Summary: Although a simple math problem is given the the
group, time after time the group has difficulty arriving at the
correct solution.
The Simple Set-Up: Bring with you a slip of paper (about 2'
X 2") and a sharpened pencil for each person in the group.
The Activity: As the group enters the room, give
each one a pencil and one of the small slips of paper.
Say: "I want to begin by giving you a simple math problem.
A man had sixty sick sheep. One sheep died. How many living sheep
does the man still have? Write your guess on the piece of paper
and pass it to the front."
If you say the phrase "sixty sick sheep" without hesitation,
most of the group will hear "sixty-six sheep."
Collect and read the answers aloud without comment and then simply
tell them that the answer "65" is not correct. Repeat
the question again and this time have them guess aloud.
If no one has arrived at the correct answer yet, give the question
one more time enunciating every word until the true meaning become
clear to everyone.
Use this activity to teach about the following themes:
*God is Ambiguous (Matthew 15:10-16)
Ask:
*Why did God speak in parables without public explanation
(Matthew 15:10-16)?
*What do you think Matthew 22:14 or Mark 10:31 might mean?
*If God really wanted people to understand, why didn't He just
speak plainly?
*God is Communicative (Mark 13:31)
Ask:
*What role did the wording of my initial challenge play in the
success of this trick?
*Would it have been easier or harder if you had been given the
wording of my challenge in written form? Why or why not?
*How is a letter better or worse than a phone call?
*Why did God choose to speak to us in letter form (written communication)?
*God is Directive (Proverbs 3:5,6)
Ask:
*How might we get confused when trying to figure out what God
might want us to do (i.e. for a job, a college selection or mate)?
*Why doesn't God just audibly tell us what He wants us to do?
*How did God direct Paul in I Thessalonians 3:1; Philippians 2:25,26;
I Corinthians 16:3,4; and Titus 3:12?