Starts at basic level and builds up.
LA and SEN have more visual adds (drawn dots to colour/count)
MA has these prompts also but if they need to draw dots then they can do so for the remainder of questions, as this is what they'll need to remember in the exam.
HA has few prompts, and there is an extension of word problems (enhancing their reasoning skills and deepening learning)
This was made for YR2.
Powerpoint could not be uploaded for copyright reasons although I would be willing to change this resource if you would like access.
“SPIN THE BASKETBALL” NUMBERS 1 THROUGH 32
This “Basketball Spin” Number Set is a 32 CARD product with QUARTER PAGE, consecutive numbers from 1 to 32.
The set can be used in a variety of educational settings and for a variety of purposes.
The NUMBER CARDS could be used in the classroom by a teacher for mathematical games, physical markers, or as an organizing tool.
The numbers may also be used by a PE teacher for organizational purposes or for large group PE and fitness games.
There are enough numbers for a large class of 32 in case you need that many. Each page has 4 number cards that fit a typical 8 1/2 X 11 piece of paper.
Just copy, cut, laminate and you are ready to GO!!!
This might be useful to anyone doing a staff meeting or INSET. A lot was based on Shirley Clarke’s books. There are 3 places where it says activity. The activities were: 1) discuss in a group what questions you asked in one of your plenaries today and what you got from the responses. 2)I gave out a piece of unmarked writing by a child in my class and asked them to mark it as they would normally mark. We then discussed what they marked and the range of comments they used. 3) Gave out the same piece of writing and make using 3 successes and a wish.
This pack was created by myself and a colleague as part of an INSET on Outstanding teaching in Sept this year (2010).
It includes guidance on setting clear learning objectives and success criteria and planning good plenaries.
If it is a bank of plenary ideas that you need, then download the word doc.
Hope some of it is useful to you.
Flip- chart moves through stages of multiplication as repeated addition and then an array. Can be made more practical (fun) by having a collection of small pairs of socks and lots of real life examples of an array. Also children love the chocolate challenge!
Check out my other resources at - https://www.tes.com/teaching-resources/shop/jreadshaw
I created this code breaking maths lesson for an Ofsted observation. The children thoroughly enjoyed it and had so much fun (whilst still learning).
The children are told that they have been selected by the local police to solve a crime. Unfortunately, all of the money from the school office has been stolen and an artist impression of the suspects has been provided. The children must crack the secret police codes to elimate the innocent suspects (cross them off) and reveal the final two suspects. Once this has been completed the last clue is placed on the IWB. Children get a reward for helping the police!
I have differentiated the 4 ways questions (HIPPO - the highest, MOUSE - the second highest, HA - third highest, LA - lowest) but they could be adapted to any year group! I have also included the lesson plan and PowerPoint to help clarify the task. Enjoy!
1st answer = MAN
2nd answer = HAT
3rd answer = BEARD
4th answer = GLASSES
5th answer = MOUSTACHE
6th answer = GINER
2 SUSPECTS LEFT = Kenny and Eric
THIEF IS = KENNY
*PLEASE NOTE I HAVE ADDED 2 ADDITIONAL DIFFERENTIATED SHEETS AND A POWERPOINT*
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.*