By Alan Thwaites
A hundred actions and video games designed to complement the first arithmetic syllabus. the guidelines are heavily associated - even though no longer solely - to the DfES basic Framework for Numeracy, giving supportive, brief and enjoyable actions to the respective age-groups and assurance specifications. in lots of situations, actions incorporated in chapters for more youthful age-groups can be 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 tips are heavily associated - although no longer completely - to the DfES basic Framework for Numeracy, giving supportive, brief and enjoyable actions to the respective age-groups and insurance necessities. in lots of instances, actions incorporated in chapters for more youthful age-groups is also tailored for older youngsters
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Additional info for 100 Ideas for Teaching Primary Mathematics (Continuums One Hundreds)
There will be no simplification bonuses. Any double will be worth only one point whereas all other combinations of spots are worth more than one, so 6⁄1 will have a value of 6. Decide whether or not to include percentages with this version. 33 IDEA W H AT ’ S M Y N A M E ? 27 34 KEY AREA RESOURCES GROUP SIZE Number 0–9 number cards Any The object of this game is to say the name of a number from a given number of digits. Use two sets of 0–9 number cards. Shuffle the cards and place them in a pile face down.
Each member of the group gives the next number, or alternative expression, either in regular turn or randomly around the room or group. If an incorrect response is given, the next person must attempt it rather than have it corrected. A class of 30 children new to this game, therefore, may only reach about 18 (buzz fizz) by the time they have all had a go, but regular playing improves their ability very quickly. A decision can be made, depending on the character and experience of the group, whether or not to impose penalties for incorrect responses.
DIFFERENTIATION The simplest way to play is using varying numbers of bricks and the child finds just half or quarter. Use the single numerator for intermediate difficulty. For the ultimate challenge, include decimal fractions and percentages with larger multiples of cubes. IDEA 17 GIVE ME THE FRACTION KEY AREA 21 IDEA S E Q U E N T I A L PAT T E R N S 18 KEY AREA RESOURCES GROUP SIZE Sequences Assorted coloured cubes Photocopied grids (see preparation below) Colouring pencils Any This is an early sequencing activity for KS1.