if whole class is playing, one
player from each team chooses a card in turn.
3. The two players holding cards must decide which card represents the highest priority. This card
represents a single move ahead on that player’s game sheet. If using an overhead for the whole class,
have a different symbol (e.g.,^ or *) for each team, and mark the team’s progress with their symbol.
4. If the players cannot agree on which card represents the priority, they present their cases to the
teacher (or to a predetermined “judge”) who must decide who has the best case and thus will move
ahead. If a decision still can’t be reached, either no one moves or everyone does.
5. If the players make an obvious error in judgment and choose the wrong card as the priority, the
teacher or judge can intervene and have them all move backwards one step.
Example:
• First cards exposed: Team A — late for curfew; Team B — have to phone
friend
Late for curfew takes priority so Team A moves ahead one space.
• Next two cards: Team A — broke my bike; Team B — forgot my homework
(Obviously, kids will have something to say about these two problems. Allow
conversation between team members for up to two minutes; then, ask the players who chose the cards
to explain why their problems should take priority.)

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NAME GAME

This game is either competitive or cooperative, depending on how the teacher

wants to use it. A game of reasoning, it facilitates understanding for concise,

accurate defining of words, and hence, of problem situations.

Whole class as two teams (competitive), or individuals or partners (cooperative)

• Teacher information on vague-to-specific defining words (see “Possible

Name Game Words and Clues” on page 86)

3. The teacher provides the next “clue” on the list.

Example (based on Team A and Team B)

• Teacher provides the clue word “edible” (worth 5 points).

and the teacher would move to the next word.)

• Team A guesses “cake” (0 points).

• Teacher provides the next clue, which is “fruit” (worth 4 points).

• Team B guesses “apple” (0 points).

• Team A guesses “orange” (0 points).

• Team B guesses “grapes” (0 points).

• Team A guesses correctly and gets three points.

Priorities is a competitive game of problem-solving and of establishing priorities. To some degree, it is

Two people or the whole class divided into two teams

• Individual Priorities sheets or single transparency for the overhead (see

• If using overhead, have a washable pen for reuse of transparency.

Appendix A, Table of Possible Problems, for ideas.)

First person (or team) to reach the Top Priority wins.

player from each team chooses a card in turn.

• Next two cards: Team A — broke my bike; Team B — forgot my homework

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