Add two number together and always end with 1089.

Here is How:

Pick a three digit number. The three numbers used must be different. i.e. 123  Reverse that number. 123 becomes 321
 
Take the smallest three digit number from the largest.
321 – 123 = 198  Take the answer and reverse that number. 198 becomes 891
 
Add that number to the answer of the subtraction. 891 + 198 = 1089  The answer will be 1089!
A Little Footnote
But I ended with 198 not 1089. This happens if you pick a number like 546. Try to pick consecutive numbers like 123, 345, 765 etc. If it does happen, it is not a problem. Just repeat the stages again starting from 198.

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Pay Grades 2-12

To make classroom a bit more lively,  start a point system for students for various activities they perform. Students enjoy getting points or grades for their work.

For this you will have to teach each of the areas for which you will be issuing points.  For eg.
Behavior — 5 points per day
Morning Exercises — 5 points per day
Classwork — 5 points per assignment on time that is quality
Homework — 5 points per assignment on time that is quality work

Bonus can be given by teacher for whatever seen fit.  Announce weekly or monthly gifts for students scoring maximum points.

Via

“Word Game” for Students

“Select a word. Ask for words that can be made from the selected word, using the letters only as often as they are in the word, no capital letters, and at least three letters to the word. The spelling and meaning of each word shown should also be a requirement. Example: sacrifices—rice-a food, face-front of head, ice-frozen water, etc.”

by Linda Herrmann, Recreation Worker

CD play in class

You can have a CD player in class, and play music during class time once in a while (usually during free time.)  as special activity. Your students will get too excited about the music, and they can get a little out of hand.

Two Truths and a Lie

Purpose: To make students learn the lesson thoroughly.

Game: You choose a topic (California, Abraham Lincoln, etc.) that the students may be studying that week. Have each student write two truths and a lie about that topic. One at a time the students come up to the front, tell their truths/lies and the other students or teams get three tries to figure out which comments were true and which were not.

Twenty One

Purpose: Practice numbers in English.

Game: There are two players and they agree that the one who says a number-21, for example- wins. They take turns saying one or two numbers. They can’t say more then two numbers, which be in sequence. EXAMPLE: Player 1: 1 2 Player 2: 3  1: 4   2: 5 6   1:7  2:8  1: 9   2: 10 11   1: 12 2:13 14   1: 15 16   2: 17 18   1: 19 20   2: 21. Player 2 wins.

Anagram Puzzles

Anagrams are a terrific tool for stimulating students to think critically. Write the four phrases below on a board or chart. The letters in each phrase can be rearranged to spell a word. The words all have something in common. Challenge students to figure out the four words and what the words have in common.
Adapt the activity for younger students:
To make the activity easier, tell students what the words have in common or arrange students in pairs to solve the anagram puzzles.
CHEATER
EARN
TIP
CAN
ACT
UNTO
IRAN
CANT
EVER
Answers: teacher, painter, accountant, and veterinarian are all jobs

Buzz

Purpose: To practice numbers in English

Game: In this game the class counts aloud, each player saying one number in turn but every time students come to a seven, they must say “buzz” instead of the number. THey say it for all numbers containing a seven-7, 17, 2,7, 71, 72, etc. The counting goes: 1, 2, 3, 4, 5, 6, buzz, 8, 9, 10, 11, 12, 13, buzz, 15, 16, buzz, 18, 19, 20, buzz. Anyone who makes a mistake is out.

Activity: Plants and Animals

Have the discussion to figure out how plants and animals are different.
Help them come to some understandings such as that plants can make their own food; animals cannot. Animals can move around from place to place; plants cannot.

Today, we are going on a walk to be scientists and investigators. We are going to look for examples of plants and animals. There are lots and lots of them around us every day, but most of the time we don’t look for them!

Pass out drawing paper. Have them fold the paper in half and then unfold paper. Draw a line down the middle of the paper.

On the right hand side, write the word “animals” at the top.

On the left hand side, write the word “plants” at the top.

Explain that they are to identify the plants and animals they find on our walk. They may use words, pictures, or both.

Go on walk and let children observe, identify, classify and record information. Remind them that these skills are what scientists use every day.

Preschool Activities

1. Availability of toys that encourage play reenactment of children’s experiences and observations during the disaster can help children integrate these experiences. These might include fire trucks, dump trucks, rescue trucks, ambulances, building blocks or playing with puppets or dolls as ways for the child to ventilate and act out his or her own feelings about what has occurred.

2. Children need close physical contact during times of stress to help them reestablish ego boundaries and a sense of security. Games that involve physical touching among children within a structure are helpful in this regard. Some examples might be:

# Ring Around the Rosie

#  London Bridge

# Duck, Duck, Goose

3. Have the children draw pictures about the disaster and then discuss the pictures in small groups. This activity allows them to vent their experiences and to discover that others share their fears.

4. Have the children do a mural on long paper with topics such as what happened in your house (school or neighborhood) when the big storm hit (earthquake, etc.). This is recommended for small groups with discussion afterward facilitated by an adult.

5. “Short stories” dictated to an adult on a one-to-one basis on such topics as “What I do and don’t like about the rain.” This activity can help the child verbalize his/her fears, as well as to perhaps get back in touch with previous positive associations with the disruptive phenomena.