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Fact or Fib Showdown


Students clarify misconceptions by determining which statements are facts and which are fibs in a slap down game.


  • 4-6 fact or fib statements (may include visuals)
  • Sticky notes or paper
  • Fact or Fib Showdown template (optional) (English/Spanish)


  1. Assign each student a thinking partner.
  2. Students create a fact card and a fib card and hold one in each hand.
  3. Present students with a statement (fact or fib) relating to a concept, word, visual, text, or test item.
  4. Allow students 5-8 seconds to infer if the statement is a fact or a fib.
  5. Say, “One! Two! Three! Showdown!”
  6. At the same time, students slap down the card that represents their answer.
  7. Students take turns justifying their answers with their partners by saying, “This may not be totally right, but I think this is a fact (or fib) because __________.”
  8. Allow students to change their minds after talking with their partners.
  9. Observe students’ thinking and clarify/verify the appropriate answer.
  10. Ask students to turn to their partner and finish this stem verbally or in writing: “The correct response was __________ because __________.”
  11. Repeat steps 3-10 with another statement.

Classroom Management

  • Role-play how to slap down fact or fib cards in an appropriate way and how to take turns justifying responses.
  • Remind students there will be no harm or humiliation for incorrect answers because correcting mistakes is a sign of intelligence!


  • Promote access by allowing students to preview the fact or fib statements and presenting them both orally and visually.
  • Promote access by providing a summary of content or allowing the use of notes.
  • Provide response support by providing thinking stems to frame responses and pairing with a supportive peer.

Think It Up!

  • Have students think more deeply about the concept by responding to a Think It Up prompt as an exit ticket or journal entry:
    • Draw a conclusion about the mistakes you corrected and what you learned.
    • Create a one-minute paper summarizing what you learned from the game.
  • Encourage students to use lead4ward’s Thinking Stems (English/Spanish) to frame their responses, if needed.