## Figure Me Out Project

### Posted by Miss Gardiner | Posted in Addition, Division, Four Operations, Multiplication, Subtraction | Posted on August 17, 2016

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

## The Array game.

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

Students will need:

– Two coloured pencils

– 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.

## Four Operations Board Game

### Posted by lisar | Posted in Addition, Division, Four Operations, Multiplication, Subtraction | Posted on September 17, 2015

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)

## Car Park Dominoes

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

Car Park Dominoes.

(prep)

Materials:

Template

Set of dominoes.

Instructions: The aim is to fill up your carpark spaces  by adding the two numbers on the domino together and putting it into the space with correct answer.

An extra challenge for students could be that they need to write their own numbers in the spaces.

This activity could also be done for subtraction and multiplication with the blank template provided.

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

Students play with a partner

• Both students draw 4 columns.
• 1 student rolls a dice – that¹s how many goals their footy team scored in the first quarter.
• Student either uses addition or multiplication to calculate the number of points their team scored in the first quarter. (each goal is 6 points)
• 2nd student rolls and calculates their score for the first quarter.
• The process is repeated for the 4 quarters of the game.
• Both students then need to add together the totals of the 4 quarters to work out their total for the match.
• Students decide who the winner of the game is.

Simplifying

• use counters in groups of 6 to help with adding on
• using a 6 sided dice
• Using repeated addition function on calculators
• Using calculators

Extending:

• Use multiplication (x6)
• Include goals and behinds ( students roll twice for each quarter multiply goals by 6 and add on the number of behinds)
• In the case of a draw students play ‘extra time’ (another roll for goals and behinds)

### Posted by MissHerring | Posted in Area, Division, Money, Multiplication | Posted on September 6, 2015

This is an open ended project that covers concepts multiplication, area and money.

Students are given the task of designing their own café. They work through the stages of the project and based on abilities can vary the complexity of each stage.

Stages include:

– Working out the area of rooms using a given floor plan

– Staffing with cooks and waiters

– Profits that are earned

## Animal Legs

### Posted by Miss Lawrence | Posted in Addition, Multiplication, Number | Posted on September 4, 2015

Explain to the students you have been to Melbourne Zoo and discuss some of the animals you saw.

Ask students to imagine that they have also been to the Zoo. Have students think of a number (can set limits depending on ability). This number represents how many animal legs they saw during their visit. They then need to decide which animals they saw, and how many of each.

Capable students could use the Zoo website (http://www.zoo.org.au/melbourne) to find information about the different animals and use the Zoo map, otherwise print a copy for students.

If needed, students can use concrete materials to represent the legs. This activity can also incorporate place value by using unifix and putting it into sticks of 10 to keep track of how many animal legs they have accounted for.

A further extension activity could be:

• plan the day at the Zoo to see all the animals, taking into account special keeper talks and events that might happen during the day.
• calculate the cost of the visit, including food and drinks as well as special activities.
• research what the animals eat and how much food is needed over a particular time.

## Missing Keys on a Calculator

### Posted by Miss Forscutt | Posted in Addition, Division, Four Operations, Multiplication, Number, Subtraction | Posted on December 3, 2014

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?

Example of a solution:

400 + 30 + 30 + 4 + 3 = 467

## Multiplication Snap

### Posted by misspitt | Posted in Multiplication | Posted on December 3, 2014

This game is designed to reinforce multiplication skills.
Materials required (deck of cards)
Students work in pairs.
A=1
1 to 10 = itself
J = 11
Q = 12

Students work in pairs turning over 1 card each.
Students need to quickly multiply the two turned cards.
The fastest correct response collects both cards.
Students repeat until deck is completed.
The winner is the student with the most cards at the end.

Differentiation:
2. Turn 1 card creating single digit sums. (Remove J,Q,K 1×10 problems only)
3.  Turn 1 card creating single digit sums. (Include J,Q,K)
4. Students turn 2 cards each and create 2 X 2 digit equations.
5. Students turn 3 cards each and create 3 X 3 digit equations.

## QR codes for Four Operation games

### Posted by Miss Gardiner | Posted in Addition, Division, Four Operations, Games, Multiplication, Subtraction | Posted on December 3, 2014

Four Operation Games – QR Codes

Students need an iPad or iPod with the QR code scanner application.

Students can scan the QR codes and it takes them to a game that involves one of the four operations.