Memory 30

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Memory 30 is a direct descendant of Memory 100 from Fletcher Raftery. I posted Fletcher's share four years ago and have yet to try it with 100 numbers (a very 'long-form' activity taking more time than I often have).

​I was prepping for a teacher inservice this Fall, gathering teambuilding activities that could be done in less than 20 minutes (needed/wanted for the 'morning' groups before classes started). I've also been thinking about more activities to do with the new Training Wheels (set of 30) small numbered spots (shown above). I really like the mix of colors, they're light-weight and the flexible feel is helpful. My prepping collided with my thinking about numbered spots which produced the slight modification of Memory 100 – just use 30 numbers. 

The experience was well received by both of my teacher programs. I also used 4x6-inch index cards cut in half for an easy DIY set of numbers (see right). I used a ball point pen to write the numbers on one side of each card (1 to 30). The markers I tried could be seen through the cards - too easy. The index cards worked out just as well.​

The serendipitous nuance to both the numbered spots and index cards is use of a color-number pattern. The spots and cards both have five different colors. The numbered spots are in a color pattern of five apart. For example, a Red 1, a Red 6, a Red 11 and so on. Yellows are 2, 7, 12 and so on. So, I used this numbering pattern with the set of index cards I picked up with five colors (sometimes things just fall into place!). If the group picks up on this pattern – emerging information – it can help them choose the spots/cards to flip over. Okay, let's get to it...​

Memory 30

Needs: 30 numbered spots or numbered index cards for every 6 to 10 participants. (The more people in play the less responsibility each person will have. One might assume it would be easier with more people, but I didn't notice this assertion – I observed more chaos with the larger groups. More voices, more to agree upon?)

Optional: If you have access to it, 20 feet of rope or string for each group is good for forming a circle and placing the numbered spots/cards inside. Or if you have some masking tape, tape out a square on the floor (when inside) – each side about 5 feet long. Then, place the numbered spots/cards inside. And it works out just as well to simply have each group sit around the scattered spots/cards.

Process: If you have the supplies, lay out a rope circle (or taped square) for each group that will be in play – have this ready or have your groups help you set this up. Rope or not, scatter around the 30 spots/cards on the ground or floor (inside each circle/square if you have the resources) with numbers down. (Tip: Shuffle up the numbered spots or cards before placing them numbers down. This will insure some randomness of the numbers.)
 
The Objective: Turn over all 30 numbers in sequential order without making a mistake. A mistake is turning up a number that IS NOT the next one in the sequence. Here are the rules:

• Establish a turn-taking order – start with someone and go to the left or right in order.
• Only one numbered spot/card can be touched and turned over at a time.
• Numbered spots/cards may not be repositioned inside the circle – they must stay in relatively the same place where they started.
• On their turn, a player chooses and flips over a spot/card. If the number is correct (in the sequential order) the spot/card is left up – number showing. This player’s turn is over. If the number is incorrect the spot/card is flipped back over, number down. This player’s turn is over.
• When a player’s turn is over, the next player (in the turn-taking order) chooses and flips over a spot/card. If the number is correct, it is left number up. This player’s turn is over. If the number is not correct the spot/card is flipped back over, number down. AND ALL OTHER NUMBERS FACING UP ARE FLIPPED BACK OVER – NUMBERS DOWN.
• A player, faced with a turn with no numbers facing up, DOES NOT have to flip up the number 1 if the location of number 1 is known.
• Basics: Only one spot/card may be flipped up at a time. Players take turns, flipping spots/cards. When the wrong number is flipped up, ALL numbers up are flipped face down.
• If a rule is broken, the numbered spots/cards are ‘reset’ (redistributed) inside the circle. The group begins the challenge with a fresh mix of spots.

 
Facilitator Note: A good length of time to play is about 15 to 20 minutes. Or when one group has completed the objective. Then, take time to process what worked for everyone (all groups in play) and what did not work in order to determine what groups want to continue doing and what they would like to change the next time they are faced with a challenge.

Talking Points:

• What do you recall about the planning phase of the activity? What did you like about this phase? What did you dislike about this phase? What was missing from this phase?
• What problems did you anticipate before starting? How did you all manage to solve the anticipated problems? Did your solutions work once you got started?
• What problems did you encounter during the activity – one’s you did not anticipate? How did you go about solving these problems?
• How did roles and responsibilities play out during the activity? Did you agree to the roles and responsibilities you were expected to take? What do you believe about the idea of roles and responsibilities?

• What were the behaviors that lead to your success? If you did not succeed, what behaviors were missing from your attempt that might have helped you succeed?

What I Like About This Version:

• I like the small group problem solving aspect. I think (hope) more voices are heard within smaller groups. 
• The complexity is low, and engagement is high – paying attention is important if one wants to do their part. 
• The length of time is good for younger groups. A 15-minute task goes quickly with some good learning outcomes. 
• When done, for example, during a school year, Memory 30 can be repeated a few times with everyone in different groups. Participants can share their learning from previous attempts in order to synthesize a successful plan. 

• Easy props to make. 

Let us know how it goes! Any other ideas from this one? Leave us a Comment. 

All the best, 

Chris Cavert, Ed.D.