Elementary Mind Games

2012

Coaches Guide

Wednesday, April 4, 2012 Grades 2 & 3 Thursday, April 19, 2012 Grades 4 & 5

Richmond City Public Schools

Sponsored by: Programs for Gifted Special Program for Academic and Creative Excellence

Celebrating 31 Years of Mind Games (1981-2012)

Elementary

2012 Mind Games Grades 2 & 3: Wednesday, April 4, 2012 Grades 4 & 5: Thursday, April 19, 2012

9:30 a.m. to 1:00 p.m.

Lucille Brown Middle School

Each school will need to provide their own transportation for both teams.

Elementary schools should make provisions to provide a lunch for all team members.

Elementary School Mind Games

Team Registration Sheet

Wednesday, April 4, 2012, Grades 2-3 Place: Lucille Brown Middle School Thursday, April 19, 2012, Grades 4-5 Time: 9:30 AM – 1:00 PM

Register your team members on this form to receive participation certificates. I will return the proper certificates a.s.a.p. Return this form to me by February 15, 2012.

Programs for Gifted will NOT provide transportation. Each school will need to provide transportation for both teams.

Please type clearly. School: # of team member certificates needed

Team members are: Second and Third Grade Team Members:

Coaches:

Fourth and Fifth Grade Team Members:

Coaches:

Thank you. Please FAX this registration form to Ella Motley at 780-7804.

Elementary Mind Games

Coaches Guide Purpose: Mind Games has two goals: to promote intellectual skills through friendly competition and to build the self-confidence of the contestants. There are no losers in Mind Games! Everyone selected to participate is a winner. Some students get very tense during the competition. The real object of the games is for the students to compete skillfully and cooperate as a team to do their best. Contents of Guide: Mind Games is divided into four separate competitions. This guide is divided into four parts, giving pertinent instructions and sample problems for each. Although time constraints may require the competitions to be conducted in a different order, they are as follows: I. General Knowledge II. Productive Thinking III. Logic IV. Construction Suggestions: Here are some general suggestions, which we hope will prove helpful to coaches. Please feel free to modify these ideas to your own style and the needs of your team.

1. Make your team familiar with all four competitions. 2. Help your team to work effectively and cooperatively under time limits. Many

excellent thinkers lose out during the excitement of competition because they fail to work together as a team.

3. Practice each competition several times. 4. Assist your team members in evaluating their performance. Teach them to

analyze problems in team skills and help them find ways to improve their performance. Discourage blaming.

5. Teams of five participate in each part of the competition. You may have only

seven members on your team. Do not bring any additional students to the competition.

Mind Games: General Rules for Elementary 1. Mind Games is a competition designed to encourage creative thinking, problem

solving, and cooperative effort among our elementary students. The competition is open to all students, grades 2-5, in each elementary school. Separate competitions will be held for grades 2-3 and grades 4-5.

2. Each elementary school is entitled to enter one team in 2-3 Mind Games and one in

4-5 Mind Games. The school teams should consist of no more than seven members. For each event (General Information, Productive Thinking, etc.) five students take part. This allows the team to take advantage of the different strengths of its students.

3. Each school should select a coach for each Mind Games team. The coach may be

a parent, teacher, teacher specialist, other staff member, or community volunteer. SPACE teachers may not serve as coaches as they plan and run the competition.

4. Schools may select their team members by whatever process they deem

appropriate. Criteria for selection may include classroom performance, problem solving skills, wide general knowledge, and test performance. It is suggested that teams be made up of students from both grades to develop experienced team members for the coming year.

5. Mind Games will consist of four different competitions described in the Coaches

Guide. 6. Community members and school personnel will judge the competitions. All scoring

will be based on objective criteria. Decisions of the judges will be final. 7. Schools are encouraged to promote school spirit through the competition. Students

may wish to wear school T-Shirts, hats, buttons, or other "uniforms" to promote school identification. Schools may make and bring a school banner.

8. Each team member and alternate will receive certificates of recognition. Ribbons

and certificates are given for first through fifth place in each of the four competitions. In the overall meet, ribbons, certificates, and plaques are given.

Some Reminders for the Day of Competition

Transportation Bus transportation will NOT be provided for your team. Each school will be responsible for providing transportation for both 2/3 and 4/5 Mind Games teams. ****A responsible adult from your school must accompany students being transported. Lunch Student team members need to have a lunch and drink. Students eat lunch after the competitions are over while the judges are finishing their work. Each team is responsible for clean up of their lunch and other trash afterwards. Pencils, Paper and Tissues Every team member should have a #2 pencil. Coaches should bring extras, just in case. Please provide 10 sheets of plain white paper and one highlighter for the students to use. If you can bring a box of tissues for your group this would be helpful. Registration Upon arrival, the coach and team members should go immediately to the registration desk to check in. The names of the team members and coaches will be verified for spelling and last minute additions and deletions. A team adult, who will serve as a table monitor, will be assigned to another team at this time. Only the seven-team members from your school will be admitted. Do not bring alternates or other students to support their team. Team Spirit Schools are encouraged to promote school spirit through the competition. Students may wish to wear school T-Shirts or other - "uniforms" to identify their school. A banner to cheer your team on may be taped to the wall if you desire. Parents and school staff are welcomed observers. They may sit in the bleachers. Table Monitors Please designate an adult table monitor from your school. This person may be the coach but does not have to be. Your designee will stand by the table of another school’s team and give impartial assistance with time keeping and scoring throughout the competition. More specific directions will be given on Mind Games day. After the Games Before you leave, see that all trash is properly disposed of and that all personal belongings leave with the owner. If you brought a banner, remove it and take it with you. However, please return the laminated card with your school name to the registration desk. These are not souvenirs. Thanks! As you leave, please take with you our heartfelt thanks and congratulations for all your time and effort that assure Mind Games continuing success. You are all winners to us.

Competition I: General Knowledge Competition I will be made up of 50 multiple-choice items. Each item will have 4 possible answers. Questions will be based on knowledge of the SOLs and their applications for the appropriate grade levels. The General Information Competition will be done as a paper and pencil test. The pattern of the questions will be in this format: Richmond, Virginia; Boston, Massachusetts; Miami,

A. Los Angeles B. Henrico C. Florida D. Moscow

Find General Knowledge Sample Questions at the end of this guide.

Competition II: Productive Thinking In this competition, students will be asked to use their productive thinking skills to think of many, varied, unusual responses to a question. Students will be given a creative, open-ended problem and 15 minutes to respond. The students will be expected to: 1. brainstorm as many responses as possible 2. evaluate their work and select the best 20. Time for steps one and two will be announced. In scoring there will be a strong emphasis on the quality of responses as well as the quantity. Practicing Productive Thinking When students practice productive thinking, coaches should aim for many, varied, unusual responses. Focus on generating as many ideas as possible when you first begin this training. Ask students to suspend judgment for a time, and encourage them to become free in their creativity. Try to get them to think of as many ideas as they can. Help them try to keep thinking, even when they seem to run out of ideas. As training advances, begin asking students to identify which are the more unusual ideas. Have them begin thinking about the quality of the responses they make and which are the most original. Often you will find that the ideas they think of at first are not as unusual as the ones they come up with after they have been trying a while. Often, that is when the best ideas come. Your goal is to encourage students to come up with a lot of highly creative responses to your questions. Practice Productive Thinking Problems Think of many, varied, unusual things that (use any of these): a. are cold b. smell good c. are square d. are clear e. float f. are rare g. have eyes h. are sharp i. are elastic j. are invisible k. come in pairs l. are discoveries

Practice Productive Thinking Problems, Continued Think of many, varied, unusual uses for: a. a key b. a wad of gum c. a cotton ball d. a book e. a ruler f. a pair of scissors g. a light bulb h. an old sneaker i. pencil Think of many, varied unusual things you might find: a. in Red Ridinghood’s basket b. in Columbus’ trunk c. in a hole in a hollow tree d. under a rickety bridge e. at the end of the rainbow f. in a time capsule g. at the bottom of the sea i. in a bird’s nest Transformations Many students are familiar with the idea of transforming an object from one thing into another. With productive thinking, you make transformations by writing or putting an object on paper, making a copy for each child and then asking them to transform it into something completely different. To train students to do transformations, print a letter of the alphabet two or three inches high on a piece of paper. Make a copy for each student. Tell them to think of many, varied, and unusual things the letter might become. Ask them to try to think of something no one else will think of. Then ask the students to draw their best idea on the paper and put a title or description underneath. Share the students’ products and decide which ones are one-of-a-kind ideas. Other things to transform: symbols, numbers or punctuation marks. Objects such as buttons, pompoms, Band-Aids and dots can be pasted on paper for students to transform into many, varied unusual, things. Fictional Conditions Every Sunday Jason and his family would go to Byrd Park. They would enjoy the paddleboats, feeding the ducks, and playing in the grass. Although they felt bad about the litter, they still had a good time. Now Jason and his family don’t go to the park anymore because Jason and his father were playing a game of chase when Jason fell onto some broken glass. Problems: Think of many, varied, unusual ways you could convince park users to keep the park clean. New Uses for Everyday Objects Bring an everyday object such as a simple household item, unusual kitchen tool or interesting piece of junk to students. It can be something they may or may not recognize or know how to use. Ask them to think of many, varied, unusual uses for it. You can begin with simple items such as tongue depressors and toothpicks. One Mind Games presented 2nd & 3rd grade students with a piece of clothes dryer hose while 4th and 5th graders generated new functions for a jar holder used in canning.

Mind Games 2-3 Productive Thinking Problem Review

Each day you use a bar of soap when you wash your hands or take a bath. Think about this bar of soap. What is its shape and color? How does it feel? What do you do with it? Now think of many, varied, unusual uses for a bar of soap. List as many ideas as you can on the front and back of this page. Try to think of things no one else will think of. After 10 minutes, we will stop you and ask you to pick the best 20 ideas from your list. One Point Answers: were among several teams’ responses brush your teeth wash your hair make roller-skates write with hockey puck white crayon bug house tooth paste cup holder fingernail polish umbrella for a mouse soap creatures makeup make a statue air freshener sled a shape carve with it belt buckle bench for an ant pencil holder eraser ski shoes a skating rink for an insect play soccer with it raft for beetle carve into a dog

wax a car crayon Candleholder carve a tidal wave fake eyeball surfboard for a hamster weight for a mouse cheese a couch with no back play dough a square Frisbee weapon license plate Nametag Dishwasher chalk pillow to shave karate board mini statue brick to break a window paint potpourri star cutout rectangle snow

Two Point Answers: original, thought of by only one team bowl with it slice in half and make a fake tooth cut out middle and make bracelet confetti wall for a maze make a graveyard make a box make letters fake vanilla ice cream

4-5 Productive Thinking Problem Review

Your teacher probably assigns homework to your class several nights each week. Some people don't do it. Instead they try to think of a good excuse that will convince the teacher that they couldn't do their homework or that something happened to it. Try to think of many, varied, unusual reasons that you don't have your homework. List as many ideas as you can on the front and back of this page. Try to think of things no one else will think of. After 10 minutes, we will stop you and ask you to pick the best 20 ideas from your list. One Point Answers: responses from two or more teams an alien came and got it it fell into the trash compactor (garbage) it fell into the sewer, pond or ocean my brother made it into a paper airplane my sister threw it away my pesky sister ate it I erased it to shreds my cousin put bubble gum on it a bird used it for a nest my mom used it to wrap a package my dad used it to light a fire my hamster ate it a bully took it away from me I used it as a tablemat got rid of it thinking it was a bill vacuumed it up my house burned down

my mom used it as a paper napkin feel out the window and the car rolled over it there was a spill and I needed it to wipe it up lost my glasses went to the hospital went to a funeral went to a family reunion earthquake hit my brother thought it was a kite my neighbor used it as a washcloth I used it as a tissue My sister got mad and ripped it up It got cooked in the meatloaf My mother made me watch educational TV someone stole my book bag

Two Point Answers: unusual responses only given by one team it flew out the window and an eagle got it and took it to Egypt I got hit by a bus, but I'm OK I used it for a sole in my shoe my uncle used it for a toupee Bill Clinton asked for something to clean his sax with my dog spoke so I used it as a treat I was imitating my dog and ate my homework the dog bit my writing hand it was on the floor, and we had a flood I'm allergic to graphite and ink my brain stopped working the principal wanted it so I gave it to her gravity failed and my homework floated away the paper told me that if I didn't write on it that it would grant any wish my rabbit ate my pencil I had 12-hour amnesia I had it on the computer and the computer had a virus I wrote on the back of my dad's business papers and he has them at work I used it to strangle my sister I made it into an origami a leprechaun turned it into gold I was doing it by the pond and one of the ducks snatched it someone hypnotized me Elvis took it

Mind Games 4-5 Productive Thinking Problem

Think of many, varied, unusual ways to improve your family’s refrigerator.

One Point Answers let you know when food is spoiled computerize it Self-cleaning drink or juice blender mini soda machine mold detector chair remote control to open and shut ice cream maker put an alarm on it connect microwave to make cooking faster add trash disposal Two Point Answers hook up to grocery store fast food hand-through lemon squeezer back-up generator small baby handle built in can opener sundae maker voice activated eye check to get in press a specific button to get a certain kind of food add wheels so it can go with you anywhere make it a walk-in so you can have more room arms for handicapped people add a radio so you can dance while you go in the refrigerator have it tell what foods are healthy have it drain the fat out of your food makes grocery list make solar powered automatic food packager

Mind Games 2-3 Productive Thinking Problem Question: Think of many, varied unusual uses for fruit loops.

One Point Answers wheels rings eyes glasses toy snake toy binoculars fake balloons nose ring pencil grip tower car wheels rat watch picture frame beads Frisbee button Earplugs air freshener ant hula-hoop worm food tiny hat tooth pick holder confetti bolts and washers edible jewelry letter O hat for a bug inner tube for an ant

Two Point Answers

toy neck braces put in ice cream ginger bread boy buttons pencil top a giant decimal point a giant’s Tylenol mash for perfume Christmas wreath ant tire swing shoe spike bubble blower cookie cutter powder for dye halo rings on a small Saturn a little huggie for a coke a pinkie ring

Richmond Public Schools Mind Games

Productive Thinking Problem 4/5

Think of many, varied, and unusual uses for a pasta server. One point answers: Back scratcher Sling shot Muzzle Key Ring False teeth Holder Worm catcher Light bulb holder Comb for a dog Digging fork Ear protector Holder for an egg game Ice cream scoop Catapult Ash tray Potato masher Juicier Eye patch Rake Two Point responses Weed Puller Mallot A bridge for Hot Wheels cars Egg holder for dyeing eggs Peep hole for a secret clubhouse Fish Gutter Helmet for a turtle Cheese grater Put many together to make wind chimes A bra for breast feeding Meat Tenderizer Tool to scrape dead skin off your toes Mini loom

Competition III: Logic

This contest calls upon the students' skill in completing analogies and sequences and in solving deductive reasoning problems. There will be four different problems to solve. Each will be timed. Logic problem 1 will consist of 10 sequences; logic problem 2 will consist of 10 analogies; logic problems 3 and 4 will consist of matrix or other types of logic problems. Sample problems are listed below.

1. Analogies Look carefully at the relationship between the first two words. Find the word that is related to the third word in the same way the first two words are related. Write that word on the line.

a. big is to little as last is to b. first is to second as third is to c. Lisa is to girl as maple is to d. finger is to hand as wheel is to e. white is to milk as red is to f. add is to subtract as up is to g. ring is to finger as hat is to h. child is to children as school is to i. sweet is to sour as crooked is to j. tennis is to game as lark is to

2. Sequences

a. 3, 7, 11, 15, b. 4, 10, 16, 22, c. 1/4, 1/6, 1/8, 1/10, d. 2, 3, 5, 6, 8, e. 2, 5, 4, 7, 6, f. 2, 4, 8, 16, , g. 5, 10, 20, 30, 40, , , h. 35z, 32x, 29v, 26t, , ,

Matrix Logic Matrix logic requires the use of a grid. Students will be provided a grid at Mind Games, however, answers must be written in the blanks provided below. The solutions are not considered complete until the answer blanks are filled. The first team to complete the problem correctly earns the most points. Matrix Logic Explanation Matrix logic problems give you two or more lists of things and ask you to match each item in one list with an item in the other list. Finding the answers through the process of elimination is much easier if you make a grid showing one list in rows down the side and the other in columns across the top as shown on the right side of the page. Then fill in the squares are you read the clues. Example 1 David and Jane are an astronaut and a skin diver. David is not the skin diver. What does each person do? Solution 1. David and Jane are an astronaut and a skin diver. Make the grid showing this information. 2. David is not the astronaut. Mark an X in the D row in column A. 3. Now there is only one black square left in the A column and there is only one black space left in the D row. Now we can put checks in the remaining spaces in the D row and the A column to indicate that Jane is the Astronaut and David is the skin diver. X the remaining blank space. Example 2 Debra , Edward, Felecia and James are an astronaut, a bookbinder, a computer programmer, and a skin diver. Find each person’s job. 1. Neither Edward nor James knows anything about computers. 2. Neither Debra nor Edward can swim. Solution 1. Make a grid and use clue 1. Astronauts and computer programmers have to know something about computers. So Edward is not the astronaut or the computer programmer, and neither is James. 2. There is more than one blank space in each column and row, so we use clue 2. Astronauts and skin divers have to know how to swim, so Debra is not the astronaut or the skin diver, and neither is Edward. So we put X’s in the D and E rows and in the SD and A columns. This leaves only one

black space in the E row, so we check that space indicating that Edward is the bookbinder. 3. The B column is matched up now so we can X in the rest of the blank spaces in B column. This leaves only a blank space in D row to check indicating that Debra is the computer programmer. 4. The CP column is matched now, so X in the remaining blanks there. This leaves only one blank space left in the J row so we can check that space indicating that James is the skin diver. 5. Now the SD column is matched, so we can X in the remaining blank in that column. 6. The only remaining blank space left is in the F row, A column. This space can be checked indicating that Felicia is the astronaut. The solution: Debra is the computer programmer; Edward is the bookbinder; Felicia is the astronaut; and James is the skin diver.

Practice Matrix Problems

A. Kevin, David, Julie and Tom contributed a praying mantis, a katydid, a ladybug and

a wasp to their class insect collection. Don‘t let the clues BUG you as you sort through the puzzle.

1. Kevin, David, and the boy with the wasp

brought their specimens to school in jars with holes poked in the lids.

2. Julie lives next door to the boy who

brought the katydid and down the street from Kevin.

3. The boy bringing the ladybug to school

carried it in a baby food jar lined with grass.

Kevin David Julie Tom

B. Miss Hayes received a note from the school nurse giving special information about four of her students - Janet, Larry, Scott and Glen. The special health information about the students included bronchial asthma , an allergy to penicillin, an allergy to bee stings, and glasses. See if you can match up everything. 1. The two boys with allergies are on the

track team. 2. Glen’s glasses were broken. He must

sit in the front of the room until they are repaired.

3. Janet, Larry and the boy who is allergic

to stings all sit in row three.

Janet Glen Larry Scott

C. Connie, Don, Freddy, Sherry and Al all enjoy ice cream. Each SPACE student has a different favorite flavor. Match the SPACE student with his or her favorite flavor. 1. Connie’s favorite flavor is not toffee. 2. Don hates toffee and raspberry. 3. Freddy likes almond fudge. 4. Someone really likes peach. 5. Sherry is allergic to strawberries. 6. Al likes the flavor to which Sherry is allergic.

Connie Don Freddy Sherry Al

D. Kelly, Lara, Marla, and Neil are students in Miss Hanson’s 5th grade class. They are putting together a leaf collection as part of their science unit. Each student has a new leaf - oak, sycamore, catalpa, and dogwood - to add to the collection. Rake through the clues to determine who brought what.

1. Kelly is taller than the person with the sycamore leaf and the person with the catalpa leaf.

2. The girl with the oak leaf is seated behind Kelly. 3. Lara and the person with the oak leaf always eat lunch together. 4. The person with the sycamore leaf lives next door to Neil.

Let students make matrix and add answer lines underneath. E. George Washington Carver, Alexander Graham Bell, Henry Ford, and Charles Goodyear were all great inventors. George Washington Carver invented peanut butter and developed plastic. Alexander Graham Bell invented the telephone. Henry Ford developed the automobile and produced the first car that the average man could afford to buy. Charles Goodyear developed the rubber tire. The men were born in the following places: New Haven, Connecticut; rural Missouri; Edinburgh, Scotland; and Greenfield, Michigan. Using the clues below, match each inventor with his birthplace:

1. While Carver was not born in Greenfield, Michigan, he was born in the United States.

2. Charles Goodyear was not born in rural Missouri, nor in Greenfield, Michigan. 3. Bell was not born in the United States. 4. Henry Ford was not born in New Haven, Connecticut.

George W. Carver Alexander G. Bell Henry Ford Charles Goodyear

F. Four friends - Niki, Maxine, Shelley, and Roberta - are bringing to class items for a display-representing fall. The items they are bringing are goldenrod, a woolly worm, colored leaves, and acorns. Don’t fall behind in discovering the solution.

1. Niki and the girl with the goldenrod brought their contributions to school in a vase of water.

2. Roberta, Maxine, and the girl bringing acorns helped the teacher clear off a table to arrange the display.

3. Shelley and Roberta are allergic to goldenrod.

4. The acorns were brought in a paper sack.

G. Mrs. Bailey tells each of her five children that they must clean one room each week. The rooms that need to be cleaned are the living room, den, kitchen, bathroom and one bedroom. Which room does each child clean?

1. Darla really dislikes cleaning sinks. 2. Connie hates making beds. 3. Jay and Troy always turn the cushions on the couches when they clean. 4. The den is right next to the kitchen; Troy and Phil enjoy talking to each other

as they work. 5. There are no couches in the kitchen, bathroom, or bedroom.

Darla Connie Jay Troy Phil H. Four students in Mr. Holland’s class were out sick last week. They were Greg,

Rachel, Kisha, and Darrell, One of these students had the flu, one had measles, one had whooping cough, and one had a sprained ankle. Use the clues below to figure out which students had which malady.

1. Greg, the girl who had measles, and Kisha all sit in the first row. 2. Darrell and the boy who had whooping cough are best friends. 3. Darrell’s doctor did not diagnose him as having the flu.

I. Allman, Barber, and Casper are the names of three people. Two are men and the other is a woman. Casper likes his job. Barber is the godfather of Casper’s daughter. Which person is the woman? Which ones are the men?

J. Douglas, Irene, and Wesley are pen pals. One lives in Delaware. One lives in Iowa. One lives in Washington. No one lives in a state, which begins with the same letter as his or her name. Irene does not live in Delaware. Where does each person live?

K. Air is made up of the following gases: nitrogen, water vapor, carbon dioxide, and oxygen in varying amounts. From the gas that is present in the greatest amount to that which is present in the least, list the gas.

1. Oxygen is not present in the greatest amount. 2. Nitrogen is not present in the least. 3. There is more oxygen than either carbon dioxide or water vapor. 4. There is more water vapor than carbon dioxide.

L. Three monsters took three different paths to the Troll’s party at the Hill of Meeting. The monsters were Winnie Witch, Vera Vampire and Igor Werewolf. The paths were Dead Man’s Way, Scull Road and Zombie Avenue. Tell which monster took which route.

1. The female monsters did not take Scull Road. 2. The monster that took Zombie Avenue didn’t like witches.

M. Not recommended for 2/3. Like the term –school of fish”, the words –brace”, –pod”, ”know”, –mob”, –charm”, and –exaltation” are collective names for groups of kangaroos, whales, goldfinches, larks, toads, and ducks. By using the clues figure out what each group of animals is called.

1. Brace, charm and exaltation are words, which apply to groups of birds.

2. Mob and pod are words, which apply to groups of mammals.

3. Goldfinches and the animal whose group is called an exaltation are considered songbirds, while the term –brace” refers to a kind of water bird.

4. Whales are not found in mobs.

N. Porky, Donald, Mickey and Bugs live on a farm. One is a pig, one a duck, one a mouse, and one a bunny. From the clues below determine which animal has what name.

1. Porky is older than the duck and larger than the mouse. 2. The pig is the youngest but is larger than Bugs. 3. Donald had the duck and the pig over for a card game.

O. The last names of Ruth, Scott, Talisa, and Walter are Ithling, Jacobs, King and Latimer. From the clues below, match up the first and last names of each person.

1. King, who is Latimer’s grandfather, is not related to Ruth. 2. Scott is 5 years old. 3. Scott is not related to Walter or Jacobs.

Check out the new logic section on Perplexors

We will have them in the competition for Logic in

2012

MIND GAMES

Perplexors Tutorial Logic is a way of thinking about things that you do not have to be taught because you already use this kind of thinking every day. When you are faced with a number of choices for anything, you use logic to make your choice Look at the simple chart below to see an example of the kinds of choices you might use logic for to make a decision. In the chart below we are looking for our friend Joe. Joe is at one of three possible places. He is either at the playground, the swimming pool, or on the bicycle trail. To show this clearly we are going to make a chart with Joe’s name at the top, with the three possible places listed under his name. We are going to give you two clues to help you use your logic to figure out where Joe is today so you can play with him. On the chart, cross out the places that Joe would not be, based on the clues. Circle the place where your logic tells you Joe can be found. _________________________

Joe _________________________

playground swimming pool

bicycle trail THE CLUES 1. It is a very cool day and Joe does not like to swim when it is cold. 2. Joe’s bicycle was stolen last week. Did you figure out the most logical place to look for Joe? Your completed chart should look like the chart below. Your logic told you to cross out swimming pool because of the cool temperatures. Your logic told you to cross out bicycle trail because Joe did not have a bicycle. Based on the information, playground should be circled because it is the logical choice.

_________________________ Joe

_________________________ playground

swimming pool

bicycle trail

MIND GAMES PERPLEXORS TUTORIAL

When you use logic you are being a detective. You use clues to help yo to make logical decisions. You will cross out choices when the clues tell you that the choice does not match with the person’s name. You will draw a circle around the answer choice that the clues tell you is the only possible answer. It is very important for you to cross out and circle based on all of the information given by the clues.

WHERE IS EVERYONE? THE STORY Each of the three children is playing at a different place. See is you can figure out where everyone is. THE CLUES 1. Bob and Carol were not at the playground. 2. Carol did not know how to ride a bicycle!

Bob Ted Carol playground playground playground

swimming pool swimming pool swimming pool

bicycle trail bicycle trail bicycle trail

The first clue tells you to cross out playground under both Bob and Carol. The only choice left for Ted was the playground. When you circled playground under Ted, did you remember to cross out swimming pool and bicycle trail? The second clue told you to cross out bicycle trail under Carol. This meant she had to be at the swimming pool. It also meant that Bob had to be on the bicycle. There should have been only one answer left under Bob. If you crossed out and circled correctly, your puzzle should look like the one below.

Bob Ted Carol playground playground playground

swimming pool swimming pool swimming pool

bicycle trail bicycle trail bicycle trail

Lotsa Lattes for Lovely Lionesses - ANSWERS -

The Story: Four lovely lionesses named Linda, Laverne, Lucy and Lala liked to dress up in fancy faux (i.e., fake) furs and go out dancing. They wore leopard, fox, mink, and chinchilla. Their favorite dances were the Salsa, Tango, Cha Cha Slide and Boot Scoot Boogie. After dancing, they were always thirsty, so they would go to the local coffee shop for lattes. Their favorite beverages were vanilla latte, mocha latte, nonfat latte, and iced latte. Based on the clues, match each lioness with her favorite faux fur, her favorite dance, and her favorite latte. The Clues:

1. Linda and Lala liked either iced lattes or nonfat lattes, but the lioness who wore the mink jacket, and whose favorite dance was the Cha Cha Slide, preferred mocha lattes.

2. The lioness who liked to dance the Boot Scoot Boogie while wearing her faux fox fur did not like iced lattes.

3. Laverne could not master either the Cha Cha Slide or the Boot Scoot Boogie and Lala did not wear a faux fox fur or dance the Tango.

4. The Vanilla latte loving lioness would never wear a Chinchilla coat.

Linda Laverne Lucy Lala xLeopard *LEOPARD xLeopard xLeopard *FOX xFox xFox xFox xMink xMink *MINK xMink

xChinchilla xChinchilla xChinchilla *CHINCHILLA

xSalsa xSalsa xSalsa *SALSA xTango *TANGO xTango xTango

xCha Cha Slide xCha Cha Slide *CHA CHA SLIDE xCha Cha Slide *BOOTSCOOTBOOGIE xBoot Scoot Boogie xBoot Scoot Boogie xBoot Scoot Boogie

xVanilla latte *VANILLA LATTE xVanilla latte xVanilla latte xMocha latte xMocha latte *MOCHA LATTE xMocha latte

*NONFAT LATTE xNonfat latte xNonfat latte xNonfat latte Iced latte xIced latte xIced latte *ICED LATTE

Lotsa Lattes for Lovely Lionesses

The Story: Four lovely lionesses named Linda, Laverne, Lucy and Lala liked to dress up in fancy faux (i.e., fake) furs and go out dancing. They wore leopard, fox, mink, and chinchilla. Their favorite dances were the Salsa, Tango, Cha Cha Slide and Boot Scoot Boogie. After dancing, they were always thirsty, so they would go to the local coffee shop for lattes. Their favorite beverages were vanilla latte, mocha latte, nonfat latte, and iced latte. Based on the clues, match each lioness with her favorite faux fur, her favorite dance, and her favorite latte. The Clues:

1. Linda and Lala liked either iced lattes or nonfat lattes, but the lioness who wore the mink jacket, and whose favorite dance was the Cha Cha Slide, preferred mocha lattes.

2. The lioness who liked to dance the Boot Scoot Boogie while wearing her faux fox fur did not like iced lattes.

3. Laverne could not master either the Cha Cha Slide or the Boot Scoot Boogie and Lala did not wear a faux fox fur or dance the Tango.

4. The Vanilla latte loving lioness would never wear a Chinchilla coat. On the chart below, cross out the choices that are not logical, based on the clues. Circle the choices that tell which furs, dances, and lattes the lovely lionesses do prefer.

Linda Laverne Lucy Lala Leopard Leopard Leopard Leopard

Fox Fox Fox Fox Mink Mink Mink Mink

Chinchilla Chinchilla Chinchilla Chinchilla

Salsa Salsa Salsa Salsa Tango Tango Tango Tango

Cha Cha Slide Cha Cha Slide Cha Cha Slide Cha Cha Slide Boot Scoot Boogie Boot Scoot Boogie Boot Scoot Boogie Boot Scoot Boogie

Vanilla latte Vanilla latte Vanilla latte Vanilla latte Mocha latte Mocha latte Mocha latte Mocha latte Nonfat latte Nonfat latte Nonfat latte Nonfat latte

Iced latte Iced latte Iced latte Iced latte

No Excuses Allowed

- ANSWERS- The Story: Five friends, the Franklin twins Ben and North, and the Marley triplets, Bob, Rita, and Ziggy, all came to school after a long weekend without their Social Studies homework. Their teachers were Mr. Brown, Mr. White, Ms. Pink, Ms. Blue, and Ms. Spelling. Each student had prepared what they thought was an excellent excuse for their missing homework. The excuses were, “My dog ate it,” “I lost my zip drive,” “The computer crashed,” “I left it at my grandmother’s house in Florida,” and “Billy threw my backpack out the school bus window.” Based on the clues below, match each student with his or her teacher and excuse.

The Clues: 1. Ben, whose Grandma lives with his family in Virginia, did not have Ms. Farrow for a

teacher, and it was Ms. Farrow’s student who blamed the missing homework on a dog. 2. Rita, whose Grandparents all live in Arizona, did not have either Mr. Brown or Mr.

White for a teacher, and she did not own a zip drive. 3. Ziggy, who had never met either of his grandmothers, had either Mr. Brown or Mr.

White for a teacher, and did not have access to either a computer or a zip drive. 4. Bob had not been to visit his grandparents in over a year, and also did not have access

to either a zip drive or a computer. 5. Ms. Blue’s student blamed his missing homework on the lost zip drive and North’s

teacher was not Mr. White.

Ben North Bob Rita Ziggy Mr. Brown MR. BROWN Mr. Brown Mr. Brown Mr. Brown Mr. White Mr. White Mr. White Mr. White MR. WHITE Ms. Pink Ms. Pink Ms. Pink MS. PINK Ms. Pink

MS. BLUE Ms. Blue Ms. Blue Ms. Blue Ms. Blue Ms. Farrow Ms. Farrow MS. FAROW Ms. Farrow Ms. Farrow

The ever classic: My dog ate it.

The ever classic: My dog ate it.

THE EVER CLASSIC: MY DOG ATE IT.

The ever classic: My dog ate it.

The ever classic: My dog ate it.

I LOST MY ZIP DRIVE.

I lost my zip drive. I lost my zip drive. I lost my zip drive. I lost my zip drive.

My computer crashed.

My computer crashed.

My computer crashed.

MY COMPUTER CRASHED.

My computer crashed.

Left it at Grand- ma’s in Florida.

LEFT IT AT GRANDMA’S IN

FLORIDA

Left it at Grand- ma’s in Florida.

Left it at Grand- ma’s in Florida.

Left it at Grand- ma’s in Florida.

Threw backpack out bus window.

Threw backpack out bus window.

Threw backpack out bus window.

Threw backpack out bus window.

THREW BACKPACK OUT BUS

WINDOW.

No Excuses Allowed The Story: Five friends, the Franklin twins Ben and North, and the Marley triplets, Bob, Rita, and Ziggy, all came to school after a long weekend without their Social Studies homework. Their teachers were Mr. Brown, Mr. White, Ms. Pink, Ms. Blue, and Ms. Spelling. Each student had prepared what they thought was an excellent excuse for their missing homework. The excuses were, “My dog ate it,” “I lost my zip drive,” “The computer crashed,” “I left it at my grandmother’s house in Florida,” and “Billy threw my backpack out the school bus window.” Based on the clues below, match each student with his or her teacher and excuse. The Clues:

1. Ben, whose Grandma lives with his family here in Virginia, did not have Ms. Farrow for a teacher, and it was Ms. Farrow’s student who blamed the missing homework on a dog.

2. Rita, whose Grandparents all live in Arizona, did not have either Mr. Brown or Mr. White for a teacher, and she did not own a zip drive.

3. Ziggy, who had never met either of his grandmothers, had either Mr. Brown or Mr. White for a teacher, and did not have access to either a computer or a zip drive.

4. Bob had not been to visit his grandparents in over a year, and also did not have access to either a zip drive or a computer.

5. Ms. Blue’s student blamed his missing homework on the lost zip drive and North’s teacher was not Mr. White and she did not own a dog.

Ben North Bob Rita Ziggy Mr. Brown Mr. Brown Mr. Brown Mr. Brown Mr. Brown Mr. White Mr. White Mr. White Mr. White Mr. White Ms. Pink Ms. Pink Ms. Pink Ms. Pink Ms. Pink Ms. Blue Ms. Blue Ms. Blue Ms. Blue Ms. Blue

Ms. Farrow Ms. Farrow Ms. Farrow Ms. Farrow Ms. Farrow

The ever classic: My dog ate it.

The ever classic: My dog ate it.

The ever classic: My dog ate it.

The ever classic: My dog ate it.

The ever classic: My dog ate it.

I lost my zip drive.

I lost my zip drive.

I lost my zip drive.

I lost my zip drive.

I lost my zip drive.

My computer crashed.

My computer crashed.

My computer crashed.

My computer crashed.

My computer crashed.

Left it at Grand- ma’s in Florida.

Left it at Grand- ma’s in Florida.

Left it at Grand- ma’s in Florida.

Left it at Grand- ma’s in Florida.

Left it at Grand- ma’s in Florida.

Threw backpack out bus window.

Threw backpack out bus window.

Threw backpack out bus window.

Threw backpack out bus window.

Threw backpack out bus window.

Competition IV: Construction Below are some sample construction problems, which your team can work on. These are similar to the problems, which they will be given during the competition. Make sure that your team knows the four criteria for awarding points in this competition. These are as follows:

1. Completion of construction. 2. Performance - construction does what it is required to do. 3. Durability - construction passes the stress test specified in the problem. 4. Finally, be sure your team practices using a time limit.

Note: There will be a 3-minute planning time before construction begins. Contestants may handle materials but may not connect or alter them until the construction period begins. All parts must be separated - not connected - at the end of the planning period.

Projects 1. Give students a box of drinking straws and a box of straight pins or paper clips.

Instruct them to build a freestanding tower at least four feet tall. This tower should withstand the wind of a fan for 30 seconds.

2. Give students Popsicle sticks, glue, rubber bands, twist ties and other fasteners.

Have them construct a structure at least six inches high, which will support a brick above ground.

3. Give students a handful of pipe cleaners and a paper cup full of water. Have them

construct a device, which will support the cup securely between two straight -backed chairs.

4. Give students an assortment of miscellaneous materials and instruct them to

construct a container which will protect an egg from breaking when it is dropped from at least 8 feet above ground.

School Name: Mind Games

2-3 Productive Thinking Problem Think of many, varied, and unusual uses for a paper clip. Write just one idea on a line.

Page 2 for2/3 Productive Thinking School Name:

School Name: Mind Games

4-5 Productive Thinking Problem Think of many, varied, and unusual uses for used CD.

Write just one idea on a line.

Page 2 for4/5 Productive Thinking School Name:

SLOW FALLER 4-5 Mind Games 2001 In the past you have been asked to build constructions that were tall and strong or moved fast or were sharp and dangerous. Today your task is to construct something that will fall. At the time of judging you will drop your construction from a great height. You will want it to fall as slowly as possible and you will want it to fall straight down. The slower it falls the more points you will get. You may use any or all of the objects in the bag to make your construction. There will be a 3 minute period for you to examine the materials and do some planning. At the end of 3 minutes, at the signal, the construction period will begin. If you finish early bring your construction to the drop area and the trials will begin. Please select, for your dropper, a person in your group who is not afraid of heights. (If you choose, a judge will do the dropping for you.) SCORING: Points will be given for presentation of a completed

construction. Points are given for how long it takes it to reach the ground.

The slowest will receive the highest number of points. Points are given for how close your object lands to the center

of the target. Bonus points are given if .

Cooperate, plan carefully, build well. May your object descend with the truth and grace of angels.

Special Program for Academic and Creative Excellence

RICHMOND PUBLIC SCHOOLS