## Design and Construct a 3D Sculpture

### Posted by lisar | Posted in 3D Shapes | Posted on September 30, 2014

Students design a sculpture and use 3D nets to construct it. Depending on the level of students, photocopied nets may be provided or students may be required to create their own.

You may like to make requirements of the sculpture such as the number of shapes, types of shapes etc.

Students can record the shapes used in the sculpture and the features of each shape.

## Tooth Picks and Chickpeas

### Posted by lisar | Posted in 2D Shapes, 3D Shapes | Posted on September 30, 2014

Students use chick peas and toothpicks to create 2D or 3D shapes by carefully pressing the toothpick into the chickpea to join the toothpicks together.

Students can then record the name of the shape they created, and its features such as edges, faces and vertices.

## Venn Diagram

### Posted by lisar | Posted in 2D Shapes, 3D Shapes | Posted on September 30, 2014

Students select two shapes from a bag of flash cards then use a Venn Diagram to compare the two shapes.

## Shape Who Am I?

### Posted by lisar | Posted in 2D Shapes, 3D Shapes | Posted on September 30, 2014

Students create a shape Who Am I? poster by writing clues about a 2D or 3D shape onto a poster then drawing a picture of the shape and labeling it underneath the clues. Students then paste a kinder square over the picture a label so that it flips up.

## Chance Trails

### Posted by lisar | Posted in Chance | Posted on September 30, 2014

Students flip a coin or roll a die a given amount of times and graph their results. Students then reflect on their results such as what came up the most, least and comparing their results with those of others.

A power point of the task: Dice Roll

## Heads and Tails

### Posted by lisar | Posted in Chance, Data, Decimals, Fractions, Games, Percentage, Statistics | Posted on September 30, 2014

A whole class game of chance

Discuss the possible outcomes if you flipped two coins (heads and heads, tails and tails, heads and tails)

Prior to flipping the two coins, students stand up and predict the outcome. If students predict heads, heads – they place both hands on their head. If selecting heads, tails – they place one hand on their head and one on their lower back. If selecting tails, tails – students place both hands on their lower back.

After flipping the coins, students who were incorrect sit down. Keep playing until one student is left standing.

Data and Statistics

Results throughout the game can be recorded and used to calculate a fraction, decimal and percentage for each outcome.

## Corners

### Posted by lisar | Posted in Chance, Decimals, Fractions, Games, Percentage | Posted on September 30, 2014

Using a deck of cards. Allocate each corner of the room with a suite (hearts, diamonds, spades, clubs). Take out four cards of each suite from the deck giving you 16 cards in total. Record on the board the number of cards for each suite using tally marks.

Students then choose a corner to go to.

Draw out a card from your pile of 16.

The students in the corner that matches the suite of the card drawn out are out and move to a designated area. Rub out a tally mark for that suite on the board. The card drawn out is put aside, it does not get returned to the pile.

Students then move to a new corner and a new card is drawn out. Continue playing until you have a winner.

During the Game

After each round discuss the chance of each suite being drawn out using language appropriate to your students. If appropriate, work out the chance as a fraction, decimal and percentage.

Discuss strategies for corner selection with the students.

## One Metre Line

### Posted by lisar | Posted in Length, Measurement | Posted on September 30, 2014

Using a ruler and an A4 sheet of paper, students are required to create a line that is one metre long in total. The 1 metre line can be made up to several straight lines that join. Students record the length of each separate line and need to add as they go.

This activity can be extended by adding requirements such as:

* Each line must be a different length

* The beginning and end need to join

* Each line must contain a decimal amount eg 3.6 cm

## Measuring Length

### Posted by lisar | Posted in Length, Measurement | Posted on September 30, 2014

Students use rulers or informal materials to measure items found in the room. Students record the item, the method of measurement (cm, mm, hand spans, counters etc.) and the result.

## Money Warm up Games

### Posted by lisar | Posted in Games, Money | Posted on September 30, 2014

What coins do I have in my pocket?

Select some coins prior to the game and place them in your pocket or a container where students cannot see them. Tell students the total amount you have. On paper, students record possible coins and notes that make the amount you have. After a given time, students share their ideas. After sharing, reveal the coins you have in your pocket.

How much do I have in my pocket?

In this variation, students are told how many coins but not the total amount. Students brainstorm possible combinations of coins and amounts.

The change is ….. how much did I spend?

In this more challenging variation, students are told an amount you received as change. Students then brainstorm possibilities for how much you may have spent and what note or coin you used to pay for it.