Posted by mrswhiteley | Posted in Projects | Posted on December 3, 2014

Project designed for the end of Year.

This project is based around students organising a celebration – birthday, Christmas, special event…

Students work through each task. Students have the opportunity to reflect upon the skills they have developed in Number&Algebra and Measurement and Geometry.

Addition, Subtraction, Multiplication and Division – working out quantities

Measurement – Using and recording different measurements, planning using area and perimeter

Posted by Miss Lawrence | Posted in Time | Posted on December 3, 2014

You can use this activity to explicitly teach the hand placement of analogue clocks.

Have a small group of students seated in a circle on the floor. They are now the outline of an analogue clock.

Provide small whiteboards or blanks sheets of paper with textas to the children who are sitting where the numbers on an analogue clock would be (i.e. – the ‘top’ of the circle would be 12; the ‘bottom’ of the circle would be 6). Have children fill in their numbers according to their position on the clock – this can be done individually or as a whole group. These numbers can then be laid on the floor in front of children or held on their laps with the number facing into the circle.

Choose two children to be the hands of the clock. Ask them to lay on the floor to make the times. One child (depending on height!) may need to sit with legs straight to be the ‘hour’ hand.

Ways to change the activity:

Have the numbers already prepared and ask children place them in the appropriate places.

Only show the numbers 12, 3, 6, and 9 on the analogue ‘clock’.

Ask students to make a variety of times depending on student capability – you can go to 5-minute intervals.

Have children work in partners to make their own time and have other students read it to the group.

This is an opened ended activity, allowing students to use the four operations. Students read the problem and record all the ways that they try to solve it.

Problem:

Sally was making numbers on her calculator but the keys for the number 6 and the number 7 were broken.

Sally wanted to display the number 467 in the calculator’s window.

How many ways can you make 467 on the calculator if the 6 and the 7 keys are broken?

This is a game that learners can play individually to practise addition to 11. Each learner will need a deck of playing cards. You start by shuffling the cards. Then you lay 9 cards out in a 3X3 matrix.

You then need to look for combinations that add up to 11. These are 1+10, 2+9, 3+8, 4+7 and 5+6. If you have a combination that adds up to 11 you cover the two cards with two more cards. The picture cards (King, Queen, Jack) are able to be covered if you have one of each pictures. The aim of the game is to place all of the cards out. If you run out of combinations, you restart the game after shuffling the cards again.

Posted by mrslonsdale | Posted in Number | Posted on December 3, 2014

After reading the book Ten Apples Up On Top by Dr. Suess, students complete a cut and paste activity to demonstrate counting from one to ten. On top of each character and numeral, students paste a set of apples to correspond with that number. Students are encouraged to check each set of apples by counting them and pointing to each apple as they count.

This activity can by lowered by limiting students to work with numbers to 3 or 5.

This can be extended by having students work with numbers up to 20 or beyond.

This is an activity you can use as a warm up or time filler if you have a spare 5-10 minutes.

You can also change this game to meet the different abilities of all students.

Lower levels can use 2-3 digit numbers right up to working with numbers in the hundred thousands if possible.

How to Play

Draw up a place value chart on the whiteboard with the number of columns you need depending on the number you are using.

The teacher writes down their secret number that the students need to work out. (eg. 5920)

Students then need to guess the number and can do this two ways.

Upper Years– “Is the number 4629?”

You would then put an X against the numbers that are not in the number they are guessing, put a √ on the numbers that are in the number and are in the correct place and put a O against the numbers that are in the number but in the wrong place.

Th

H

T

O

4 x

6 x

2 √

9 o

Lower years– “Is there a 5 in the tens column?”

You would then mark the number the same as above, put an X against the numbers that are not in the number they are guessing, put a √ on the numbers that are in the number and are in the correct place and put a O against the numbers that are in the number but in the wrong place. The students then keep guessing number by number.

Posted by lizbr | Posted in Number | Posted on December 3, 2014

This is a great song that the students in Prep have really enjoyed singing along to. It reinforces the “Friends of Ten” concept and the chorus includes the “friends” i.e. “Zero and ten are friends of ten, one and nine are friends of ten…” and so on. It is performed by a number of puppets and is to the tune of Mambo No.5. It can be found at:

Posted by Miss Araujo | Posted in Division, Games | Posted on December 3, 2014

Use PDF template and answer sheet to prepare the game ahead of time.

How to play:

1. Place all the cards from letters A to L around your Learning Space.

2. Students try to find all the division cards around the Learning Space.

3. As the students find each card, one by one they write down the lettered card and division problem on their answer sheet.

4.Once students find all the cards, to reduce congestion, students can then draw a picture to match each division problem and work out the answers at their tables.

5. Afterwards, correct all the answers together as a whole.

*This activity can also be altered to focus on time, multiplication or other operations.