Teacher 1: All right. We’re going to play, “Say My Name,” and we’re going to take turns being the clue giver and the guesser and then we’ll switch. I’ll have you start with giving the clues. I’ll have you start with guessing. 

Are you ready? Hold that. Close your eyes, Bella. Put it on your head, Bella, you hold it. Go ahead.

Student 1: It’s a number. It has a 4 and a 1.

Teacher 1: Do you know what number comes after it?

Student 2: 15.

Teacher 1: 15 comes after it.

Student 2: 14.

Teacher 1: Good job. It is 14. Excellent.

Trey, you can hold it. All right, give him clues.

Student 2: This is used for figuring problems.

Teacher 1: You use it to figure out problems.

Student 2: And we use it to make parts in whole.

Teacher 1: You use it to make parts in the whole.

Student 1: Number bond.

Teacher 1: It is a number bond. Good job!

Student 1: I knew it was a number bond.

Teacher 1: Bella, those were really good clues. Excellent.

Student 3: It’s a shape, like a 3D shape.

Student 4: Cube.

Teacher 1: It is a cube. Good job. I liked your clues. You said not only shape, but you said 3D shape. What are some other clues you could have said as well to help him before he gets it?

Student 3: It’s made of squares.

Teacher 1: It’s made of squares. That would have been a really good clue too, right?

Teacher 2: Okay guys, so we’re going to do the “Say My Name” activity where you partner up with somebody else. One of you is going to be the clue giver, the other person is going to be the guesser. You’re going to have these index cards with you. Then each of them has either a mathematic word or a mathematic representation graph, shape, equations. Then all you’re doing is the guesser hold it in the forefront. The clue giver is going to do as much as possible using mathematics vocabulary to make your partner guess whatever is on that card. Is that good?

Students: Yes.

Teacher 2: Let’s do it.

Student 4: This is a thing where it has two lines and it’s never negative.

Student 5: Parallel?

Student 4: No, like around the equation. Like, it’ll be numbers and then if there’s two lines it can’t be negative.

Student 5: Absolute value.

Student 4: Yeah.

Student 6: Okay, so imagine a shape with three sides, but–

Student 7: Triangle.

Student 6: You’re on the right track, but only two sides are the same. Two of the sides are the same size and length.

Student 7: Isosceles?

Student 6: Yeah.

Student 7: So imagine an equation but like, there is no solution.

Student 6: Is this an expression?

Student 7: Yes.

Student 8: Okay. No edges, but like

Student 9: Is it a shape?

Student 8: It’s not flat. It’s a shape.

Student 9: No edges?

Student 8: But its not flat.

Student 9: So it’s like circular? It’s like a 2D shape?

Student 8: No. What’s the other one?

Student 9: A 3D shape?

Student 8: Yeah.

Student 9: A sphere?

Student 8: Yeah, a sphere.