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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.

Warm up activity for number and place value that can be adapted to many concepts.

Students say rock paper scissors and then hold out fingers. They must then perform an operation and say the answer to win.

Variations:

- add the number of fingers
- find the difference between the number of fingers
- multiply the number of fingers
- identify odd or even numbers
- perform one of the operations above and then identify if it is odd or even
- perform one of the operations above and then identify if it is a composite or prime number
- perform one of the operations above and then identify multiples or factors of that number
- multiply the numbers and round to the nearest 10

The aim of this warm up game is for students to try and work out a way to make the final number either odd or even.

Students need a calculator and cards with the digits 0-9 on them.

Students place the cards face up on the table and choose who will be odd and even. Once they have decided who starts, they take it in turn flipping a card over. The first card is the starting number and they enter it on the calculator. That card is then turned over. The next player chooses a remaining card and an operation. They must do that operation with the chosen number on the calculator and continue until there are no cards left. The final number determines the winner, either odd or even.

One rule is that neither player can divide or multiply by 0.

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.

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Posted by Miss Gardiner | Posted in Addition, Place Value, Subtraction | Posted on August 28, 2017

This is a calculator warm up activity for place value, addition and subtraction.

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 by subtracting the numbers one at a time.

For example:

- A student’s number is 5271. They must first get rid of the 1 by subtracting 1. Leaving 5270.
- They must then get rid of the 2 by subtracting 200. Leaving 5070.
- Next they need to get rid of the 5 by subtracting 5000. Leaving 70.
- The last step is to subtract 70. Leaving 0

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Posted by Miss Gardiner | Posted in Addition, Place Value, Subtraction | Posted on August 28, 2017

This is a great warm up activity for place value, addition and subtraction.

Each student has a calculator and must enter a 4 digit number (with each digit being a different number). The students then take it in turn asking each other for a number. If the student has that number, they must subtract it from their number and the student asking must add it to theirs. They continue this until either one person has a 5 digit number (making them the winner) or one person has a 3 digit number (making them the loser).

For example: Student A starts with 5831 and Student B asks for an 8. Student A must subtract 800 from his number using the calculator, leaving 5031, and Student B adds 800 to their number.

Support: starting with a 3 digit number, recording their working out

Extension: higher digits, decimals, explaining their strategy to win

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Posted by Miss Gardiner | Posted in Multiplication | Posted on August 28, 2017

This activity involves students creating their own farm to develop their multiplicative thinking and skills. The aim is for students to create crops by planting rows of fruit and vegetables. Students can decide how many rows with how many fruit/vegetables will be in each row. They are then expected to work out how much fruit and vegetables they will have altogether using the strategies grouping, arrays and repeated addition.

My very own farm – 2.0 Beginners-23tp5yt

My very own farm – 2.0-ue356w

My very own farm – 2.5 – 3.0-1pazeqd

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Posted by Miss Gardiner | Posted in Chance | Posted on August 28, 2017

This activity references the movie ‘Cloudy With a Chance of Meatballs’ and is used to help teach the concept of Chance. Students are required to think of different weather types for each of the likelihoods. They then have to discuss and sort the different weather types according to their likelihood. It is a fun and creative way to get them thinking about Chance, you can even carry out some role plays where students can become weather reporters. Attached are a range of resources that can be used to assist. Modify as necessary.

Blank Spinner Template-1pur8l1

Certain and impossible vocab cards-27tjqzj

Chance Language Cards – likelihood-v5llz7

Chance Language Cards – will-might-wont happen-1b3wkuy

Cloudy With A Chance Of…Chance Maths Project-1odncy1

impossible weather pics-1sr5936

Spinner Table – Likelihoods-1801fi9

Vocab Words-xcx8yq

Weather Forecast – Likelihood – will wont might-176n47c

Weather Forecast – Likelihood-1mzctk5

Weekly forecast – Likelihoods 2.0-3.0-1fng884

Weekly forecast – Likelihoods F.0-1.0-qil4if

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Posted by mrslonsdale | Posted in Symmetry, Transformations | Posted on May 22, 2017

- Introduce/revise the definition of symmetry and reflection.
- Students find company logos that have lines of symmetry or reflection.

3. Revisit/introduce the concept of slides and rotation.

4. Students find logos with rotation and slide.

5. Students are challenged to design their own logo incorporating all of the transformations – symmetry, reflection, rotation and slide.