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.

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?

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:

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!

On student begins by calling “multiply”, then deals two cards face up (eg. 5 and 7). Once the second card is dealt the first student to multiply the two numbers correctly collects the two cards dealt.

The student with the most cards (because he/she has answered correctly) wins the game and becomes the dealer.

Depending on the level of students’ ability you can change from multiplation to addition or subtraction etc.

A dealer can deal more than two cards – eg. the dealer calls adding 3 cards (eg. a 5, 7 and 2 are dealt), the first student to call “Snap!”and can answer correctly, collects the cards. The dealer can alternate by calling out, multiply, add, subtract etc.).