This is a Maths warm up game that can be used to practise both Place Value and Addition skills.

Teachers set a target on the board and in like ability pairs students use a calculator to try and add numbers together to hit the target. This can be used to practise the other operations as well.

For example, the target is 25

Students 1 puts 4 into the calculator

Student 2 needs to figure out what they need to add to 4 to get 25. In this case, they add 21.

Variation: students can play it where they have to add multiple numbers together to hit the target.

For example, if the target is 71.

Student 1 puts 12 into the calculator

Student 2 adds 9 to 12 which equals 21 and so on and so forth.

Students create questions based around themselves with numerical answers, e.g. age, house number, number of siblings, number of letters in their first name, shoe size.. (the list is endless). Once students have the answers, they have to create equations to be worked out to get to their answer, e.g ‘My Age’ Answer=12, Equation could be 2×6= 10+2= or even more advanced using BODMAS, decimals, fractions etc.

Once students have created the equations and answers, they present these on a poster with the equation displayed on a piece of paper or a post it note that can be opened up to display the answer underneath.

Figure Me Out Project

###
Posted by Miss Gardiner | Posted in Addition, Multiplication | Posted on August 17, 2016

Students will need:

– Two coloured pencils

– Two grey leads

– Graphing paper

– Dice (this can be modified according to levels)

– Dice mats

Students work in pairs.

Students roll two dice.

They colour in the squares on the graph paper that the dice multiply to, an array. For example if they roll a 2 and a 3. So it would be 2×3=6 they would then colour a box 2 by 3 squares to equal 6 squares in their chosen colour on the page and write the multiplication sum in grey lead on the squares.

It would then be the next child’s turn. They would then roll the dice and colour squares in the other coloured pencil.

Once all the squares are coloured in the children will need to add the total of their squares together, they can use their chosen addition strategy.

The student with the most squares coloured wins.

###
Posted by Miss Gardiner | Posted in Addition | Posted on August 17, 2016

2 or 3 players

Use a standard deck of cards with tens and face cards removed. Aces are worth one. Deal five cards to each player then take out one card and set it aside without looking at it. If a player has any two cards that add to 10 (eg:

3 + 7), s/he lays the pair on the table, face up. Once all players have laid down all their “10” pairs, the first player asks any other player for a card what would complete a “10” pair in his/her hand. If the other player has the requested card, he/she must hand it over and the first player may continue asking for cards, from the same person or anyone else. If the player doesn’t have the requested card, s/he says, “Go fish!” and the first player takes the top card from the stack of undealt cards. If a player runs out of cards, s/he draws a new one at the beginning of a new turn and continues play. When all the cards are matched up, there will be one card without a pair (the one removed from the deck at the beginning of the game). The person who winds up with the most cards wins.

EXTENSION; Use subtraction and the numbers to equal zero.

Have students map out a bike ride that goes for a specific distance (e.g. – 5km).

Additional activities:

- Listing coordinates of intersections and landmarks
- Writing directions
- Calculating the time it would take to complete the bike ride, allowing for walking across roads
- Investigating height of terrain to see vertical meters covered
- Measure the angle of turns made

Challenges could also be made as to how much distance is covered in a particular quadrant.

Map attached with Cartesian Plane.

Cartesian Plane – Cranbourne East

###
Posted by lisar | Posted in Addition | Posted on September 18, 2015

Students will be drawing an apple tree in their books and selecting a handful of green and red counters/apples to put on their tree. Children will have to draw these apples onto their tree and create an equation, e.g. 5 green apples + 7 red apples = 12 apples altogether.

Click on the link below for lesson plan

apple tree activity

###
Posted by lisar | Posted in Addition, Money | Posted on September 17, 2015

This activity can carry on from the chocolate bar & lolly shop activity (featured in the Fractions section) by giving each “lolly” a price. Alternatively, you could have the students design a sweets shop (with cakes, slices, etc) or an ice-cream shop (with a range of flavours, cones and toppings!). Students may either write the individual prices onto the lolly shop sheet or may design their own price list. These can be adapted to ability levels. It is up to teachers how far that they want to take the next stage. Ideas are:

- Ask other students to choose a number of items from their shop, which they would like to “purchase”. Owner of the shop has to add up the total of the items. You may even have them work out the change.
- Set up a “shop” where the shop items are drawn or constructed out of materials. Using play money (and calculators if needed), students are given the opportunity to go shopping at each other’s shop and “buy” items using their play money. When an item is purchased, shop owners can cut out the item from their sheet and physically give them the item. They must also work out the total price of the items purchased, which the customer is to give them and the shop owner works out the change to give back.

* Please note: if you are allowing students to cut out their items from their poster, you may want to photocopy them just in case!

###
Posted by lisar | Posted in Addition | Posted on September 17, 2015

Students will work in pairs and each receive a game board with numbers 1 to 12 along the side and two 6 sided dice. Each player will take turns rolling the dice and add the numbers together, they will then place a counter on that number. The first person to place all their counters on their numbers wins the round.

Students design and create a game board in the style of their choice.

Students create question cards using the four operations. (i.e 8 addition equations, 8 subtraction, 8 multiplication and 8 division) There can be a mixture of number sentences and worded problems.

Each process is written on a different colour card.

Game boards include sections where players pick up cards as well as general game instructions. (i.e move back 2 spaces. Roll a 5 to move again)

The game board can also be used for:

- Measurement (to measure how long your journey is)
- Money (collecting and taking away money amounts along the way)