I remember using this nrich activity in 2012. Thank you so much for creating the clue cards. I am going to have to remember to use this is the summer when the Olympics comes around again. Will be great to see if my students have remembered anything that I am teaching them this term!
This is a lesson plan and set of resources built around the 'Missing Multipliers' interactive problem from the Nrich Website. Differentiated task sheets are included as well as starter activities etc. The students were given individual laptops. Aligned with Common Core State Standards: 3.OA.1 Operations and Algebraic Thinking.
This is a set of cards with 12 different measuring problems linked to the Olympic Games. When I do this with my class, they will work in teams, move around the classroom to find and solve the problems, recording answers on the record sheet. We will then mark them together and award points for correct answers. Depending upon the success of the children I might decide to announce thresholds in the marks for gold, silver and bronze! \n\nPS I've used Microsoft clipart and no Olympic images for copyright reasons when uploading to TES.
Finding the nth term suitable for low ability KS3/4. Resources include a PowerPoint lesson, blank grids to support less able students, bronze worksheet (ascending sequences), silver worksheet (descending sequences) and answers! Went down well as an observed lesson - let me know what you think!
This is an activity once you have taught children about quadrilaterals. For this activity, children will need to know about square, rectangle, rhombus, parallelogram and trapezium.
I would give children time to explore these shapes practically first and then give them this task. This is a cut-and-stick task where children have to match up the name and properties to the shape.
The Smart notebook begins by asking children to discuss/note down and vocabulary related to length. Take some feedback and then show the key vocabulary on the slides and ask them how these key words have been sorted?
Explain that learning and talking about length will require us to use lots of key vocabulary and encourage children to use them in the lesson.
Give children rulers (a range is ideal) and ask them to share what they can see.
Talk through the slide, and establish the different metric units of measure. Which unit is the smallest/biggest?
Model how to measure the length of a line using a ruler. Ask children to come up and have a practice.
There are 3 different activities for this lesson:
1)LO: to measure length accurately in centimetres and millimetres.
Measure the length of drawn pencils accurately in mm and cm and then to draw lines of certain measurements.
2)LO: to estimate / measure length using an appropriate unit of measure.
Children have a table of classroom/school items and children have to complete a table of; selecting the most appropriate unit, estimating the length; accurately measuring the line.
3)LO: to estimate / measure length using an appropriate unit of measure.
This is a learning outside the classroom task. Children are doing the same as the previous task but they select their own objects to measure around the school.
This is 4 days of progressive planning for year 4. The topic is angles, parallel and perpendicular lines. Planning includes teaching points, key questions, ideas for differentiation, description of activities and key vocabulary. Lots of links to real life. Children will be creating angles practically, identifying parallel/perpendicular lines around them and engaging in reasoning by comparing flags according to their shape/angles/properties. Activities for some of the lessons have been uploaded in my shop.