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by BlastRoom
Old Classroom Items
18 questions
One question set, multiple game modes. Tap any game to see it in action. Not sure which to pick?
Two teams place stones on a Go-style board by answering correctly. Capture territory to win.
2 teams, up to 40 students
The class is trapped in a biolab. Answer questions to restore power and crack the passcode to escape before zombies break in.
Whole class, up to 40 students
The whole class works together to blast through walls and defeat monsters. Correct answers deal damage to the current obstacle.
Whole class, up to 40 students
Two teams pull a rope. Each round, the team with more correct answers tugs the rope their way. Pull the other team into the mud to win.
2 teams, up to 40 students
Answer a question, then swat bugs on screen for bonus points. Combines quiz review with an action mini-game.
Up to 40 students
Students race through questions at their own speed. Streak bonuses reward consecutive correct answers. Power-ups add chaos.
Up to 40 students
Teacher-paced. Each question appears on every screen at once. Speed bonuses for fast answers. Live leaderboard on the projected screen.
Up to 40 students
In the old classroom, the teacher wrote on the board with _____.
Students looked up words in a _____.
The old classroom had a green _____ on the wall.
The modern classroom uses an _____ for digital lessons.
The student wrote neatly with an _____.
At break time, children played with _____.
The teacher's computer is a _____.
A school _____ rings when classes start and finish.
A book with lots of facts is an _____.
The teacher asked us to open the _____ to find the meaning of a word.
The class watched a video on the _____.
The child drew a circle with blue _____.
Our class library has an old ____ about animals.
The boy carried his _____ home in his backpack.
In the past, teachers used a _____, not a white screen.
During PE, the students spun colorful _____.
The school _____ rings to tell everyone that class has ended.
Before the pencil was common, people wrote with an _____.
