Page 11 - Perceptual skills development

ODD ONE OUT

• Teacher builds a sequence, with each brick laid out in
exactly the same way, except for one brick, which is
placed differently.

Q: How quickly can you spot the odd one out?
Q: Can you call out the colour of the odd one out?

• Repeat the activity. Children have their bricks in any
way, loose in front of them.

Q: Who can be the first to hold up the brick that
is the odd one out?
Q: Which row / group is first to hold up the brick?

• Copy the teacher’s sequence then correct the brick/s
that are odd.

Variations:
• Have 2 / 3 bricks different and children must say why
they are odd ones out.
• Teacher can vary the way in which she lays out the
sequence.
WHICH ONE

IS THE SAME?

• Teacher places one of her 6 bricks down in a
certain way, then underneath that brick, she
places her remaining 5 bricks.
• Only one of those 5 bricks should be placed
in the same way as the one at the top.
• Children study the 5 bricks to see which one
of them is positioned in exactly the same way
as the one at the top.
• Children work with a partner and take turns to
do this exercise with each other.

Q: Can you spot which brick is the same?

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14-06-2021 16:43:41
Book 1_Perceptual Skills.indd 9
Book 1_Perceptual Skills.indd 9 14-06-2021 16:43:41