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Before You Start: The facilitator should also create a list of players’ names, so that each player knows when it is their turn.
Before You Start: With the grid of numbers, the facilitator will need to create a “code” that the players will try to figure out as a class. To create the code, the game leader will start at the bottom and select one number from each line of the grid. An example of a code using the grid above would be: 8 1 9 3 4.Choose a leader for the first game.
One at a time, according to the order that the game leader prepared, the players will try to guess the code.
The first player will guess a number from the first line of the grid by stepping onto that number.

If the player guesses correctly, all players will silently cheer and will need to remember that number for when it is their turn to guess.

If the player guesses incorrectly, the next player on the list will guess from the remaining numbers from the first line.
After the players have figured out the first number of the code, they all need to remember it because they will always have to say that number first when they continue trying to figure out the code.
The next player on the list will now try to figure out the second number in the code and will need to step on a number from the second row. But first, they should say the correct number from the first line. For example, they would step on “8 then 4.”
The players will continue guessing a number on each line of the grid until they have cracked the code!
The players should support each other to remember the numbers they have already figured out in the code. They can raise their hand if they have an idea about which number might be next.
When the team has cracked the code, everyone can give each other air high-fives. The facilitators can create multiple number grids or codes so the group can play additional rounds.

What steps did you take in order to complete this challenge individually and as a group?
When you feel like you have run out of ways to solve a problem, what next steps can you take to find a solution?
What are other situations where you need to find a solution or solve a problem? Can you name an example of when you’ve done it by yourself? What about as a group?

Academic Application

For math, establish a relationship between the numbers in the code that differentiates them from the other numbers on the grid.

Ex. each digit of the code is a prime number, whereas all the other numbers on the grid are not prime, allowing students to use math skills to identify the code beyond random guessing.
Age Group Modifications

For younger students: Limit each row to 2-3 numbers and use screen sharing to highlight numbers as they’re guessed.
In Person Modifications for Physical Distance

Use tape, chalk, or pieces or paper to create a grid on the floor and number the squares.

Designate the the beginning and the end of the maze based on the key the facilitator creates with cones or another object.

Students will try and navigate the grid moving from one square to another to find the secret math.

Ask students to silently help out whoever is trying to remember or choose the next move by using their fingers to suggest the next square.

Before You Start: Select the number and type of activities to be included.
Before You Start: Review appropriate form, technique, and safety considerations for each activity.
This is a sequence of exercises, stretches, or other movements with ascending and descending repetitions.
For example: 1 push up, 2 squats, 3 calf raises, 4 jumping jacks, 5 crunches, then repeating in reverse order (5,4,3,2,1).
Specific exercises or activities should be based on age and ability of players with consideration for space and equipment available.
This activity can be facilitated by one leader with the whole group moving in unison, or at an individual pace with the day’s activities written on note cards, posters, etc.
Variation: create stations specific to each activity and have players complete a circuit where they move from station to station and complete each activity.

For the month of May we will continue focusing on the theme of responsible decision making. Responsible decision making means understanding all aspects of a decision and its consequences before making a choice.

This week, we will move on to the problem solving stage of responsible decision making. While playing Maze Game, students will be presented with completing a task and will need to work as a team to select the right course. But how will they know which is the right step to take? What information will they use? After your students play this game, ask them how they ‘cracked the code.’

Teach students to play in class, and then empower them to lead the game and teach others!

Select a skill focus from the list below, then copy and paste it into the search bar to see games that develop that skill.

Accepting Help
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Active Listening
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Identifying Characteristics
Identifying Emotions
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Inclusion
Integrity
Perspective Taking
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Self Awareness
Self Confidence
Self Management
Self Motivation
Social Awareness
Stress Management

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Autonomous/Self-Access Game
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