By Alan Thwaites
A hundred actions and video games designed to complement the first arithmetic syllabus. the guidelines are heavily associated - although now not solely - to the DfES basic Framework for Numeracy, giving supportive, brief and enjoyable actions to the respective age-groups and insurance necessities. in lots of circumstances, actions incorporated in chapters for more youthful age-groups is additionally tailored for older children.
content material: part 1. brief quantity actions and video games --
part 2. Investigations and longer actions --
part three. Measures and time --
part four. form, area and design.
summary: a hundred actions and video games designed to complement the first arithmetic syllabus. the guidelines are heavily associated - notwithstanding no longer solely - to the DfES basic Framework for Numeracy, giving supportive, brief and enjoyable actions to the respective age-groups and assurance standards. in lots of situations, actions integrated in chapters for more youthful age-groups can be tailored for older young children
Read or Download 100 Ideas for Teaching Primary Mathematics (Continuums One Hundreds) PDF
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Extra info for 100 Ideas for Teaching Primary Mathematics (Continuums One Hundreds)
The object is to make a path from either top to bottom or side to side of a 5 × 5 grid. The pathway cannot be diagonal. Draw a 5 × 5 grid on squared paper. Two players choose a colour each and decide who goes first. The third member of the group poses questions from published mental maths practice materials. Players are asked questions in turn. If the answer is correct the player colours in any free square on the grid. If incorrect, no square is coloured. The first answer only can be taken. Paths can be blocked which is, of course, part of the strategy.
If a player is lucky enough to have a full family set of five then she/he puts them down. The player to the left of the dealer asks the player to her/his right for a card in a family which hopefully will make a set or go towards a set. If the player asked holds that particular card she/he must pass it over and if this makes a family of five they are put down. If the requested card is not held then no other request can be made on this particular turn. Whatever the result of the request, play passes clockwise around the group.
51 IDEA DIVIDE AND RULE 41 KEY AREA RESOURCES GROUP SIZE Division Two or three sets of 0–9 number cards Conventional dice Jotting paper or whiteboards Any, but this works well with teams of 2 This game is for reluctant dividers in KS2. Shuffle the cards and place them in a pile, face down. The top two cards are turned to make a two-digit number. It can be a free choice of which card represents tens and which the units but, once decided, the order cannot be changed. A dice is thrown and players must divide the twodigit number by the number shown as quickly as possible, including any remainders (see below).