The digits are grouped to total 10. Can they recognise the 10s to find ways of finding the totals in Sheet A? They can write underneath which numbers they added to get the total.
Sheet B can be used, more creatively, to find different ways of making a picture of a given number, e.g. 58? 136? The images can be cut out and stuck down with an accompanying 'proof' of how those images add up to the total.
Dots are grouped in 10s, Can they use sheet A to find a quick method of finding the total number of dots?
Can they cut out the images from sheet B to make a given number e.g. 43? 122? and stick them down to make a picture of that number.
3 sets of cards - 1) baskets containing 10 bananas; 2) baskets containing 2 oranges; and 3) baskets containing 5 strawberries. Can be used for counting in 2s, 5s and 10s and for repeated addition activities
Lesson plan, teaching resources and differentiated work for 3 lessons
1) Partitioning numbers into tens and units (MA hundreds)
2) Adding multiples of 10.
3) Using partitioning strategy for addition.
Check out my other resources at - https://www.tes.com/teaching-resources/shop/jreadshaw
A game that can be played in pairs, threes or independently. Please note that this game focuses on times tables facts from 2 to 10 to ensure children are confident in these tables before progressing to the 11s and 12s, which will need to be taught subsequently.
Children need a 'Table Splat' mat and counters (different coloured counters for each child). Children take turns to turn over a card, revealing a times tables question. The child who is the first to place their counter on the correct answer (whilst shouting 'SPLAT!') can leave their counter on the board. The winner is the player with the most counters on the board once all of the times table cards have been used.
Differentiate by choosing the multiplication cards relevant for that child, depending on which times table they are currently working on.
*Update: 6s and 9s have been underlined, to avoid confusion.*
I couldn't find any materials on this when I needed to teach my year 3 class what the equals sign REALLY meant.
I have included the lesson plan I used, the 3 differentiated worksheets and a Powerpoint I made.
Please keep in mind this is for year 3/4 children (as from previous comments) not particularly designed for higher year groups.
Also have included a homework set of resource sheets (could alternatively be used in class as a reinforcement at a later date.)
A Japanese theme game. The children play the game which leads on to - Investigating the frequency score of 2 dice. (What are the best numbers to choose to help you win the game next time?) Lessons include find the odd one out starter activities, success criteria and worksheets. There are also questions to encourage the children’s mathematical thinking. My class find it fun to make up a quick Sumo dance… where they bow to each other before and after each game.