Class 6 NCERT bridge course Answers Activity W1.1 Guess the Secret Number!

  Class 6 NCERT bridge course Answers 

Activity W1.1

Week 1 

Solves puzzles and daily-life problems involving one or more operations on whole numbers (including word puzzles and puzzles from ‘recreational’ areas, such as the construction of magic squares) in finding their own, possibly different, solutions.

 Discovers, recognises, describes, and extends patterns in 2D and 3D shapes. 

 Deduces that shapes having equal areas can have different perimeters and shapes having equal perimeters can have different areas

Week 2 

Deduces that shapes having equal areas can have different perimeters and shapes having equal perimeters can have different areas

Week 3 

Describes location and movement using both common language and mathematical v o c a b u l a r y ;

 understands the notion of map Recognises and creates symmetry (reflection, rotation) in familiar 2D and 3D shapes 

 Understands the definition and formula for the area of a square or rectangle as length times breadth.

Week 4 

Understands the definition and formula for the area of a square or rectangle as length times breadth

 Solves puzzles and daily-life problems involving one or more operations on whole numbers (including word puzzles and puzzles from ‘recreational’ areas, such as the construction of magic squares) in finding their own, possibly different solutions. 

 Selects appropriate methods and tools for computing with whole numbers, such as mental computation, estimation, or paper pencil calculation, in accordance with the context.

Activity W1.1Guess the Secret Number!

Objective:

To help students develop reasoning and questioning skills by guessing a number (between 1 and 30) through a series of logical Yes/No questions.

•  Let the teacher start with the following game:
•  Teacher: I have a number in my mind. 
• It lies between 1 and 30 including both. 
• You are expected to identify the number through a series of questions. 
•  For each of the questions I will reply with either ‘YES’ or ‘NO’ only.
•  Ask the question in such a way that, I can give the answer ‘YES’ or ‘NO’ only. 
• If a child can’t hear the questions they may be written or acted out. 

•  Teacher may ask the students to raise their hands for taking initiative in asking questions and then take up questions one by one with the above-mentioned answers.
• Either one student or a group of 3-4 students may plan their questions and then ask them one by one before reaching a conclusion. 
•  They should tell the class the strategy they tried for getting the number in the teacher’s mind. 
•  If this student or the group of students succeed in locating the number, then the teacher may tell another student or group of students to take over the questioning for some other number. 
• If the earlier student or group of students do not succeed in finding the number, then another student or group can take over the questioning and try to find that number. 
•  The students may be encouraged to ask a varied number of questions. 

Modifications in the game: 

•  The game can be modified by changing the final number 30 to 40, 50, 60, etc.
•  After getting enough exposure to the game, the teacher may ask the students to note the total number of questions asked before identifying the secret number. 
• The teacher may then suggest finding the secret number with fewer and fewer questions. 
• This will motivate the students to improve upon their strategies. 
•  To make the game more interesting, engrossing and competitive, two or three groups of students may be asked to participate. 
• The group which finds the secret number in the least number of steps will be the winner.

Example Game Round:

Teacher's Secret Number (in mind): 18
(Not revealed to students until the end!)

Students begin asking:

1. Is the number greater than 15?
   Teacher: YES

2. Is the number greater than 20?
   Teacher: NO

3. Is the number even?
   Teacher: YES

4. Is the number divisible by 3?
   Teacher: YES

5. Is the number 18?
   Teacher: YES 

Strategy Used:

The group used elimination by:

• First cutting the range in half (greater than 15?).

• Narrowing further by checking if it's greater than 20.

• Then asked about even/odd and divisibility, using math properties to pinpoint the exact number.

Answer:

The number is 18

Teaching Notes & Extension Ideas:

• After each round, ask the students:

  “How many questions did it take to find the number?”
  “Could you have found it in fewer questions?”

• Encourage strategies like:

  • Dividing the range in half each time (binary search method)

  • Asking about divisibility, even/odd, or range (e.g., 10–20)

• You can increase difficulty by changing the range to 1–40, 1–50, etc.

• Make it competitive:
   Groups compete to find the number in the fewest steps