I created a sheet with simple worded problems, a space to show their sum, and a space for the answer. \nI wanted my students to get used to reading problems and then writing the sum in preparation for exams which often have functional problems and marks for working.
These are the personalised bookmarks I created for my class last year. They still have the children's names and personalised messages on so that I could give you a flavour of what I wrote to them.
I simply laminted them and cut them out and the children absolutely loved them. Very cheap at the end of the year too.
These resources add to a synonym wall display. The 'boring&' word (such as &';good') is accompanied by more impressive synonyms (such as splendid, exceptional etc).
I bought a shoe holder with various pockets and stapled the boring word to the outside of the pocket and put the more interesting words inside.
There are pictures of the resource available at:
Here are three differentiated worksheets that I used with my year five class to help them to punctuate newspaper reports in preparation for writing their own.
The articles come from the newsround website.
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.
Also have included a homework set of resource sheets (could alternatively be used in class as a reinforcement at a later date.)
UPDATE: Have added a more challenging resource for year 3/4
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.