I used Wikipedia & Wikivoyage (RACHEL PROGRAMS) that we have available for our Correctional Ed Students. [No Internet, EVER for them fyi.] These trivia programs I tend to hold periodically throughout the year. I like to hold them around the holidays since they are rather depressed.
If your students have the full internet, they will be NO challenge for them. But with limited resources, they might take interest in some of the trivia here. It is mostly Geographical.
We gave out small prizes for the most correct, requiring complete sentences in their answers.

This activity is a remix from Effective Communication Using Past Tense. Its focus is to help English as a Second Language (ESL) learners in Adult Basic Education (ABE), Grade Level B, CCR Anchor 1 (SL.3.1-1d), Speaking and Listening Standards, differentiate past and present verb tenses. The context is communicating symptoms to a healthcare provider, but learners will apply this knowledge to create new knowledge in other contexts. Learners will understand past and present verb tenses, irregular and regular past tense verbs, and practice identifying the verbs.

This less will cover the correct use of past tense in the Egnlish language to faciliate comprehensive and effective communication. Students will learn the correct conjugation of regualr and irregular verbs commonly used in conversation, and will practice the verbal and written use of these verbs. In addition, students will develop an understanding of how these verbs can help support effective professional communication in a job interview setting.

This classroom activity presents College Algebra students with a ConcepTest and a Question of the Day activity concerning the effect of the initial value, C, on the y-intercept and position of an exponential function where C>0 and k is an arbitrarily fixed value in f(x)=Ce^(kx).

Students, in partners, will use an online graphing program to complete this discovery lesson. Each pair will change one component of an equation at at time and then complete a worksheet to describe the effect of the change.

Study Zone is made up of levels. Each level has language topics (grammar,reading vocabulary, puzzles). Each topic has lessons. Lessons include exercises to help adult students improve their English. There are five levels available: Upper Beginner, Lower Intermediate, Intermediate, Upper Intermediate, and Advanced.

Gallery OverviewAllow students who have a clear understanding of the content thus far in the unit to work on Gallery problems of their choosing. You can then use this time to provide additional help to students who need review of the unit's concepts or to assist students who may have fallen behind on work.Gallery DescriptionsKeep It BalancedStudents will use reasoning to complete some equations to make them true.Equation SortStudents will sort equations into three groups: equations with one solution, equations with many solutions, and equations with no solutionsOn the Number LineStudents will use a number line to identify numbers that make an equation or inequality true.How Many Colors?Students will write and solve an equation to find the number of different colored blocks in a box.Value of sStudents will use a property of equality to solve an equation with large numbers.Marbles in a CupStudents are given information about the weight of a cup with two different amounts of marbles in it. They use this information to find the weight of the cup.When Is It True?Students will use what they know about 0 and 1 to decide when a certain equation is true.

Open middle problems require a higher depth of knowledge than most problems that assess procedural and conceptual understanding. They support the Common Core State Standards and provide students with opportunities for discussing their thinking. The Equivalent Ratios problem asks students to use the digits 1-9 to see how many ratios they can make that are equivalent to 2:3

Developed for students in advanced ESL/ELL classes as well as for native English speakers with low reading skills, this group lesson focuses on the formulation of inferences, and the relevant explicit details which support each inference. The initial presentation highlights the skill of making inferences in a real-world context, then transitions to the literary context. Students read selected chapters of The House on Mango Street, by Sandra Cisneros, a core text in many junior high and high school curricula across the United States. The students read out loud. Then, in groups they formulate inferences based on what they have read. Using sentence strips, they summarize the inference as well as cite the textual details which support each inference.

This resource combines several OER resources in a way to help build deeper understanding. Students start with exploring what they already know about ratios and proportions. Next they review (or learn for the first time, depending on background) with Khan Academy some videos on the topics. They are able to do some hands on exploring with sorting ratio cards by digging into relationships. Students can then work on a three act math problem, and dig into the entire process of writing and solving a proportion problem. They end by evaluating "student work" on the topic, explaining the steps and what went wrong in the problems.

Many math classes have students with varying backgrounds and levels of understanding. These activities have multiple entry points, giving more opportunities for learning. This is designed to give students the opportunities to dig in deeply to build conceptual understanding as well as procedural fluency.

According to the GED testing service, test takers struggle with “applying rules of exponents in numerical expressions with rational exponents to write equivalent expressions with rational exponents.” (https://www.gedtestingservice.com/uploads/files/09738c12fe4e4accd9a16bab7cb99a3c.pdf )
Students do “fairly well” with simple squares and square roots, but there is a “sharp drop-off” when things get more complicated.
These are questions included in the “no calculator” portion of the test.
These skills are Mathematics Standards Level D in the College and Career Readiness Standards for Adult Education (https://www.educateiowa.gov/sites/files/ed/documents/CCRStandardsAdultEd.pdf ) under “Expressions and Equations.”
This curriculum guide will offer opportunities to build the deeper understanding necessary to understand the rules of exponents such as (xm)n = xmn .
Write and evaluate numerical expressions involving whole-number exponents. (6.EE.1)
Know and apply the properties of integer exponents to generate equivalent numerical expressions. (8.EE.1)

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

Open middle problems require a higher depth of knowledge than most problems that assess procedural and conceptual understanding. They support the Common Core State Standards and provide students with opportunities for discussing their thinking.

The Finding Equivalent Ratios problem asks students to use the digits 1-9 to create 3 equivalent ratios made up of single and double digit numbers.

This task can be used to both assess student understanding of systems of linear equations or to promote discussion and student thinking that would allow for a stronger solidification of these concepts.

This lesson geared towards adult learners focuses on reading informative texts that describe how to perform basic computer-related tasks, including saving a document in Word and sending an email attachment. After reading the informative texts, learners will identify and sequence the 5 or more key steps needed to complete the tasks. They will then follow the steps to execute the tasks. This lesson will prepare learners to effectively find key information about how to complete technological tasks and be able to carry out the steps independently. This will assist them when future educational or job requirements require the use of computer skills they do not yet have, and they will need to use informational texts to learn the new skills.
This lesson also enables students to gain confidence in their ability to use their mobile devices for carrying out more sophisticated tasks.

This lesson geared towards adult learners focuses on reading informative texts that describe how to perform basic computer-related tasks, including saving a document in Word and sending an email attachment. After reading the informative texts, learners will identify and sequence the 5 or more key steps needed to complete the tasks. They will then follow the steps to execute the tasks. This lesson will prepare learners to effectively find key information about how to complete technological tasks and be able to carry out the steps independently. This will assist them when future educational or job requirements require the use of computer skills they do not yet have, and they will need to use informational texts to learn the new skills.

This lesson geared towards adult learners focuses on reading informative texts that describe how to perform basic computer-related tasks, including saving a document in Word and sending an email attachment. After reading the informative texts, learners will identify and sequence the 5 or more key steps needed to complete the tasks. They will then follow the steps to execute the tasks. This lesson will prepare learners to effectively find key information about how to complete technological tasks and be able to carry out the steps independently. This will assist them when future educational or job requirements require the use of computer skills they do not yet have, and they will need to use informational texts to learn the new skills.

Show what you know about equivalent fractions and ordering by choosing three activities (in a row, column, or diagonal) to complete the tic-tac-toe board. Standards assessed: 3.NF.3a-d, 4.NF.1, 4.NF.2. This assessment was designed for adult basic education.