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God is All-knowing

Here are five simple ways in which you can help children remember that God is all-knowing.

1. Take four pieces (you could use more if you wish) of differently coloured cardboard – e.g. Yellow, red, blue and green. On the back of the yellow card write You will pick up the yellow card. Write on three small pieces of paper You will pick up the red card —————– blue card. ——————green card. Place these papers out of sight, but in easily accessable positions e.g. inside a plain envelope which is in full view of the class, inside the front cover of your Bible, etc.

Place the four coloured cards in full view of the class, and ask for a volunteer to come and pick up one of the cards – stating that you know beforehand which one they are going to choose. If the yellow card is chosen, ask your volunteer to pick it up and turn it over – showing the words You will pick up the yellow card. They will probably think that the other three cards have a similar message written on the back. Show the class that this is not the case !

If your volunteer picks up one of the other cards, direct him/her to the appropriate piece of paper in the envelope, Bible etc.

Conclude by stating that what you did was a trick (without revealing how it was actually done), but that our God really does know everything – even the future !

2. This illustration has been around for at least 50 years, but most children are still baffled by it.

Write out the number 1089 on a piece of paper, and seal it in an envelope. Ask a child to look after it for you, and to be ready to open it at the end of your illustration.

Ask for a volunteer to come and do a maths calculation on the blackboard for you. State that although the numbers will be chosen by your volunteer, you have already placed the answer to their calculation in the envelope.

Ask your volunteer to – 1. Write any three digit number on the board. 2. Write the same number reversed under the first number. 3. Subtract the lesser number from the greater. 4.Reverse the answer obtained. 5. Add the last two numbers. Your final answer will always be 1089.

Here is an example : –
Try a few calculations yourself, just to be completely convinced !

3. This next illustration is similar to the last one, but it has the advantage that all your class can do their own calculations. It does, however, involve a little more complicated maths, so it is better used with older children. HINT. If you give your answer to a child, and they reply No. You are wrong , don’t worry, it will be because the child has made a mistake with their maths !

Ask each child to do the following calculation (out of your sight, of course) :-

1. Write down the age of one of their brothers or sisters ( a cousin or friend will suffice if they have no siblings ). 2. Multiply this number by two. 3. Add on five. 4. Multiply the answer by fifty. 5. Subtract the number of days in a year (365). 6. Add the number of times they have flown on an aeroplane ( or use any other question that will produce a reasonably low answer e.g. total number of brothers and sisters). 7. Add on one hundred and fifteen.

Get the children to show you their answers. They will probably all be different, but you will be able to instantly tell them the number of times they have been on a plane – from the last two digits, and the age of their brother or sister – from the remaining number or numbers. (i.e. first one or two digits).

Here is an example for someone with a twelve year old brother, and who has been on a plane three times :-


4. Another variation on the same theme, but this one has the advantage that you are not dependent on a child getting their maths right !

Write the number 34 on a piece of paper, place in envelope, and hand to child for safekeeping. Draw a square grid on the blackboard containing sixteen squares (4×4). Simply fill in the grid with the numbers 1 to 16 in their normal order i.e. 1 will be in the top left hand corner, and 16 in the bottom right.

Ask a child to come and choose four numbers for you that you will then be able to add up. State that you already know their final answer – which is contained in the envelope.

1. Get the child to choose any number by putting a circle round it. Explain that for their next choice, they will still have plenty of numbers to choose from, but that you are going to reduce their options a little. Cross out all the other numbers on the same row and column as the circled number (i.e. six in all).
2. Get the child to choose a second number from those remaining. Cross out the remaining numbers on that row and column as before (four in total).
3. There will be four numbers left. Get the child to choose any one. Cross out the two numbers on that row and column.
4. There is now only one number left. That will have to be their final choice.

Add up the four chosen numbers. The answer will be 34. Time to open the envelope !

5. Nothing is hidden from God. He sees through everything. (Hebrews 4.13).

Place twenty small identical objects (e.g. matches or counters) on a table. Tell a volunteer that while your back is turned, he/she will be able to pick up and hide two separate lots of the objects and hide them in a pocket and in a closed hand. However, you will then be able to tell them exactly how many objects are in their pocket and hand respectively.

1.While your back is turned, instruct your volunteer to pick up any number of objects between 1 and 10, and place them in their pocket.
2. Next, ask your volunteer to count (silently) how many objects are left. It will be a two-digit number. Ask him to add the two digits together, pick up that number of objects and add them to the pile in his pocket. (Note. You will be able to calculate that, no matter how many objects your volunteer first picked up, he will now have eleven in his pocket – leaving nine on the table).
3. Instruct your volunteer to pick up as many of the remaining objects he wishes, and hold them in his closed hand.
4. Turn around. Count the number of objects left on the table (Lets call this x). Inform the class that your volunteer has eleven objects in his pocket, and nine minus x objects in his hand ! (e.g. if there are three objects on the table, he must have nine minus three = six objects in his hand).

by Maurice Sweetsur, http://objectlessons.blogspot.com/

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