###
Posted by Miss Gardiner | Posted in Decimals, Fractions, Place Value | Posted on August 28, 2017

Taken from Paul Swan’s book: *Kids, Calculators and Classrooms*

Aim: For students to get 3 uninterrupted decimals in a row on the number line.

Students choose 2 numbers from the number cards 1-12 to create a fraction. They must then convert it to a decimal using a calculator and mark the decimal on the number line game board. The winner is the person who can get 3 decimals in a row on the number line without the other player interrupting it.

Fraction Frenzy number cards-2addefd

Fraction frenzy-1a333a3

###
Posted by Miss Gardiner | Posted in Decimals, Place Value | Posted on August 28, 2017

This is a great way to help students understand tenths and hundredths and how small they are compared to 1 whole.

Ask student to create a model of 1 MAB with Plasticine. With a plastic knife, cut it into tenths. Then discuss the concept of hundredths and how this would look. Ask them to make 1 hundredth by cutting one tenth into ten equal pieces.

This is a warm up activity involving calculators for place value, decimals, subtraction multiplication and division.

Students begin by entering a 4 digit number into their calculator. These 4 digits are aliens coming down to earth. The students’ mission is to shoot them down in ascending order but this can only by subtracting the ones. Students will have to change the value of each digit by either multiplying or dividing the number by 10, 100 or 1000.

For example:

- A student starts with the number 5236.
- The first number they have to shoot down is the 2. Therefore, they must divide their number by 100 so that the 2 is in the ones column, e.g. 52.36. Then they can subtract 2, leaving 50.36.
- Next they must shoot down the 3. First the must multiply their number by 10 making 503.6 and then they can subtract 3, leaving 500.6
- Students continue until all digits are gone.

###
Posted by Miss Gardiner | Posted in Data, Decimals | Posted on September 14, 2016

This activity give students the chance to go out, collect their own data and talk about the results.

As a whole class, go out to the basketball course to collect your own data. Ask 10 students to run around the basketball court (one at a time) and get students to time them. Do not record names, just times (name students as a, b, c etc.). Once back in the classroom, students need to record data in their books and look at the data collected to make inferences, e.g. Order the times from shortest to longest. Who came first, second, last? What was the difference in time between the first runner and the last? What was the difference in time between the first and second runner. How much faster would the 3rd runner have had to run to beat the 1st runner?

Differentiation: Lower group to record times to 1 decimal place, higher group to record times to 2 decimal places.

running-race

###
Posted by Miss Gardiner | Posted in Decimals, Fractions, Percentage | Posted on August 17, 2016

Using a grid, students create a picture that uses at least 6 different colours. Once completed, they have to work out the fraction, decimal and percentage of the different colours in the grid of the total squares in the grid.

Mathsterpiece grids

Students use grid paper to create their own golf course. It can be linked to a variety of different math outcomes, including area and perimeter, shapes, angles, fractions, decimals and percentages.

Design-your-dream-Mini-Golf-Course

This is a great, quick activity to get the learners into the mood for maths! You will need to play the song “**The Final Countdown**” by Europe to set the tone. (Air guitaring is acceptable and encouraged!) Learners work in their maths books, dating in the margin to allow teachers to track improvement over time. The teacher gives the class a starting point and tell them what they are counting by. (For example, starting at 0, count forward by 10s.) Students then have a set time (I usually give 2 minutes) to count as far as they can. At the end of the time they all stand up, start at the beginning point and count aloud together. When learners get to their finishing point they sit down.

To mix it up you can start at different points, count forwards or backwards and change the number you are counting by. You could even get the learners counting using fractions or decimals!

###
Posted by Miss Arkley | Posted in Decimals, Number | Posted on December 3, 2014

Use a 1 metre piece of string as the number line.

Give 5 students a playing card to peg on the string where it would be placed on a number line.

Discuss “How did you know where it should go?” Strategies for identifying how to place numbers onto a number line.

Extension: Instead of using playing cards, create cards with decimals or fractions or a mixture of both.

**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.

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.