What are instructions anyway? Instructions in simple terms are guides that provide us with information on how to achieve our goal. In taking a test for example, we are given directions on how to write down our answers correctly, so we can score a point. We are all aware of the importance of following instructions, yet many of us opted to skip a direction or two due impatience or even for the wrong belief that it won’t really affect the result so much for there really is no significant difference after all. Others fail to follow instructions because they get so excited specially if they are so anxious to give out their answers, only to find out later on that they did not score at all simply because they did not follow the instructions. Following instructions is a lifesaver, don’t you agree?

In mathematics, there is always a systematic method of solving an equation or a problem. Every time we get the wrong answer, we go over our solution. Most of the time, this is this is only instance when we recall and go over the procedure Then, we find out that we missed a certain step which resulted to a wrong answer. How do we actually motivate our students to follow instructions? Is it enough to say that they won’t get a point for not doing so?

Dr. Modesto G. Villarin, the Chairman of the Mathematics Department of Bagong Silangan High School has developed a computer-assisted motivation that would encourage the students to follow instructions without being felt threaten at all. Dr. Villarin has already introduced this very interesting motivational exercise to many of the seminars, which he has conducted and was surprised to see the enthusiasm and interest that it has brought to his audience. He has finally (yes, finally!!!) decided to share this to fellow educators.

The exercise also serves as a very interesting introduction to any mathematics instruction or even an icebreaker that would relax and regain the interest of the students after a tedious and mind boggling lesson.

The main objective of this exercise is to be able to follow simple instructions. A writing board, a pen, and a computer are the materials needed for this exercise. A student and an teacher will be the participants. The teacher should prepare the computer where ten equally sized polygons will be reflected in the monitor in different colors. Underneath each polygon will be numbers one to ten. The manner into which the numbers will be arranged depends on the instructor for as long as he/she remembers the arrangement of the numbers underneath the colored polygons. The numbers will only be shown once the teacher double clicks the polygon. The manner into which the numbers are arranged will not be revealed to the student before or even after the exercise.

The teacher starts the exercise by telling the student that a number is hidden underneath each polygon and that the number will be revealed depending on how well he would listen and follow his instructions. First, the teacher will ask the student to choose any polygon in the monitor and point the cursor into it. Since the teacher is expected to know by heart how the numbers where arranged underneath the polygons, he already knows what number is underneath the polygon he has chosen. Then he will instruct the student to write down the numbers one to ten on the board. The student will then be instructed to choose and encircle five out of the ten numbers.

There are two expected outcomes after the student has made his choice:

1. The number that corresponds to his chosen polygon is among the numbers, which he has encircled.
2. The number that corresponds to his chosen polygon is not among the numbers Which he has encircled.

If no.1 is the outcome, the teacher will then instruct the student to write once more those numbers, which he has encircled. If no.2 is the outcome, the teacher will then instruct the student to write once more the numbers, which he has not encircled.

The teacher will again instruct the student to choose four out of the five numbers, which he has rewritten. The same outcomes are expected after the student has made his choice. The same procedure will be instructed of the student depending on what the outcome of his choices is. This procedure will go on until there are only two numbers left, the one that is hidden underneath the polygon and an extra number. The student will then finally make his final choice. One number out of the two. If he encircled the number that is hidden underneath the polygon, he will have to write it again and box it. If the number hidden underneath the polygon was not encircled, he will be instructed to write down once more the number which he has not encircle and will be instructed to box it. The number that was boxed is the number hidden underneath the polygon. This is the time when the teacher will double click the polygon to reveal the number. The student’s enthusiasm to reach his goal will prompt him to listen to the teacher’s instruction.

The arrangement of the numbers should vary every session so that the students will not be able to guess the secret of the game. The numbers should not also be limited from one to ten only; different set of numbers may be used. Different colors and polygons may be used too; the teacher may use his own creativity when he introduces this to his class. What is important is that the teacher is prepared once he uses this exercise to motivate his class. After all, that’s how we teachers should be.

Behind each cards is a number.
Pick one and we will guess it

Figure 1: Front Phase

Figure 2: Back Phase:

▶Modesto G. Villarn, Ma. Theresa Domingo