A couple of months ago, I wrote about the way my grade one class has been connecting with other classrooms through Mystery Number Skype. These learning opportunities are much like the regular Mystery (Location) Skype that has become popular, but much more appropriate for students who are still struggling to understand that they actually live in a city, a province and a country all at the same time. These calls also give us a chance to practice skills that are an important part of our curriculum.
In a nutshell, this is how it works. Students from two classes pick a number and then answer “yes” or “no” questions from the other class as both try to guess the other class’s number. What I love best about this activity is the direct correlation to so many of my math outcomes.
Since I wrote that post, we’ve done similar Skype calls with a number of classes and I’ve watched as my students’ abilities have grown. I’ve noticed that more of my students are able to ask what we call “fat” or “juicy” questions each time—questions that eliminate more than one number. More students are willing to be the one to ask the questions, demonstrating a growth in their confidence and speaking abilities. All of the students can now independently write the numbers on their own whiteboard. You’ve got to love seeing that progress!
Last month, Carrie Zimmer, who works at a school in Milan, Italy contacted me. She wondered if I would be interested in connecting with a first grade classroom at her school to do something similar. Since the time change between our locations does not allow for synchronous conversation, we decided to play the game on Twitter using the hashtag #guessmynumber.
We warmed up by playing Guess My Number with numbers up to twenty and then we were ready for a game with the really big numbers all the way up to one hundred. Each morning, we would check Twitter to look for two tweets: a tweet that answered our question from yesterday and a tweet that contained Ms. Diaz’s Class’s new question. For this, we didn’t use individual boards as we do when we play Mystery Number Skype. Instead, we used a communal page that already had all the possible numbers and we worked as a class to cross off numbers we had eliminated with our last question. Then, we’d send two tweets: one with our next query and another with our answer to theirs.
Twitter vs. Skype For Number Games
Although both Guess My Number and a Mystery Number Skype have been successful learning opportunities on several levels, the Twitter experience was in some ways more satisfying. The time constraints of a Skype call mean that it is more difficult to have a meaningful discussion with my class about the next question we want to ask. Using Twitter gave us time to consider options and to discuss different ways to solve the problem before we sent our question. It also gave us a problem to solve as part of our daily math activities as well as a quick shared reading experience as we read the tweets aloud together. We even tried the game in our classroom with our classmates!
I think the only real key to making this game work was a commitment to do it every day as part of the math routine in our classrooms. Even on very busy days both classes made an effort to keep the questions and answers flowing back and forth to keep the interest high. When I was at home without a voice for three days, we were still able to play because I emailed screenshots of the tweets to my substitute teacher and she sent the new questions back to me to put on Twitter. A Skype call, on the other hand, would have had to be postponed until I returned.
Another example of connected mathematical literacy. I love having yet one more option for learning from others my classroom. I’m sure there are many other ways to use Twitter for mathematical literacy that I haven’t yet tried. If you’ve got an idea to share, leave me a comment!