Awesome activity borrowed and adapted from Nrich. I use coloured 1cm squares of paper and the children have a multiplication grid at the start to find patterns. The main session begins with the question: 'What does a square number look like?&'. The children love finding the shapes and it gives them an idea of pattern and structure. The extension is to find all of the numbers to one hundred and collate them in the table using the shapes as a guide but using mental skills to use and apply their understanding.
These are APP linked activities where the more able children are extended to investigate whether the centre part of a venn diagram is ab, when one area = a and the other = b. They are to find examples to prove and disprove the statement.
There are also APP learning objectives for children who are at the stage of finding common multiples
Leveled questions on line graphs and block graphs with APP links
In response to people asking for the answers, I found with my class that the children produced a range of readings from the line graphs and therefore would produce a range of answers, all equally correct. I deliberately wanted the activity to be open ended - some children used reading rounded to the nearest ten, an element that I hadn't anticipated.
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.