In this lesson the teacher will introduce the game of Mini Bridge and/or Bridge. Students will learn the etiquette involved in playing the game of Bridge,  vocabulary that specifically pertains to the game of Bridge, how the cards are dealt at the table, and how players organize the cards in their hands as they get ready for bidding and play. They will practice the skills and rules of the game. Students will decide on a service project using Mini Bridge or Bridge, carry out the project, and reflect on what they have learned through both experience with the game and with the project.

The learner will:

• define the vocabulary of Bridge.
• deal cards according to game playing etiquette.
• organize playing cards in a useable way.
• use mental arithmetic to count points for a hand.
• play Mini Bridge.
• practice interpersonal communication and collaboration following game rules.
• estimate and predict a “winning” bid.
• decide on and carry out a service project to Bridge the Gap with “Bridge”.
• reflect on new learning from the game of Bridge and from the service project.
   

Teacher Note: It is highly recommended that the teacher recruit volunteers to assist the students in learning Bridge. Of course, having volunteers who are familiar with the game is most desirable, but not necessary.

Anticipatory Set:
Briefly review with the students what they learned about why rules are important in games and also in the “game of life.”

Day One – Mini Bridge:

• Explain that Bridge is a card game played with a deck of 52 cards. Bridge has its own set of vocabulary words that they will be learning. The object of the game is for partners to win as many “tricks” as possible during the play of the hand. The game of Bridge is based on some simple rules, but playing the game well can take a lifetime to learn.
  
  
• Tell the students that they will begin by learning a simplified version of the game called “Mini Bridge.”
  
  
• Ask the students to look at their decks of cards and make some observations about how the decks are organized. Observations should include that there are two colors, four designs (explain that these are called suits). Ask if anyone knows the names of the suits, and elicit answers or tell them that the four suits are called: clubs, diamonds, hearts and spades. In Bridge the cards are ordered from the lowest card, the deuce or “two” to the highest card, the ace. Ask the students to order the cards by laying each suit horizontally (suits rank from lowest to highest alphabetically: Clubs, Diamonds, Hearts, Spades) on their desks with deuce as lowest and ace as highest. (deuce (2), 3, 4, 5, 6, 7, 8, 9, 10, jack, queen, king, ace).  Each suit has 13 cards.
  
  
• Ask them what cards are left over. There should be two “jokers.” These cards are not used in the game of Bridge, so they should be put away for the remainder of the Bridge lessons.
  
  
• Ask the students to move their desks/tables in a way that four students can sit in a group on four sides of a table or desk.
  
  
• Explain that there are four players in two fixed partnerships. Partners sit facing each other.  It is traditional to refer to the players according to their geographic position at the table as North, East, South and West, so North and South are partners playing against East and West. The game is played clockwise. Determine which player is sitting in each geographic location – north, south, east or west in the room.  Ask each group to determine who the partners are in their groups and to agree on which direction is clockwise.  Ask the north/south partners to raise their hands to assess for understanding, and do the same with the east/west partners.
  
  

Teacher Note: Posting geographical compass points of north, south, east and west on the classroom walls will be helpful.

• Explain that because the game of Bridge is played in a group and involves partners working together, it is a mini civil society. There are guidelines of etiquette and ethics, as well as rules that must be followed.  As in any game, including the game of life, these guidelines guarantee fair play and sportsmanship.
  
  
• Distribute Attachment One: Rules and Etiquette of Bridge Scramble. Tell the students they can work on this in their small groups. They are to read each statement and decide whether it is something that they think Bridge players “should” or “should not” do. They can indicate this on their worksheet by circling “should” or “should not.”
  
  
• After a few minutes, read aloud each statement and ask the students to give a “thumbs up” sign if they think it is a “should,” and a “thumbs down” sign if it is a “should not.” Discuss any that may be unclear.
  
  
• Ask if any students would like to share additional service project ideas they brainstormed or that were suggested by family members.  Add the new ideas to the chart paper.
  
  
• End the lesson for the day by explaining the importance of shuffling the deck of cards before dealing, demonstrating for the students how to shuffle a deck of cards, and allowing a few minutes for the students to practice. (If some of the students know different ways to shuffle, allow them to demonstrate and teach their classmates.)
  
  

Day Two – Mini Bridge:

Teacher Note: Students may be assigned to permanent Bridge groups or groups can change daily.

• Remind students that Bridge is a social game. The person sitting opposite you is your partner; the other two players are your opponents.
  
  
• To begin play, ask the students to select two decks of cards (jokers removed) that they will use today. The other two decks can be used on another day. (In Bridge it is customary to have two decks of cards with similar but contrasting designs on the back for use at the table.)
  
  
• Using one of the decks, ask the student in the “north” position to spread all cards of this deck face down on the table. Each player will then draw a card in order to determine the person who will deal the cards (the dealer). The person with the highest card in the highest suit (suits rank from lowest to highest alphabetically: Clubs, Diamonds, Hearts, Spades) wins the deal. The person to the left of the dealer shuffles the cards and then passes them to the dealer who then passes them to the opponent on his/her right. This player will "cut the deck" for the dealer (lifting a portion of the deck and placing it in front of the dealer who then places the bottom potion of the deck on the top). The dealer deals all the cards face down, in clockwise rotation one at a time, until each player at the table has a hand consisting of 13 cards.  No player should touch his/her cards until the dealer has finished dealing the last card.
  
  
• Explain that after the play of each hand is completed, the deal moves around the table clockwise so that each person has a turn to deal the cards.  It is traditional to use two packs of cards during a game. During each deal, the dealer's partner shuffles the other pack and places it to his/her right. The dealer for the next hand then simply needs to pick up the cards from the left and passes them across to the right to be cut. Provided all the players understand and use it, this procedure saves time and works as a reminder of whose turn it is to deal, because the spare pack of cards is always to the left of the next dealer. Allow time for the students to practice shuffling and dealing the cards, so that each player has an opportunity to deal the cards and all groups understand the procedure and rotation of the deal. Observe for understanding and cooperation in the groups.
  
  
• Tell the students that once all cards have been dealt, the players pick up the cards and arrange the cards into their hand. Cards are arranged into the players’ hands by suit. It is easier to play the hand if cards are arranged red, black, red, black. Many beginning players like to arrange their cards in descending order (with the highest card to the left, by suit, in their hand) so that during the play of the hand keeping track of the cards is easier. Demonstrate organizing a hand and have the groups practice dealing and organizing a few hands.
  
  
• Tell the students that there are special words used for actions and names in Bridge, just like there are special rules. Learning these words will help them play the game. Distribute Attachment Three: Basic Bridge Vocabulary. Tell the students that the entire list is important, and as they become more experienced Bridge players they will use all of them, but that for today they will read and discuss just the words in bold font.The teacher should show examples or model the definitions of the words in bold font, as appropriate.
  
  
• Ask the students to keep the vocabulary list with their deck of cards for easy reference during future lessons and play.
  
  

Day Three – Mini Bridge:

Teacher Note: In this part of the lesson the students will practice dealing cards, learning what a trick is, how to play and follow suit, and how to count points in a hand. It will be very helpful if the teacher demonstrates each step, and it is essential that the students practice.  If possible recruit volunteers who know how to play Bridge to demonstrate and work with the class.

• Remind the students that the object of Bridge is to win tricks for your side (read the definition of “trick“ from the vocabulary list if necessary).  The first card played to each trick is called the lead.
  
  
• Tell students: "After the lead, the next three players must play the same suit as the lead.  For instance, if a spade is led and your hand contains any spades, you must play one of them (any spade you choose). If you have no spades, you may play any other card.  When everyone in the group has played a card, the trick is complete." The rules for determining the winner of a trick are:
  
  
  • If a trick contains no trump card, it is won by the highest card of the suit led.
  • If a trick contains a trump card, the highest trump played wins it.
  • After each trick, one player of the side that wins it should collect the cards and arrange them neatly so the number of tricks won can be counted easily. 
    
    
• Play continues this way for all 13 tricks.
  
  
• Have students play a practice game of tricks. (Have one group model this as the teacher instructs. Then have each group play on their own.) After the cards are dealt, the person to the left of the dealer begins the trick by placing one card face up on the table (usually the highest “honor” or face card in their hand), this become the trump suit for that trick. Players continue in a clockwise direction, each laying down a card, in the suit lead (trump) if possible. After each player has laid down one card, the students should determine who is the winner of the trick. (The highest card in the trump suit or the suit that was lead.) The winner of the trick leads the next trick. After all the tricks are taken, students can determine a winner by the player who has most total tricks.
  
  
• Allow time for the groups to deal and play at least one practice game.
  
  
• After the groups are finished with this practice game, ask them to reflect on what they observed and learned from the experience about winning tricks.
  
  
• Tell the student that they are now going to learn how to count the points in their hand.
  
  
• Explain that in Bridge, cards are valued from the lowest card, a two or deuce, to the highest card, an ace. The four high cards (A, K, Q, J) have values when counting points.  In counting cards for Bridge, the players use the following values:
  
  Ace:        4 points   
  King:       3 points
  Queen:   2 points
  Jack:       1 point
  Ten:        0 points (but is considered an “honor” card)
  
  
• The entire deck of cards has 40 high card points. So, with four players, an “average” individual hand would hold 10 “high card” points.
  
  
• Distribute Attachment Four: Points Counting Practice for the students to complete. They may work as partners or as individuals to complete the activity.  Check student responses as a group.
  
  
• After completing the worksheet, instruct the groups to practice dealing cards, then lay the hands face up on the table in order to count each hand. (During normal play, cards are held so that others cannot see them, but for today’s purposes, the cards should be visible.)
  
  
• Starting with the dealer, count the points in that hand.  Work clockwise around the table, allowing each player to determine the point count for his/her hand.  Since this is only practice in counting points, students may help each other and discuss how the point count was determined.  If the total points for all the players in the group does not equal 40, the players should count again. This practice will strengthen players’ ability to count the points in his/her hand when play actually begins.
  
  
• To finish the lesson, read over the chart of service project ideas s a class. Discuss what need, if any, the project would meet. Come to consensus on the one project the class chooses to do.
  
  

Day Four – Mini Bridge:

Teacher Note:  In this section, students will learn how the declarer is determined, placement of the dummy hand and declaring a contract.

• Place the students in groups and have then select the two card decks they will use.  Be sure they know with whom they are partnered, and the geographic position in which they are sitting.
  
  
• Explain to the students that they will learn how to determine who is in control of each hand or the “declarer.”  Have the students deal the cards.  Players count the points in their hand and starting with the dealer, each player announces the number of points in their hand, going around the group in a clockwise direction. (Remind students that the total of all four hands should be 40.  If not, they should recount.)
  
  
• The partnership with the most total points is in control and the player with the most points in that partnership becomes the “declarer,” while his/her partner’s hand is the “dummy hand.” (If both sides have 20 points, the dealer collects the cards and deals again. If both partners have the same number of points, the partner who announced their points first is the declarer.)
  
  
• The dummy hand is displayed face up on the table for all to see.  The player who held it does not participate in the play.  The declarer must play both the dummy and his own hand, each in proper turn.
  
  
• The dummy hand should be laid on the table neatly, separated into suits.  The cards in each suit should be in order of rank and overlapped, with the rank of each card clearly visible.  If there is a trump suit, it is placed on dummy’s right (viewed by declarer, trumps are on the left).  In this example, spades are trump.
  
  
  
• The declarer decides the contract - which suit will be trump or no trump, and the number of tricks he/she will take. Trump suit is the one in which the partners hold the greatest number of cards. This would usually be eight or more cards of the same suit between the two hands.  If there are less than eight cards of the same suit, the declarer will determine that there is No Trump for this hand. No Trump means that the first card played in each trick becomes trump for that trick.The object is to take at least half the tricks (13 possible tricks, half of which is 6 ½, and rounds up to seven tricks). Six tricks is called “book” and the declarer only earns points after he/she has taken six tricks or book.)
  
  
• Next the declarer decides the number of tricks he/she expects to win.  This is stated as the number of tricks over “book,” or over six.  So the declarer would state, “Trump is hearts and I will take 2 tricks.” which indicates book plus an additional 2, or eight tricks total.
  
  

Teacher Note: It is most helpful to have the students practice dealing, laying out the dummy hand (at this time just assign one of the four hands by calling out a geographic direction - north, east, south or west - to be the dummy), and playing the hand as on the previous day.

• Ask the groups to deal their cards, and practice declaring a suit and winning tricks.  Allow the groups to practice through two hands.  Monitor the groups to be sure they are playing the hands (declarer and dummy), and determining the winner of the tricks correctly.
  
  

Day Five – Mini Bridge Scoring

• Tell the students that today they will learn to score the game of Mini Bridge.
  
  
• Distribute Attachment Six: Scoring Mini Bridge. Read and discuss the scoring criteria with the students.
  
  
• Have each group of students take turns playing one hand of Mini Bridge, while the others groups observe.  Assist them in counting scores at the end of each hand. When it appears that the students understand scoring, allow all the groups to play.
  
  
• Continue planning, and then implement the service project at the appropriate time.
  
  

Teacher Note: This is the end of the Mini Bridge lessons. After this point the students practice play, with close monitoring by the teacher to assure that rules are understood and being followed, and that players become proficient at Mini Bridge.

 
Learning the game (either Mini Bridge or “regular” Bridge, and doing the service project should be accompanied by reflection.  Use the Reflection Activities provided or activities of your own creation, as appropriate.  (Lessons to teach “regular” Bridge follow the Reflection Activities.)

 
Reflection Activities: (these ideas can be used to facilitate student reflection during and after learning to play the game and service project)

ACTIVITY ONE: “Reflection Café” - Spread out four white paper “Table Clothes” on tables (Large sheets of butcher paper) in locations around the room.  Place one of the following headings on each “table cloth” – The Project (What did they actually do as a Bridge Service Project?); The Feelings (What were some of the thoughts/ emotions that ran through their minds while planning, and implementing the Project?); The Impact (What do they think were the results/impacts of the Bridge Service Project?); The Improvement (What might be done in order to make the Project better if repeated?)  Place each student in one of four groups and assign each group a color marker and a starting table.  Have the students in the group respond to the prompts written on their starting “table cloth”. (NOTE: Each group carries the same color marker with them to record their thoughts and ideas on each “table cloth.”)  After 2-5 minutes, have the students rotate clockwise to the next “table cloth” with their marker in hand. They are to first read what the previous group wrote before responding to the prompt themselves. After 2-5 minutes the rotation continues until all of the groups have been to each table and have returned to their originally assigned table to read all the comments made by the other groups.  Depending on time, a general class discussion could conclude this activity.
 

ACTIVITY TWO: Ask the students how important they think it is to know about themselves--how they react in situations that require them to make a decision to do something or not to do something. Have the students take an “involvement-style test” that is intended to help them better understand how they think when confronted with the need to make a decision about whether or not to become involved in a project, like the Bridge Service Project.  Have the students select from among the character types listed below, which one they most closely resemble when it comes to making a decision to be involved in projects like this:

-A possum: Usually when I’m asked to something I play “dead”
-A porcupine: Usually when I’m asked to do something, I get “bristle-ly”
-A snail: Usually I do things pretty slowly and without a lot of hoopla.
-A sheep: Usually I just follow the crowd and do what they do.
-A St. Bernard: Usually, I’m pretty helpful but only when I’m asked.
-A Giraffe: Usually: I need to see the big picture before I am willing to commit
-A Hawk: Usually I have excellent instincts and hit the target on the fly.
-An Owl: Usually, I give things a great deal of thought before I act
-A Mule: Usually, I need someone to force me to do something
-A Beaver: Usually I just dive in and go to work before I’m even told to do so.

Suggest that if there is another character type not listed here that they think even more closely represents their “involvement-style” to list that character type instead and briefly explain the style.  Now have them decide which character type most typifies their “involvement style.”  Now ask them to identify which character type most closely represented their decision and involvement with this project. Have the students group themselves by involvement-style.  Include a miscellaneous group for those without a match.  In their groupings, have the students share why they selected their style and whether or not there are any situations they find themselves in when their “involvement–style” might be different from the one they identified.  Have them discuss what role motivation plays in the changing of their “involvement-style.” Ask the students to consider if they might be in a different “involvement style” group if the Bridge Service Project was repeated, and if so to move into that group.  Meet back as a total group and have students summarize the learning from this activity and how it might impact their involvement in future projects.

ACTIVITY THREE: Tell the students that they have been asked to write an “editorial” newspaper article, that will tell the story of their involvement in the Bridge Service Project.  Since newspaper articles usually attempt to answer the following questions for their readers - Who? What? When? Where? And Why? - in as brief an article as possible-- their article should also include answers to these questions and not exceed one page.  When completed have the students place a symbol on their article that they will recognize as their own when the articles are returned to them. Collect the articles and randomly redistribute them so students will be able to read other students work. Depending on time, continue this process until each student has been able to read at least three other articles. Conclude with a brief sharing of students’ thoughts and ideas.

Teacher Note: The following are lessons designed to teach the students to learn to play “regular” Bridge, if desired, after they have mastered Mini Bridge.

Bridge

Day One - Bridge:

• Explain to the students that in the regular game of Bridge, the bidding determines who will be the declarer, which suit (if any) will be trump, and the number of tricks the declarer must win. To determine the declarer, each player, beginning with the dealer states the number of tricks and the trump suit (if any). Each player in turn can then pass or propose a higher bid. The high bid is determined by the number of tricks and the status of the suit, (lowest to highest, clubs ♣, diamonds ♦, hearts ♥, spades ♠, and no trump). The teacher should demonstrate some examples such as: if the opening bid is 3♥, bids of 2♠ or 3♣ are illegal, but 3♠ or 4♦ are legal. The declarer is the player who wins the bidding, (trump suit or no trump), and the contract (the number of tricks bid).
  
  
• Bidding in Bridge is determining by how many tricks you predict that you and your partner will be able to “take” or win during the play of the hand.  Players make these estimates based on the value of their hand as it is paired with the power of their partner’s hand. To evaluate a hand, the Bridge player must “count their cards”.
  
  

Teacher Note: In these lessons students will learn basic rules to guide them in making opening bids, responses, and rebids. It is recommended that the teacher deal out four hands of Bridge as a sample at a table that the class observes and watches. In this way, class members could observe, participate, and learn as a controlled unit. Once the class feels more comfortable with the information, they could begin tables of four around the classroom.

• Explain the following to the students:
  
  The bid is an estimate of how many tricks the partners feel they can take with their combined hands.  Bidding is the formal method of conversing with partners to determine point count and strength of the combined hands. This formal bidding conversation (the auction) will ultimately result in one partnership winning the auction in a suit that they feel will help them to control play.  When bidding, it is important to realize that partners are bidding on how many of the 13 tricks they expect to win during the play of the hand.  However, the first 6 tricks are always called “book” and do not count toward the final bid.  So, when bidding it is paramount to remember that a bid of “1” truly means “Book plus one” or a total of seven tricks.  Likewise, a bid of 2 would signify that the partners are expecting to take 8 tricks. The most any partnership may bid is a bid of 7 since there are only 13 tricks in a hand (book plus seven).
  
  
• The goal of bidding is to find the best suit in which the partnership will play. A partnership, through the bidding, also attempts to earn points towards their score.  In order to bid game and have a good chance of succeeding, you and your partner together must have a certain number of required points.
  
  
  
• A “game” bid is a contract of at least three no trump, four hearts, four spades, five clubs or five diamonds.  You will understand this better when you learn how to keep score as it is based on the trick value.
  
  
  
• In addition to “high card points” counted in a hand, special points are awarded for a player’s hand that has an “interesting’ distribution.  For example: 
  

1. If a player is “void” in (or missing) a suit the player may add 3 “distribution” points to their high card point count.
2. If a player has only two cards in a suit (a doubleton) then the player may add 1 distribution point to their high card point count.
3. If a player has only one card in a suit (a singleton) then the player may add 2 “distribution” points to their high card point count.
4. If a player has a long suit or length in a suit (usually more than four cards in a suit), then the player may add 1 point for each card more than four.
5. Players may add 1 point to their High card point count if the hand contains all four aces.
6. A player with an aceless hand should deduct 1 point from their high card point count.

• In order to bid a full game and have a good chance of succeeding, you and partner together must have the number of recommended points as indicated in the chart below.  Through your bidding (which follows rules and guidelines), you and your partner will be communicating about the number of points in each hand as well as the strongest suits.
  
  

Point Guidelines for Bidding to Game
Game Bid	Points Required in Both Partner’s Hands
3 NT, 4 or 4	26
5 or 5	29

 

• Games in a major suit (hearts and spades) require the partnership to hold 26 points between them.  Games in a major suit require the partnership to take 10 tricks (book plus 4). Notice that bidding game in a minor-suit (clubs and diamonds) requires 3 additional points because it is necessary to win 11 tricks (book plus 5) for a game in a minor suit. This is the reason that minor suits are given a low priority when deciding the best contract.  Many Bridge players enjoy playing the hand in no trump because a game bid of no trump can be achieved with a bid of three no trump (book plus 3). You will learn more about this when you learn about scoring the game.
  
  
• Bidding and responding is as important to the success in Bridge as the actual playing of the hand.  Bidding and responding is an art that is mastered with years of Bridge playing practice.  You will be learning only very basic Bridge guidelines for bidding and responding.  However, if you follow these Bridge bidding and responding guidelines you will find that you will gain a base of knowledge upon which you may continue to build.
  
  
  • Bids are announcements of how many tricks you think you and your partner will be able to make. You are also announcing which suit you will name as trump.  When bidding progresses around the table clockwise, each bidder may respond in one of the following ways.
  • Bidders may pass
  • Bidders may make a new bid
  • Bidders may double or redouble
    
    
• Most beginning Bridge players will concentrate their bidding either on the pass or the rebidding based on the strength of their hand.  When calling a bid there are some important issues to remember.
  
  
• A bid specifies how many tricks the bidder believes that he can take using his hand and his partner's hand, and with which suit as trump. Any bid starts with the assumption that the bidder can make at least six tricks, called book, plus the stated number of additional tricks. So the bid includes a level (from one to seven, representing how many tricks beyond six the bidder proposes to make) and a suit. For instance, "3 hearts" suggests that his partnership can take nine tricks (book plus three) with hearts as the trump suit.
  
  
• A player may bid at his turn as long as the bid is higher than the most recent bid. A bid is considered higher if it specifies either a higher level or the same level but with a higher-ranking suit. The denominations are ordered, from lowest to highest, as clubs (♣), diamonds (♦), hearts (♥), spades (♠), and no trump (NT). Thus, after a bid of 3♥, bids of 2♠ or 3♣ are illegal, but 3♠ or 4♦ are legal.  Clubs and diamonds are referred to as “minor suits” and hearts and spades are referred to as “major suits”.  This becomes more important  as bidders work towards game and will be explained in later lessons.
  
  
• If the most recent bid was made by the opponents, a player may "double" that bid if his partner has not already done so.This essentially states that the player is so confident that the opponents cannot make their bid during play that the player is willing to double their score if they do (and the penalty if they do not). If the most recent bid was made by the player or the player's partner, and it has been doubled by an opponent but not yet redoubled by the player's partner, the player may "redouble," further increasing the potential score or penalty.
  
  
• The auction ends either if all four players pass initially (in which case the hand is not played or scored) or when three players pass in a row after any bid(s) have been made. The last bid becomes the contract, and its denomination determines whether there will be a trump suit, and if so, what it is. The pair that did not win the contract is called the defense. The pair that made the last bid is divided further: the player who first made a bid in the suit of the final contract becomes the declarer and his or her partner becomes the dummy.
  
  
• The Opening Bid* - A player must have 13 or more points (counting both high card points as well as distribution points) in his/her hand in order to open (start the bidding for the partnership.) The dealer begins, if he/she does not have 13 or more points, he/she will pass.  To open the bidding, the following guidelines are generally followed:
  
  

  Guidelines for How to Open the Bidding
  Points	Opening Bid
  0-12	Pass
  13-15	Open 1 in your "best" major suit (Preferably a five card heart or spade suit) OR Next best: Open 1 in a minor suit (diamonds or clubs with four or more cards in the suit)
  16-18	1 No Trump (NT) (with even distribution)

   *See Attachment Seven for practice with opening bids

• Responding to Your Partner’s Opening Bid - Once a partnership has “opened” with a bid, subsequent bids will be responses.  Just as there are rules and guidelines for the initial opening bid, there are also guidelines for the responses to a partner.
  
  
• After the opening bid, bidding continues clockwise around the table.
  
  
• Responses to Your Partner’s Opening of One No Trump - Let us assume your partner opens the bidding one no trump and the next player passes. You will be called the “responder” since you will be responding to your partner’s bid.
  
  
• First you should consider whether the best contract would be in a major suit or in no trump. Is a major-suit trump fit likely? Note that partner promised a balanced hand so he has at least two cards in every suit.
  
  
• Next you should consider whether to bid game. This is done by adding your points to the 16-18 high card points shown by your partner. Is it possible to reach 26 points? Keep this in mind as you decide what to do.
  
  
• This lesson explains the basic responses to one no trump.  As you play and learn more about Bridge, you will find that there are other options as well.
  
  
• No Trump Responses to a One No Trump Opening
  If responder does not have a five-card or longer major suit, the best contract will usually be in no trump. In that event it is simply a matter of point count. Remember, you cannot count distributional points when you intend to play in no trump.
  
  
• If game is out of reach (0-7 points in your hand), simply pass. One no trump will be the final contract.
  
  
• If game is possible (8-9 points in your hand), respond two no trump. This is called an “invitational bid” as it invites the opener to bid game with a maximum; opener should pass with a minimum. More specifically, opener should rebid three no trump with 17 or 18 points, or pass with 16 points.
  
  
• If game is assured (10-14 points in your hand), respond three no trump. This brings the bidding to game and the bidding is over; opener must pass.
  
  
• The following table summarizes these options:
  

No Trump Responses to an Opening of One No Trump
(*This occurs with a fairly even distribution of suits)

Points	Response
0-7	Pass
8-9	2 NT
10-14	3 NT

• Winning tip: Get in the habit of mentally adding your points to your partner’s any time you know your partner’s point range. This will allow you to figure out the proper contract even if you forget the specific rules!
  

Teacher Note:  After the students are given the above basic information about bidding, let them play a few hands and practice. They will soon learn the importance of working with their partners to strategically bid. The remaining information provided in this lesson should be introduced as students raise questions, or as “tips” for success in bidding between hands of Bridge.

• Major Suit Responses to a One No Trump- The most desirable response to partner’s one-no trump opening is to bid a five-card or longer major (hearts or spades) suit if your hand has one. The responder may count distributional points when he/she plans to bid a suit.
  
  
• Opening  - With 7 points or less, the responder should bid his/her major suit at the two level. The opening no trump bidder should pass because game is out of reach (7 points + 18 points = 25 points at most). This contract will often fail, but it usually will be better than a contract of one no trump.
  
  
• With 10 points or more (enough for game as 10 points + 16 points = 26 points at least), responder may bid his major suit at the three level. Alternatively, with a six-card or longer major suit, responder may bid at the four level.
  
  
• These responses are summarized in the following table:
  
  

Major Suit Response to an Opening of One No Trump (*This usually occurs when you have a five card or longer major suit)
Points	Suit Length	Response
1-7	5+	2 or 2
10+	5+	3 or 3
10-14	6+	4 or 4

• After a response of three hearts or three spades, the opener must not pass because the responder has announced the strength for game and bidding should advance to the game level. With three or more cards in responder’s suit, the opener should raise to four hearts or four spades, respectively. With a doubleton in the responder’s suit, the opener should bid three no trump.
  
  
• When responding, keep in mind what your partner is telling you in the bidding process. Remember, your partner is telling you how many points they have as well as in which suits they possess strength. These legal conversations help you and your partner communicate across the table and help you to establish your contract.
  
  
• Responses to Your Partner’s Bid of One of a Suit  - If partner opens the bidding one club, one diamond, one heart or one spade, the first rule to remember is that you need at least 6 points to make any response. That is to say, you must:
  
  

  Pass with all hands of 0-5 points.

  
  

• Most of the time you will have at least 6 points, and in that event you must make a response if your right-hand opponent passes. It is your duty to keep the bidding going because partner may have a strong hand when he opens with one of a suit.
  
  
  • New Suit Responses - The most common response is to bid a suit at the one level that is higher ranking than the opener’s suit. This requires at least four cards in the suit that you bid.  
    
    
• If the suit you would like to bid is lower ranking than opener’s suit, it is impossible to bid it at the one level. In order to mention your suit you must bid at the two level, and this requires a stronger hand — at least 11 points.
  
  
• In rare cases your hand may qualify for a jump response in a new suit. This is called a jump shift  response and requires at least 17 points and a five-card or longer suit.
  
  
• Below is a summary of the responses in a new suit. Note that there is no upper limit on any of the point counts. 
   

  New Suit Responses to Your Partner’s Bid of One in a Suit
  Points	Suit Length	Response
  6+	4+	1 of suit
  11+	4+	Cheapest bid in suit
  17+	5+	Jump in suit

  
  
• It is important to understand how the ranks of the suits may affect the meaning of a response at the two level. For example: A response of two diamonds would show 11 or more points if partner opened the bidding one heart; but it would be a jump (showing 17 or more points) if partner opened the bidding one club.
  
  
• Major Suit Raises - If partner opens the bidding one heart or one spade, it is very desirable to raise his suit. Partner has promised at least five cards so you need only three cards to ensure an eight-card trump fit. One of the big advantages of a “five-card major” system is that your partnership can locate a major-suit fit quickly.
  
  
• Here is the table of major-suit raises:

 

Major Suit Raises to Your Partner’s Bid of One Heart or One Spade
Points	Trumps	Raise to
6-10	3+	2  or 2
13-16	3+	3  or 3

• Minor Suit Raises - If partner opens the bidding one club or one diamond, raising his suit is a low priority. Always look for some other response, such as bidding a major suit, before raising partner’s minor suit.
• In raising a minor suit you must have at least four trumps (preferably, at least as good as Q-x-x-x) because partner is likely to have just four cards.
  
  
• Here is the table of minor-suit raises:

 

Minor Suit Raises to your Partner’s Opening Minor Suit Bid
Points	Trumps	Raise to
6-10	4+	2  or 2
13-16	4+	3  or 3

• No Trump Responses - It is also possible to respond in no trump after partner’s opening bid of one of a suit. A response of one no trump is used as a catchall bid, a way of keeping the bidding open as a courtesy to your partner. This is necessary when you have 6-10 points and are unable to bid a suit at the one level or raise partner’s suit to the two level.
  
  
• Unlike the above, a response of two or three no trump shows a specific kind of hand. Your hand pattern must be balanced — no singleton or void and at most one doubleton — with at least 13 points.
  
  
• Below is a table of no trump responses to one of a suit: 
  
  

  No Trump Responses to an Opening by your Partner of One in a Suit
  Points	Hand Pattern	Response
  6-10	Any	1 NT
  13-16	Balanced	2 NT
  17-18	Balanced	3 NT

  
  
• Bidding tip: If your hand contains a four-card major suit that can be shown at the one level, you should bid that major suit in preference to bidding no trump. This way you may locate a 4-4 major-suit fit, which usually provides a better contract than no trump. You can always bid no trump later if you do not find a major suit fit.
  
  
• Forcing Bids - A forcing bid is one that you as a partner are not allowed to pass; that is, you must not let the bidding end in that contract. A game-forcing bid is one that says, “We have enough points for game”; hence, all bids by either partner are forcing until game is reached.
  
  
• After an opening bid of one of a suit, there are two important rules to guide your partnership in the bidding:

   

  A new suit bid by responder is forcing.

  A jump bid by responder is game forcing

  
  
• The concept of forcing and game-forcing bids is essential to accurate bidding.  As you better learn the game of Bridge you will see that forcing bids help move you towards game points.
  
  
• Rebidding - In the last section of this lesson you were taught how the partner responds to an opening bid. The next section will help the opener rebid his/her hand.  It is not possible to detail every possible rebid in a beginner’s course.  Therefore the following guidelines will most generally be sufficient for beginning Bridge players. You will discover that rebids in other situations are similar to the ones described here, so a firm understanding of these rules will give you a solid background from which to expand.
  
  
• Raising Responder’s Suit - Usually the most desirable rebid by opener is to raise the suit bid by responder. Opener should have four trumps to raise since responder promised only a four-card suit when he bid at the one level. Basically, the more strength opener has, the higher the level he should raise.
  
  

  Rebids by the Opener in the Partner’s Suit
  Points	Trumps	Raise to
  13-15	4+ (rarely 3)	2 level
  16-18	4+	3 level
  19+	4+	4 level

  
  
• Note that opener will become the dummy so he should use the “5-3-1” formula (see end of this lesson under Dummy Points) to count distributional points.
  
  
• New Suit Rebids - If opener has four or more cards in an unbid suit (a suit that has not been bid), it may be convenient to bid that suit. This is almost mandatory when opener has a four-card major suit that can be shown conveniently at the one level.
  
  
• The basic structure is summarized below:
    

  Bidding a New Suit as a Rebid by the Opener
  Points	Suit Length	Rebid
  13-18	4+	Cheapest bid in suit
  19+	4+	Jump in sui

  
  
• If opener names a new suit at the two level, he should have an unbalanced hand —otherwise a rebid in no trump (described later) would usually be more appropriate. When opener jumps in a new suit it is called a jump shift rebid and it is forcing to game.*
  
  
• The astute student may observe that the partnership is not certain to hold 26 points (19 + 6 = 25), but the odds are overwhelming that opener and responder do not have exactly 19 and 6 points, respectively. Point-count bidding cannot be 100-percent accurate because of the limited number of bids available.
  
  
• Rebidding Your Original Suit - Opener also may rebid the same suit in which he/she opened the bidding. This usually requires at least six cards. With only a five-card suit always look for some other rebid option. Do not form the habit of rebidding five-card suits or you will be tagged as a bad Bridge player.
  
  
• As usual, the stronger opener’s hand is, the higher he is allowed to bid. The following table summarizes the options:
  
   

  Rebids of the Original Suit by the Opener
  Points	Suit Length	Rebid
  13-15	6+ (rarely 5)	2 of your suit
  16-18	6+	3 of your suit
  19+	7+ (rarely 6)	4 of your suit

  
  
• No Trump Rebids - It is common for opener to rebid in no trump. The meanings of these rebids depend on whether the response is a suit or no trump because opener will have different options available in each case.
  
  
• If the response is one of a suit:
   

  Rebidding No Trump by the Opener to a Response of One in a Suit
  Points	Hand Pattern	Rebid
  13-15	Balanced	1 NT
  19-20	Balanced	2 NT

  
  
• If the response is one no trump:
    
  

  Rebidding options by the Opener to a Response of One No Trump
  Points	Hand Pattern	Rebid
  13-15	Balanced or almost balanced	Pass
  16-18	Almost balanced	2 NT
  19+	Balanced or almost balanced	3 NT

  
  

• More on Point Count and Responding
  
  
  
• It is now time to learn something more about distributional points. Earlier you learned to count three points for a void, two for a singleton and one for a doubleton. There is an exception to this:
  
  

  Do not count distributional points in a suit that partner has bid as you prepare your response.

  
  
• For example, if partner opens the bidding one heart, you should not count any points for shortness in hearts. Being short in your partner’s suit is not an asset; your chances of finding a trump fit are diminished.
  
  
• Dummy Points - On the other side of the coin, if partner bids a suit that you like, your shortness in another suit may be more valuable. If you intend to raise your partner’s suit (you will become the dummy), use the following table for distributional points if you have at least four trump cards:
  
  
  

  Reevaluating Your Point Count After Your Partner’s Bid
  Short Suit	Point Value
  Void	5
  Singleton	3
  Doubleton	1

  
  
• For example, if partner opens the bidding one heart and you hold four hearts and a singleton spade, you should count 3 points (instead of the usual 2) for the singleton spade.
  
  
• When raising partner with only three trump, count your distributional points in the normal way.
  
  

Teacher Note: The previous charts should be available to the students as they practice (See Attachment Ten: Practice is the key!!)

Day Two - Bridge:

Teacher Note: In this lesson the students will learn the basics behind the scoring of Bridge and understand the importance of bidding the hand to ultimately earn the most points for the partnership.  As before, demonstrating or having the studentss observe a group of experienced players as they score and verbalize what they are doing and why is the best way for students to learn.

• Explain to the students that bidding and playing hands of Bridge becomes more competitive once you understand the patterns for keeping score. Scoring a hand is determined by the bid of the hand and the number of tricks that the declarer is able to win. In Bridge, any player may keep score, but all players are responsible to make sure that the score entered on the Bridge score sheet is accurate.
  
  
• See Attachment Ten: Contract Bridge Scoring for a typical Bridge Scoring. Refer to this handout as you complete the lesson on scoring
  
  
• See Attachment Eleven: Scoring for a typical page from a Bridge tally pad. Notice that there are two columns labeled “we” and “they.”  Also notice that about halfway down the sheet there is a horizontal line. This line is significant because any points bid and made are registered below this line. Other points (for setting an opponent, premium points for making game, etc.) are recorded above the line.
  
  
• Scoring Tricks - When the declarer makes his bid by winning as many as or more than the number of tricks he/she has bid, his/her score is entered on the pad in the following manner. Only those tricks bid and made are entered below the line for that team.  Any overtricks are entered above the line. So, if the declarer bids two clubs and makes three clubs, the score for two clubs bid and made is entered below the line (40 points). The 20 points for the third trick (overtrick) is entered above the line and does not count towards game (a game is 100 points). You can see the desire to bid your hand carefully!
  
  
• Game - When a partnership has scored 100 or more points below the line, the team has won a “game”. A game is designated on the score pad in the following manner. A horizontal line is drawn across the score sheet below the score, which ended the game. The line should cross both columns and signifies that a new game is beginning. Games may be made in one hand (i.e. a game of four hearts that are bid and made). Games may also be made from partial scores from more than one hand (i.e. a hand of one no trump bid and made equals 40 points and a hand of three diamonds bid and made equals 60 points.Together these partial scores equal 100 points or game).
  
  
• When the horizontal line is drawn across the scoring pad to designate the wining of the game, any partial score that the opponents may have won is lost and the new game starts fresh. When a team obtains game over the opponent’s partial score, this is called “cutting off a leg”.
  
  

Teacher Note:  After explaining the basics of scoring, allow the groups to play several hands as practice. Supply the following information between hands, as appropriate or as “tips” for scoring.

• Being Vulnerable - A partnership that has won a full game becomes “vulnerable”.The partnership’s objective is then to win the next game and earn a bonus for obtaining a “rubber”. When a side scores it’s second game, the rubber is over and scores are totaled. Winning two out of two games is worth a premium of 700 points above the line and winning 2 out of 3 games is worth 500 points above the line.  You can see the importance of these “premium” points above the line.To score a game of Bridge, the player simply adds each team’s points being certain to include all points (those above the line, as well as those below the line).
  
  
• Being “vulnerable” has positives and negatives. If a partnership is “vulnerable”, the partnership can receive increased penalties if they fail to meet a future bid. Likewise, a vulnerable team is also able to receive increased bonus or premium points for other bids they do make.
  
  
• Honors - In a trump suit, the ace, king, queen, jack, and ten are considered “honors”. If a player holds all five of these “honor” cards in his/her hand, then they may call honors and receive 100 bonus points above the line for his/her team. If a player holds only four out of the five honors then the partnership is awarded 100 points above the line.
  
  
• In notrump bidding, if a player holds all four aces the partnership receives 150 points above the line.
  
  
• Usually the player waits until the hand has been played to declare their honor points. This helps to keep the location of the cards secret until after the hand has been played. Just remember to call “honors” before the next hand is dealt or you lose the points!
  
  
• Slam Bonuses - If a partnership bids and makes a call at the six level (i.e. six hearts) then the partnership, in addition to their regular score, receives a “bonus” for making a small slam. If a partnership bids and makes all 7 tricks, then this is called a “grand slam” and the team receives bonus points for this as well. (These are outlined in the scoring sheet.)
  
  
• Doubling and Redoubling a Bid - If a declarer makes a bid that an opponent has doubled, the team receives bonus points above the line. Making a redoubled bid results in even greater bonus above the line.
  
  
• Unfinished Games - If the players are forced to end their Bridge session before the game is over, the session is scored in the following way. If one side has one game, that side receives 300 points. If only one side has a part score then they receive 100 bonus points.
  
  
• Players should refer to the scoring sheet for explanation of all scoring guidelines.
  
  
• Though the art of Bridge is to play with silent communication, during the learning of the game, it is most helpful to talk things over with everyone at your table. Once you become more accomplished, talking about your hands is forbidden.