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Posted by Miss Gardiner | Posted in Addition, Number, Place Value | Posted on September 14, 2016

This is a great game to build on the students place value and addition skills.

Students need 6 dice and play in small groups.

Rules:

– You must reach at least 500 before end your turn and record your points.

– Set aside any dice that are worth points after each roll.

– If you roll the dice and do not receive any points you have Barkled! Pass the dice to the next person.

– The first player to get to 10,000 points wins!

Point system is on the Barkle game cards

barkle

This is a great activity for students to practice the mental maths strategies.

Students are to sit in a circle with 2 students standing in the middle back to back. The students take 3 steps away from each other. The teacher needs to call out a Maths problem for the students to solve in their heads. The first student to solve the problem can turn around and zap the other student with their wand. They can then reveal their answer. If they were wrong the other person wins the round. The person who is out can switch with someone in the circle.

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Posted by Miss Gardiner | Posted in Four Operations, Number | Posted on September 6, 2016

This is a great warm up game that encourages students to use their mental maths. It has been taken out of the *Maths on the Go Book 2.*

You begin with a group of students standing. Tell the students a number. e.g. Year 2s you could give them 20, 3s and 4s 50 and 5s and 6s 100.

You must then give the students a problem and they have to solve it in their heads. You may like to give them a set time frame e.g. 10 seconds. They must then figure out if their answer is smaller or larger than their given number. If their answer is larger than the given number, they must put their hands on their heads. If it smaller, their hands will go on their hips. Tell students to not put their hands on their heads or hips until the time is up so there aren’t any students who copy. You can then go around asking students to explain how they got their answer. If a student has their hands in the wrong place or can’t explain their thinking, they can sit down.

This is a multiplication warm up game that can be used for students working at various levels. The kids love it and it really does work for reinforcing times tables.

- You need a deck of playing cards.
- Students play in pairs, threes if needed.
- Depending on the students level you can either instruct them to remove the picture cards or assign each picture card a number i.e. Jack and Queen are 11 and King is 12.
- Students then get given a Magic Number (decided by the teacher).
- The students place all the cards in a pile and begin flipping one card over at a time.
- Students need to multiply the card by their magic number and call out the answer.
- The first player to do this gets to keep the card. The student with the most cards at the end wins.

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.

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Posted by Miss Gardiner | Posted in Number | Posted on August 17, 2016

Players 2-4

Cut up the set of cards (attatched) and place face down. Students turn 2 cards over at a time and try to match the numeral to the dot cards. If its a match they keep it, if not they turn it back over and its the next persons turn. Play goes until all the cards a paired up.

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Posted by lisar | Posted in Money, Number, Place Value | Posted on September 18, 2015

Students develop their knowledge of place value in this task. Students get a budget in which they use to buy a range of items. This project covers adding money, ordering money based on their place value, partitioning, representing numbers in different ways etc. They use think boards to show their learning.

Place Value Project

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Posted by lisar | Posted in Number | Posted on September 17, 2015

**Numbers to 20**

Trains

Students will play with a partner. Each student will be given a train mat (can be 2 xTens Frame), 20 counters and a 20 sided die. They will roll their die and place a counter in each square to the equivalent of the number on the die. The person with the most win.

Can be extended to combine two numbers from 2x 10 sided dice.

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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.

Task sheet: Numeracy – Zoo Task

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