Numeracy @ CEPS Just another global2.vic.edu.au site 

Materials:

• Multiplication Factors game board
• Multiplication Factors cards
• Unifix cubes

Students start with their game board covered in unifix cubes (not the original numbers down the side and across the top). Each player takes it in turn to choose a Multiplication Factors card. They must then try to think where that number might be on the board by identifying its factors e.g. if a student turns over a 24, they might look in column 6, row 4 or column 4, row 6 or column 8, row 3 or column 3, row 8. If the student picks up the correct unifix they can keep it. Play continues until all cards are turned over and all unifix are gone.

Multiplication factors cards-s32tgc

Multiplication Factors-1x2v48h

Here is a website that could be used as some fast drills to get the brain juices going:

http://mathsbot.com/starter

You can set the number of questions, the degree of difficulty and what topic you would like to focus on. You could try playing in teams to see who can get the most correct answers before the time is up, or have individual students answering questions in their books/verbally.

A great website from Jenny Eather:

http://www.amathsdictionaryforkids.com/dictionary.html

Materials: A3 coloured paper, Cat in the patterned hat template, coloured strips of paper.

Task Details: Using coloured strips of paper Students will make a patterned hat for the Cat in the Hat.

Extension: Students can use more than two colours to create their patterned hat.

chance activity                                         chance colour chart

This chance activity takes a full lesson and can cater across the curriculum.

Teacher materials:

4 x coloured counters from 4 different colours.

Whiteboard or Interactive.

Whiteboard markers of the counter colours.

Container to hold the counters.

Instructions: Using the colour chart sheet, put on interactive whiteboard and get students to rule up in workbook (see chance activity). Once this is complete speak to students about chances of pulling out each colour ect. Students must colour the first square under guess before you pull out a counter. Once done you can ask for show of hands for each colour and enrich the oral language. Pull out a counter and students all colour this square that colour. Continue until all counters are out.

Differentiating:  This can be scaled up or down according to student needs. Higher students I discuss fractions, decimals ect. This can be seen on example above. Lower level students tend to just focus on the guess and actual.

1. Write times on the different clocks and make sure each clock has a letter written on it (Eg. you can have clocks A-L).
2. Hide the clocks around the learning space.
3. Students then receive an ‘I Spy’ time sheet to record the times.
4. Students then walk around the learning space and record the times of the clocks as they find them.
5. Come together at the end and discuss the answers.

This activity can also be completed with other topics including multiplication, division, addition and subtraction and many more!

These are posters I made that help students understand the different ways to make the numbers 1 to 10.

What makes up our numbers

Foundation

Level 1

Level 2

Level 3

Level 4

Level 5

Level 6