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I need saving money worksheets for 5th and 6th class.

There is a lot of territory to cover when it comes to teaching young children good financial skills. Unless you plan to live in the wilderness as a hunter-gatherer, you're going to spend your life handling money. It's important to teach good habits on this subject as early as possible. And, the most important habit to develop is saving money, so you may be looking for saving money worksheets.

You'll find money saving worksheets and more in this Start Money Smart 5th/6th class activity pack. Of course, the challenging thing about teaching children about saving money is getting them to see the value. Most young people only see value in the money they have and what they can immediately spend it on. What the resources in this activity pack will do, is help them to see the benefits of saving.

They also provide the tools to help make saving money seem more manageable. For example, the money saving challenge worksheet gives them icons to colour in each time they save money. This helps make saving money feel like a game rather than constantly thinking about what they could spend it on.

This activity pack also comes in different versions, including a Black and White Version.

What other money-related resources do you have?

We hope that the money saving worksheets and other resources in this activity pack help them develop some good habits. Of course, financial skills aren't something that can be taught with a single activity pack. Fortunately, we've got plenty of other money-related resources for you to make use of. So, please keep reading on for some other suggested resources to try.

We did say that you need to start teaching financial literacy early. Everything children learn about finances in this pack, is based on skills they learned earlier. To start right at the beginning, be sure to check out this Start Money Smart Junior/Senior Infants Activity Pack.

Of course, their financial skills are going to be hampered if they can't properly recognize each coin. Visual learning resources are a great way to help with this. So, be sure to check out these Euro Coin Display Posters.

Are you looking for a more interactive way to teach money recognition? Then take a look at this Money Recognition to 20 cents PowerPoint.

Tips for encouraging children to save money.

Talk through the concept of wants vs needs with them. Thinking about the difference between these two concepts will help them resist impulse spending.

Give them opportunities to earn their money. Money they've worked to earn will have more value to them than money they were simply given.

The above video may be from a third-party source. We accept no responsibility for any videos from third-party sources. Please let us know if the video is no longer working.

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Start Money Smart 5th/6th Class Activity Pack

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There is a lot of territory to cover when it comes to teaching young children good financial skills. Unless you plan to live in the wilderness as a hunter-gatherer, you're going to spend your life handling money. It's important to teach good habits on this subject as early as possible.

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A required part of this site couldn’t load. This may be due to a browser extension, network issues, or browser settings. Please check your connection, disable any ad blockers, or try using a different browser.

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Shape and Space
Level D/ Orange objectives = 5th/6th class

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Problem Solving tasks for 5th/6th class.

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Problem Solving tasks for 5th/6th class.

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This learning path gives a brief overview of how to develop a classroom culture of sharing knowledge, valuing mistakes and providing cognitively challenging tasks. Problem solving strategies can be explicitly taught using this learning path with an introduction to the concept of Low Threshold High Ceiling Tasks also.
11 resources in this Learning Path

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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Interactive Maths manipulatives and games

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Interactive Maths manipulatives and games

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Our online teacher tools include a wide range of interactive manipulatives and assessment tools to teach and assess basic math concepts. Additional teacher tools help teach literacy and reading skills. Plus, check out our online timers, spinners, and dice that assist with classroom management.

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Teacher Tools " Toy Theater | Learn * Create * Play

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Our online teacher tools include a wide range of interactive manipulatives and assessment tools to teach and assess basic math concepts. Additional teacher tools help teach literacy and reading skills. Plus, check out our online timers, spinners, and dice that assist with classroom management.

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Resource pack with sample pictures and questions to prompt children to look at their environment with Maths Eyes.

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Explore maths in the local environment using maths trials and photographs.

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This learning path, suitable for 5th and 6th class, supports the exploration of mathematics through a series of challenges, tasks and activities.
6 resources in this Learning Path

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A Scoilnet account will allow you to upload your resources or weblinks to Scoilnet as well as enabling you to share and add resources to a favourites listing. Users who have a Scoilnet Account will also be able to fully access Scoilnet Maps and Census@School from home.

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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Exploring maths through story with 5th and 6th class

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Exploring maths through story with 5th and 6th class

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This Learning Path, suitable for 5th and 6th, supports the exploration of maths through story. The path contains useful links and lists.
5 resources in this Learning Path

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A Scoilnet account will allow you to upload your resources or weblinks to Scoilnet as well as enabling you to share and add resources to a favourites listing. Users who have a Scoilnet Account will also be able to fully access Scoilnet Maps and Census@School from home.

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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Challenges, tasks and videos to explore shape and space with 5th/6th class.

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This Learning Path, suitable for 5th and 6th class, supports the exploration of Shape and Space through a series of challenges, tasks, videos and activities.
9 resources in this Learning Path

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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MathsThroughStories.org is a non-profit and research-based initiative, based at the University of Reading's Institute of Education (UK). It sets out to help mathematics learners around the world...

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Measures
Level D/ Orange Objectives = 5th/6th class

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Explore the Six Nations with Maths Eyes.

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Welsh Government's Education Begins at Home campaign encourages parents to do little things at home to support their child's learning in the classroom. Developing maths and science skills together at home is an important part of child's education and can give your child a head start in life. But maths and science are not just educational; they are fun too.

Rugby is a sport that requires a lot of maths and science knowledge without even realising, from geometry and algebra to biology and physics. With the Six Nations kicking off today, Education Begins at Home has come up with a list of ways maths and science is implemented throughout rugby.

Newport Gwent Dragons fly-half, Jason Tovey commented: 'Rugby players use maths and science every day. Every time we catch or kick a ball we are using maths to work out trajectory and speed.

When I take a kick at goal, I have to take into account wind speed, the angle and the distance to the posts. Science is also playing an increasingly important part of a rugby player's life.

Nutritionists tell us players what we have to eat to optimise performance and every move on a rugby field is analysed so we know how far we have run or how many tackles we have made during a game.'

1. Maths can alter team tactics and help win a game

Maths and science can give critical information to make the differences between winning and losing. After a game, analytical professionals will go over every little detail, from the amount of miles an individual player has travelled on field, to the number of successful passes and tackles they have made. Coaches can then tailor practice sessions to help the team and players work on their weaknesses until they become strengths. But it all starts with numbers!

2. Use maths to count tries, conversions and goal kicks

This may sound obvious, but counting and adding are forms of math necessary when keeping score in Rugby. A try is worth 5 points, a conversion is worth 2, and a goal kick is worth 3 points, so maths skills are always needed to total up your points. Unfortunately it isn't as easy as adding one to you score like in football!

FACT: Brian O'Driscoll holds the record for the most tries scored in the 6 nations championship with 26, which equates to 130 points. BOD also holds the record of most caps, with an amazing 65!

Here's a quick taster of BOD's best stuff:

3. Using angles to your advantage

Angles play an incredibly important part in rugby. Players have to determine correct angles all the time, from the angle of a pass to a team mate, to the angle needed to correctly slot a conversion from the sidelines from 50 yards. If rugby players weren't good at determining angles, they would be throwing the ball to the ground every other pass!

FACT: Wales' Paul Thorburn holds the record for the longest successful kick in an international test match - in the 1986 Five Nations Championship match against Scotland at Cardiff Arms Park, he coolly slotted a monster penalty kick measuring 70 yards and 8 and a half inches -

FACT: The December 1978 issue of the Mathematical Gazette, Anthony Hughes gives a recipe for determining the optimal spot from which to make a conversion attempt in rugby. Hughes's approach to locating the optimal spot is to maximise the angle subtended by the bases of the two goalposts.

However, he forgot to take into account that the ball must also go over the crossbar! In 1999, Michael de Villiers attempted to incorporate the crossbar into modelling the optimal conversion kick.

4. The science behind nutrition

With training sessions and games every week, it is hardly surprising that rugby players need to watch what they eat in order to optimise their performance. But sports nutrition is a science and each position in rugby requires a particular diet consisting of different amounts of protein, carbohydrates, fats etc. depending on whether it's pre-season, pre game or post game. The point is it all gets rather complicated, with a lot to take in, and that's why nutritionists have to study for years at university.

FACT: The average distance covered by rugby players ranges from 4.45km in the front row to 6.84km by the scrum half, while the average maximum speed for the front row is 23.7kmh, compared with 30.7kmh for the outside backs.* - that's a whole lot of calories being burnt, so it's no surprise rugby players have to eat lots to maintain their strength, size and speed.

5. The backroom staff

To be a successful rugby club it isn't always about the rugby. The support staff play a pivotal role in the way a rugby team is shaped and run and often they will have to use maths and science to do their job. Whether it's the team's accountant who studied business, the personal trainer who studied the human body, or the team doctor who studied medicine: they all paid attention in school.

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SIX NATIONS: 5 ways rugby uses maths and science

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Welsh Government's Education Begins at Home campaign encourages parents to do little things at home to support their child's learning in the classroom. Developing maths and science skills together at home is an important part of child's education and can give your child a head start in life.

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Practical Approaches to Developing Mental Maths Strategies for Addition and Subtraction.

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STEM activities/ideas

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The PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES) and is managed by Dublin West Education Centre. 14 Joyce Way, Park West Business Park, Nangor Road, Dublin 12 Email: [email protected] Login | Privacy Policy | Cookie Policy

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A 30 minute webinar from the PDST which explores ways to engage playfully in maths and science activities throughout the school.

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This webinar will explore how playfulness can be infused into the teaching of Maths and Science throughout the primary school. As well as discussing child-led play in the junior classes, we will look at how playful approaches to Maths and Science can be used in the middle and senior classes.

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Mental Maths strategies for Multiplication and Division.

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Mental Maths 2 Handbook (multiplication and Division)

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Place value, decimals and percentages

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Challenges, tasks, videos and activities to explore place value with 5th/6th class.

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This Learning Path, suitable for 5th and 6th class, supports the exploration of Place Value through a series of challenges, tasks, videos and activities.
6 resources in this Learning Path

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A Scoilnet account will allow you to upload your resources or weblinks to Scoilnet as well as enabling you to share and add resources to a favourites listing. Users who have a Scoilnet Account will also be able to fully access Scoilnet Maps and Census@School from home.

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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Challenges, tasks, videos and games to explore decimals with 5th/6th class.

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This Learning Path, suitable for 5th and 6th class, supports the exploration of Decimals and Percentages through a series of challenges, tasks, videos and activities.
7 resources in this Learning Path

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To register for a Scoilnet Account you will need to have a Teaching Council number and a roll number for your school in Ireland.

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A Scoilnet account will allow you to upload your resources or weblinks to Scoilnet as well as enabling you to share and add resources to a favourites listing. Users who have a Scoilnet Account will also be able to fully access Scoilnet Maps and Census@School from home.

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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The following teacher handbooks are intended to complement and support the implementation of the Primary School Mathematics Curriculum (PSMC). By providing additional guidance in the teaching and learning of mathematics, the publications attempt to illuminate an instructional framework for enhancing mathematical thinking. This instructional framework advocates methods of eliciting, supporting and extending higher-order mathematics skills such as reasoning; communicating and expressing; integrating and connecting; and applying and problem solving.

​Click on this link for a guide on how to use our manuals guide.

​ ​Just click on the title of each manual to view or download. Print copies of any manual can be ordered from Laois Education Centre here.

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The following teacher handbooks are intended to complement and support the implementation of the Primary School Mathematics Curriculum (PSMC). By providing additional guidance in the teaching and learning of mathematics, the publications attempt to illuminate an instructional framework for enhancing mathematical thinking.

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A great resource with hands on maths activities for all topics.

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The Ministry is migrating nzmaths content to Tāhurangi. Relevant and up-to-date teaching resources are being moved to Tāhūrangi (tahurangi.education.govt.nz). When all identified resources have been successfully moved, this website will close. We expect this to be in June 2024. e-ako maths, e-ako Pāngarau, and e-ako PLD 360 will continue to be available.

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Activities for 5th class.

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Circles: Sir Cumference and the Dragon of Pi

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Circles: Sir Cumference and the Dragon of Pi

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Explore the relationship between the diameter and the circumference of a circle through this story.

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Fractions

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An activity to explore area.
Extend this activity to consider capacity.

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Activities to teach length in 5th/6th class.

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A Scoilnet account will allow you to upload your resources or weblinks to Scoilnet as well as enabling you to share and add resources to a favourites listing. Users who have a Scoilnet Account will also be able to fully access Scoilnet Maps and Census@School from home.

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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Activities to explore time, distance and speed with 5th/6th class.

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his learning path, suitable for 5th and 6th class, supports the exploration of the relationship between time, distance and average speed through a series of challenges, tasks and activities.
7 resources in this Learning Path

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A Scoilnet account will allow you to upload your resources or weblinks to Scoilnet as well as enabling you to share and add resources to a favourites listing. Users who have a Scoilnet Account will also be able to fully access Scoilnet Maps and Census@School from home.

# data[].attributes.attachment_link.description
Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

# data[].attributes.body
Activities to explore money with 5th/6th class.

# data[].attributes.attachment_link.description
Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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Challenges, tasks and activities to explore fractions with 5th /6th class.

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This learning path, suitable for 5th & 6th class, supports the exploration of the Fractions strand through a series of challenges, tasks and activities.
7 resources in this Learning Path

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To register for a Scoilnet Account you will need to have a Teaching Council number and a roll number for your school in Ireland.

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A Scoilnet account will allow you to upload your resources or weblinks to Scoilnet as well as enabling you to share and add resources to a favourites listing. Users who have a Scoilnet Account will also be able to fully access Scoilnet Maps and Census@School from home.

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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You will need to create an account to access these lesson plans and resources.

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EXPLORE creative, high quality resources for primary school teachers to help teach computing to children supported by Barefoot Computing.

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Hour of Code

This year, we're taking Hour of Code to new heights by offering coding opportunities that encompass both artificial intelligence (AI) and non-AI components.

Want to keep learning? Go beyond an hour

Teachers: Host an hour or read the How-To Guide

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Use computer science to explore and learn about AI!

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Lesson Overview

By "programming" one another to draw pictures, students will begin to understand what programming is really about. The class will begin by having students instruct each other to color squares in on graph paper in an effort to reproduce an existing picture. If there's time, the lesson can conclude with images that the students create themselves.

Lesson Objectives

Students will:

Understand the difficulty of translating real problems into programs

Learn that ideas may feel clear and yet still be misinterpreted by a computer

Practice communicating ideas through codes and symbols

Materials, Resources and Prep

For the Student

For the Teacher

Getting Started (15 min)

1) Vocabulary

This lesson has two new and important words:

Algorithm - Say it with me: Al-go-ri-thm
A list of steps that you can follow to finish a task

Program - Say it with me: Pro-gram
An algorithm that has been coded into something that can be run by a machine

2) Introduce Graph Paper Programming

In this activity, we are going to guide each other toward making drawings, without letting the other people in our group see the original image.

For this exercise, we will use sheets of 4x4 graph paper. Starting at the upper left-hand corner, we'll guide our teammates' Automatic Realization Machine (ARM) with simple instructions. Those instructions include:

Move One Square Right

Move One Square Left

Move One Square Up

Move One Square Down

Fill-In Square with color

For example, here's how we would write an algorithm to instruct a friend (who is pretending to be a drawing machine) to color their blank grid so that it looks like the image below:

That's simple enough, but it would take a lot of writing to provide instructions for a square like this:

With one little substitution, we can do this much more easily! Instead of having to write out an entire phrase for each instruction, we can use arrows.

In this instance, the arrow symbols are the "program" code and the words are the "algorithm" piece. This means that we could write the algorithm:

"Move one square right, Move one square right, Fill-in square with color"

and that would correspond to the program:

Using arrows, we can redo the code from the previous image much more easily!

3) Practice Together

Start your class off in the world of programming by drawing or projecting the provided key onto the board.

Select a simple drawing, such as this one to use as an example.

This is a good way to introduce all of the symbols in the key. To begin, fill in the graph for the class -- square by square -- then ask them to help describe what you've just done. First, you can speak the algorithm out loud, then you can turn your verbal instructions into a program.

A sample algorithm:

"Move Right, Fill-In Square, Move Right, Move Down
Fill-In Square, Move Left, Move Left, Fill-In Square
Move Down, Move Right, Fill-In Square, Move Right"

Some of your class may notice that there is an unnecessary step, but hold them off until after the programming stage.
Walk the class through translating the algorithm into the program:

The classroom may be buzzing with suggestions by this point. If the class gets the gist of the exercise, this is a good place to discuss alternate ways of filling out the same grid. If there is still confusion, save that piece for another day and work with another example.

If the class can shout out the algorithm and define the correct symbols to use for each step, they're ready to move on. Depending on your class and their age, you can either try doing a more complicated grid together or skip straight to having them work in groups on their Four-by-Fours Activity Worksheet.

Have the class imagine that your arm is an Automatic Realization Machine (ARM). The idea of "algorithms" and "programs" will be brought to life even further if students feel like they're actually in control of your movements.

Activity: Graph Paper Programming (20 min)

1. Divide students into pairs.

2. Have each pair choose an image from the worksheet.

3. Discuss the algorithm to draw that image with partner.

4. Convert algorithm into a program using symbols.

5. Trade programs with another pair and draw one another's image.

6. Choose another image and go again!

Wrap-up (5 min)

5) Flash Chat: What did we learn?

What did we learn today?

What if we used the same arrows, but replaced "Fill-In Square" with "Lay Brick"? What might we be able to do?

What else could we program if we just changed what the arrows meant?

6) Vocab Shmocab

Assessment (10 min)

Extended Learning

Use these activities to enhance student learning. They can be used as outside of class activities or other enrichment.

Better and Better

Have your class try making up their own images.

Can they figure out how to program the images that they create?

Class Challenge

As the teacher, draw an image on a 5x5 grid.

Can the class code that up along with you?

Connections and Background Information

ISTE Standards (formerly NETS)

1.b - Create original works as a means of personal or group expression.

1.c - Use models and simulation to explore complex systems and issues.

2.d - Contribute to project teams to solve problems.

4.b - Plan and manage activities to develop a solution or complete a project.

4.d - Use multiple processes and diverse perspectives to explore alternative solutions.

CSTA K-12 Computer Science Standards

CPP.L1:3-04 - Construct a set of statements to be acted out to accomplish a simple task.

CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out.

CT.L1:3-03 - Understand how to arrange information into useful order without using a computer.

CT.L1:6-01 - Understand and use the basic steps in algorithmic problem-solving.

CT.L1:6-02 - Develop a simple understanding of an algorithm using computer-free exercises.

CT.L2-07 - Represent data in a variety of ways: text, sounds, pictures, numbers.

NGSS Science and Engineering Practices

K-2-ETS1-2 - Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

3-5-ETS1-2 - Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Common Core Mathematical Practices

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Common Core Math Standards

2.G.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

Common Core Language Arts Standards

SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.

SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

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By "programming" one another to draw pictures, students will begin to understand what programming is really about. The class will begin by having students instruct each other to color squares in on graph paper in an effort to reproduce an existing picture. If there's time, the lesson can conclude with images that the students create themselves.

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Data and Chance
Level D/ Orange objectives = 5th/6th class

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Challenges, tasks and activities to explore weight with 5th/6th class.

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This learning path, suitable for 5th & 6th class, supports the exploration of the Weight strand through a series of challenges, tasks and activities.
7 resources in this Learning Path

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A Scoilnet account will allow you to upload your resources or weblinks to Scoilnet as well as enabling you to share and add resources to a favourites listing. Users who have a Scoilnet Account will also be able to fully access Scoilnet Maps and Census@School from home.

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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Activities, references and games for exploring number sense with 5th/6th class.

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Activities, References and Games which might be useful when exploring Number Sense with Fifth and Sixth Class
4 resources in this Learning Path

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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Videos, activities and tasks to explore capacity with 5th/6th class.

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This learning path, suitable for 5th and 6th class, supports the exploration of Capacity through a series of challenges, tasks and activities
6 resources in this Learning Path

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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Explore positive and negative numbers: Temperature Tour

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Explore positive and negative numbers: Temperature Tour

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The Temperature Tour activity sheet is accessible in PDST's STEM Smaointe Bulletin 4:
https://spark.adobe.com/page/T3p0ura7fGY3k/

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Develop children's 'Communicating and Expressing' skills with Number Talks.
Scroll down to find folders of resources for number talk for each class level.

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Sherry Parrish's book has hundreds of number strings and images for Kindergarten to 5th grade. And because of the popularity of these resources, many teachers have already produced powerpoints which feature the number sentences and images from her book. I downloaded these myself for my own ease of use but found that because they were intended for US grades, I needed to reorganise and re-structure some of them to align them to our classes and curriculum. I also collected other suitable number talks from other sources and am currently creating some of my own. Below, are my suggestions for the different class groups and links to download the resources.

Number Talks Resources for Infants

I have taken the resources for Kindergarten and broken them up into two folders, Junior Infants (numbers to 5) and Senior Infants (numbers to 10). Each of the folders has a READ ME FIRST document; you should do this!

These folders are then further divided into sub-folders: frames, rekenrek and dots. From each folder, do the activities for the numbers as you teach them in class e.g. after doing the number 3 in class do the frames set for number 3, the rekenreks set for number 3 and then the dots set for number 3.

When all numbers for that specific class have been introduced, you can do the mixed number talks that cover all the numbers; these are a collection of slides that are a combination of the sides for each individual number. Senior infant teachers might also like to do the mixed number talks for junior infants, as revision at the start of their year.

In each of the non-mixed sets, usually each group of 3/4 slides are designed as a number string and intended to be used in a single session. This will be explained on the first slide if relevant.

Suggested structure:

Show the image to the children and ask

Then ask children to explain how they saw that number eg "I saw 2 and 2 and then 1 and that's 5", "I saw a group of 4 and 1 and that's 5".

Connect the child's thinking to a number sentence by circling the dot arrangement(s) the child describes and by writing a matching number sentence ie 2 + 2 +1 = 5, 4 + 1 = 5

Click here to access the Number Talks folder for Junior Infants

Click here to access the Number Talks folder for Senior Infants

Number Talks Resources for First & Second Classes

For these classes, I have renamed the Grade One folder as First Class and the Grade Two folder as Second Class (while not all of the maths contents of these US grades corresponds exactly with our first and second class curriculum, the number talks resources here do).

The First Class folder is further divided into sub-folders, each of which deals with one of four addition strategies:

Within each of these sub-folders, there are different sets of slides of images (ie once again these are frames, rekenrek and/or dots) or slides of number sentences. As there is a substantial number of slides for this class, it is not necessary that every slide is covered, nor is it necessary to complete all or most of a strategy eg counting all/on, before moving onto another strategy. A teacher might decide to complete all the frames images in each strategy and then re-do the strategies but this time looking at the number sentences. However, it is recommended, and is more logical that you go through the strategies in order ie only explore benchmark/friendly numbers once the children are comfortable with the corresponding activities in the making tens folder.

The subtraction number talks are first introduced in Second Class and thus this folder is divided initially into addition and subtraction. The addition folder contains different slide presentations of number sentences only, each of which deals with one of six addition strategies:

1. Doubles & Near doubles

2. Making tens

3. Benchmark/friendly numbers

4. Breaking each number into its place value parts (also known as partitioning)

5. Compensation

6. Adding up in chunks (also known as sequencing)

The subtraction folder also contains different slides presentations, each of which deals with one of two subtraction strategies:

1. Adding up (also known as complementary addition)

2. Removal (also known as deduction)

Within each of these slide presentations, there are three different categories, of increasing difficulty. Again, as there is a substantial number of slides for this class it is not necessary that every slide is covered, nor is it necessary to complete all or most of a strategy, before moving onto another strategy. A teacher might decide to focus on the slides in category one or two of each presentation/strategy and then revisit each strategy later in the year but this time focus on category two or three respectively. However, it is recommended, and is more logical that you progress through the strategies in order ie only explore benchmark/friendly numbers once the children are comfortable with the corresponding category in the making tens folder.

Click here to access the Number Talks folder for First Class

Click here to access the Number Talks folder for Second Class

Number Talks Resources for Third to Sixth Classes

In the final section of her book, Sherry Parrish has a section of number talks for Grades 3-5. These grades would loosely align themselves with our third to sixth classes, but not as closely as how the junior end grades and classes align. As a result, I felt it necessary to go through the number talks and try to organise them so that they would better align with our senior classes. To this end, I put together a table of how I'd suggest the Grade 3-5 talks could be divided among out 3rd-6th classes. This table is included on the document titled READ ME FIRST and the table may be used to aid a whole school approach to number talks. In this table, the categories of each number talks set is divided among suggested classes:

* Based on the suitability of the content for the curriculum of each specific class

* So as to avoid unnecessary repetition, while also facilitating beneficial revision (ie for the Making Tens strategy I've suggested that 3rd class do category 1 and 2, and then that 4th class can revise category 2 again before moving onto category 3)

Some other suggestions:

As with the previous classes, the operations should be done in order ie Addition, Subtraction, Multiplication, Division (as relevant to the specific class) and then, within each operation, progress through the strategies in the order on the table. If there is a second category of number talks to do, then this cycle can be repeated using the second category for the 2nd half of the school year.

Where two categories of the same strategy has been suggested for a class, (eg I have recommended that 3rd class do Making Tens, Category 1 and 2) it is not necessary for these categories to be done back-to-back and may even be preferable if the class did Category 1 early in the school year and then category 2 in the second half of the school year). In a similar way 4th class could do Making Tens, Category 2 in the first half of the school year and Category 2 in the second half. Differentiation: a weaker group may need to stick to the first category and/or use a category assigned to a lower class eg 4th class doing Category 1 instead of 2 or 3.

It is not necessary to do all the slides within each category. Differentiation: a weaker group may need to stick to the first category and/or do it again for the second half of the year meaning they may do all the slides in that category

As there is only a small number of number talks here for 6th and, to a lesser extent, 5th class, I am currently developing more resources to suit those classes. Check back for these.

Click here to access the Number Talks folder for Third to Sixth Classes

My Own Number Talks Slant

I'm no number talks guru by any means but I'd like to also share with you some of my own practice and ways I have been using number talks.

Number talks are recommended to use as an Oral & Mental starter for the 5-15 mins at the beginning of the main maths class. Initially, I found that I was going over time when I started these with a class and that if I tried to stick within 15 minutes that I wasn't getting to do all of the calculations in a specific number string. However, as time went on, I found that the sessions went much faster, as both the class and myself got more familiar with the structure.

It is suggested that number talks would be a daily activity at the start of each maths lesson; however I feel that sometimes, depending on the content of the main lesson, there might be a more appropriate or relevant starter activity. Number talks form an excellent suite of ideas that could be dipped into any day, irrespective of the content of the main lesson, but teachers should not be under pressure to do them everyday; choose what you think is best for you and your class depending on the content of the main maths lesson on that particular day.

I found that the number talks sessions worked equally well with whole classes, infants to sixth, and with smaller groups, (eg as part of a learning support slots, either within the class as a station in team-taught lesson or in withdrawal sessions). The small groups are particularly useful for the children who might be reluctant to volunteer their ideas in a whole class situation and gives them the opportunity to develop their confidence to ultimately contribute in a whole class setting. Learning support teachers could also use the number talks to pre-teach groups so they would be more confident and willing to contribute to a whole class number talk with their class teacher. For example, if a learning support group in 4th class were due to start category 2 of a specific strategy with their class teacher, their learning support teacher could revise category 1 with them in advance and/or use some of the category 2 strings or compose new number talks based on similar numbers.

I found that class participation levels and the "quality of the talk" both rise if the children have already encountered specific mental computation strategies in class. Where classes had been explicitly taught mental calculation strategies, eg doubles, making a ten, friendly numbers, compensation, constant difference subtraction etc they were more likely to explain their thinking using the correct mathematical terminology.

In the number talks videos, the children are often seen sitting together on the floor. As the children in my school wouldn't be that familiar with this seating arrangement, I just worked with them in their usual seating places as I didn't want the change of scene to detract and distract from the focus of the number talks.

While I initially used the fist and thumbs up system advocated by Sherry Parrish, when collecting answers, I often got the response "I had the same answer as Jack". So I returned to my preferred tool of mini-whiteboards, (to maximise on participation and honesty regarding answers) but insisted that they were not to be used at all for working out, all of which was to happen in the heads. Rather, the MWBs were only to be used to record the answer.

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Interactive tangram activities

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Welcome to the world of Granma T, who owns a removals business in China. Here you will find a series of stories relating to Granma T, her grandchildren and colleagues, each one accompanied by one or more interactive tangrams. Join them on their adventures and enjoy creating different pictures from the seven tangram pieces. Alternatively, you may prefer to explore the interactive tangrams separately from the stories.

Can you fit the tangram pieces into these outlines?

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Read about the adventures of Granma T and her grandchildren in this series of stories, accompanied by interactive tangrams.

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Magic V

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Challenges, tasks and activities to explore data with 5th/6th class.

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This learning path, suitable for 5th & 6th classes, supports the exploration of data through a series of challenges, tasks and activities.
8 resources in this Learning Path

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A Scoilnet account will allow you to upload your resources or weblinks to Scoilnet as well as enabling you to share and add resources to a favourites listing. Users who have a Scoilnet Account will also be able to fully access Scoilnet Maps and Census@School from home.

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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Challenges, tasks and activities to explore algebra with 5th/6th class.

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This learning path, suitable for 5th & 6th classes, supports the exploration of the algebra strand through a series of challenges, tasks and activities.
9 resources in this Learning Path

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What you need...

To register for a Scoilnet Account you will need to have a Teaching Council number and a roll number for your school in Ireland.

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The benefits...

A Scoilnet account will allow you to upload your resources or weblinks to Scoilnet as well as enabling you to share and add resources to a favourites listing. Users who have a Scoilnet Account will also be able to fully access Scoilnet Maps and Census@School from home.

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Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

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A template to support self-assessment.

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Prompts for students for reflective writing in a maths journal.

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Three sample puzzles to develop problem solving strategies.

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Maths at Home 1. Problem Solving Introduction 2. Developing Problem Solving Skills 3. Encouraging Reflective Thinking 4. Problem Solving Session Home 4. Problem Solving Session River Crossing Puzzles

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Reading time: ~25 min Reveal all steps

Using straight-edge and compass is not the only way to construct geometric shapes. Another technique uses no tools at all: Origami.

The word Origami (折り紙) comes from the Japanese oru (to fold) and kami (paper). The goal is to make objects out of one or more sheets of paper, without any additional tools like glue or scissors. You can create incredibly beautiful and impressive designs - all of these figures were built using nothing but rectangular sheets of paper:

Building shapes like this can take a lot of time, and it is important to be extremely accurate. But with a bit of practice, you can do it yourself!

You just need a square sheet of paper. To start, fold the sheet along its two diagonals.

Next, fold it along its horizontal and vertical centers - but in the opposite direction.

Now take two opposite corners of the sheet and bring them together as shown. This forms a smaller square which is open at the bottom.

Fold the left and right corners of the square towards its center line. Then turn it over and repeat the same.

Now fold the top triangle down, along the horizontal line, and then open up the folds from the last two steps.

This one is difficult: take the bottom corner of the paper and fold it all the way up, along the horizontal line you just created. Some of the folds you made before will be inverted. Then turn over and repeat.

Make sure the two "legs" are pointing down. Then take the left and right corner and fold them towards the center line. Turn over and repeat.

You're almost done! Slightly open the right side, and fold the head up towards the top. You will have to turn it inside out. Then repeat the same with the tail on the left.

Reverse the fold as shown to create a beak. You can decide how long you want it to be by picking the location of the fold.

Finally, fold down the two wings, and pull them apart.

This We have many more crane is one of the oldest and most famous Origami models. instructions for Origami models you can try!

Origami Axioms

Just like drawing with straight-edge and compass, there are a few axioms of different folds that are possible with origami. They were first listed in 1992, by the Italian-Japanese mathematician Humiaki Huzita.

You can fold a line connecting any two points.

You can fold any point This creates the P onto any other point perpendicular bisector angle bisector midpoint of the line PQ‾. Q.

We can fold any two lines onto each other. If the lines intersect, this creates the angle bisector perpendicular bisector midpoint of the angle between the two lines.

Given a point P and a line L, we can make a fold perpendicular to L passing through P.

Given two points P and Q and a line L, we can make a fold that passes through P and places Q onto L.

Given any two points P and Q and any two lines K and L, we can make a fold that places point P onto line K and at the same time places point Q onto line L.

Given a point P and two lines K and L, we can fold a line perpendicular to K that places P onto L.

It turns out that these axioms are even more powerful than the Euclidean ones. It is possible to trisect angles and double cubes using just paper folding! Of course, it is impossible to fold any curved lines, and you still can't square the circle with origami.

Applications of Origami

Origami is an ancient art, and for the longest time, it was mostly a recreational pursuit, without real-life applications. However, it turns out that techniques developed for Origami can be incredibly useful in technology and engineering:

Origami in Space

Satellites need large solar panels to generate power. Unfortunately, the rockets that carry satellites into space only have very limited space for cargo, and any additional weight costs a lot of fuel.

Origami techniques allow solar panels to "unfold" when they reach space. Some particularly clever folds are incredibly compact and require very few motors and other mechanical components.

Origami in Medicine

In medicine, similar ideas from Origami are used on a much smaller scale. In 2003, researchers developed Origami Stents: tiny tubes that can be inserted into blood vessels. They are initially folded up but can expand inside patients' blood in order to enlarge clogged arteries or veins.

Foldable Bridges

The British and American military used Origami to develop foldable, mobile bridges. These were important for quickly crossing rivers or anti-tank ditches, and could be deployed much faster than previous designs.

They can also be used for disaster relief, to quickly give emergency vehicles access after earthquakes or tsunamis. This image is of a prototype designed at Hiroshima University in Japan.

Origami under the Sea

The depths of the oceans are some of the least explored areas on Earth. Animals that live there are often squishy and delicate, which makes them very hard to examine.

Here you can see a "trap" in the shape of a dodecahedron that can fold around marine organisms, allowing them to be studied. It is remotely controlled and only needs a single motor to drive the complex folding motion of its five arms.

And there are many more applications of Origami in everyday life: houses that will compress rather than crumble during an earthquake, unfolding airbags in cars, self-assembling robots, more efficient packaging, and lightweight aircraft.

Origami in Nature

It turns out that we humans are not the only ones harnessing the power of Origami: nature has been doing so for millions of years.

Here you can see the wing of an earwig that can be folded up using an ingenious pattern. When opened, the size of the wing expands by a factor of 10 - the highest "folding ratio" in the animal kingdom:

When expanded, the large wings snap into a stable position that allows the insects to fly. But it only takes the lightest touch for the wings to retract. When folded up, they are compact enough to allow earwigs to tunnel underground. Many other insects, bats, leaves and flowers use similar folding patterns to fit large surfaces into small spaces.

Scientists are studying these plants and animals, hoping to mimic their abilities in engineering and technology. Potential applications could include foldable electronics in smartphones, expanding solar panels for satellites, or even self-folding camping tents.

Origami even appears in your own body: every human cell contains around 2 meters of DNA, the molecule that carries all your genetic information. If you could combine the DNA from all cells in your body, their length would be more than 140 times the distance from Earth to the sun!

To fit all that DNA in your body, without it getting twisted or torn, every strand is curled, folded, and held in place by special molecules.

A similar process is also used by other complex molecules that appear in living organisms. For example, protein folding is one of the most complex problems in biology. Understanding it better can help scientists develop new drugs in the future.

To reveal more content, you have to complete all the activities and exercises above.
Are you stuck? Skip to the next step or reveal all steps

Transformations and Symmetry

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Origami and Paper Folding - Euclidean Geometry - Mathigon

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Reading time: ~25 min Reveal all steps Using straight-edge and compass is not the only way to construct geometric shapes. Another technique uses no tools at all: Origami. The word Origami (折り紙) comes from the Japanese oru (to fold) and kami (paper).

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Card games

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QR CODE

Scan this on mobiles and tablets to quickly open this web page.

Number Fact Families is a maths game where you need to work out the collection of related addition and subtraction or multiplication and division fact family relationships given 3 randomised numbers. Recognising fact families is an important number concept where you can recognise inverse operations such as 3 + 5 = 8 and 8 - 3 = 5.

This game has differing levels of difficulty including challenging equations involving negative numbers.

AGE

6-11 Years

SUBJECTS

Maths Number Addition Subtraction Multiplication Division

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A maths game for 6 to 11 year olds where you need to work out the collection of related addition and subtraction or multiplication and division fact family relationships given 3 numbers. Help your child recognise inverse operations.

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Mathematics videos for Primary School Teachers

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Mathematics videos for Primary School Teachers

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Videos demonstrating multiplication and division algorithms.

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IXL offers online maths practice covering junior infants through sixth year maths and everything in between. Students will enjoy learning with IXL’s fun and interactive questions, including graphing, drag-and-drop, select-and-edit and more.

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https://pdst.ie/primary/stem/mathematics/problem-solving

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The problem solving workshops run by PDST in local Education Centres across the country endeavour to support teachers in the exploration of problem solving as a central methodology across the mathematics curriculum. The exploration of content, methodologies and skills and the development of mathematical thinking are promoted throughout. The following resources and materials are available to print or download by clicking on the links below.

The PDST have offered a number of workshops and seminars in the area of Problem Solving. Relevant resources from these sessions can be accessed by clicking the links below. They have also collated collections of problems for Maths Week, which are available on Scoilnet at the links below.

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The problem solving workshops run by PDST in local Education Centres across the country endeavour to support teachers in the exploration of problem solving as a central methodology across the mathematics curriculum. The exploration of content, methodologies and skills and the development of mathematical thinking are promoted throughout.

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Any suggestions, comments on the toolkit4maths welcome here

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http://www.mathematicshed.com/uploads/1/2/5/7/12572836/making_math_more_fun_math_board_games.pdf

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https://nzmaths.co.nz/problem-solving

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This section of the nzmaths website has problem-solving lessons that you can use in your maths programme. The lessons provide coverage of Levels 1 to 6 of The New Zealand Curriculum. The lessons are organised by level and curriculum strand.
Accompanying each lesson is a copymaster of the problem in English and in Māori.

Choose a problem that involves your students in applying current learning.
Remember that the context of most problems can be adapted to suit your students and your current class inquiry.
Customise the problems for your class.

The site also includes Problem Solving Information. This provides you with practical information about how to implement problem solving in your maths programme as well as some of the philosophical ideas behind problem solving. We also have a collection of problems and solutions for students to use independently.

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This section of the nzmaths website has problem-solving lessons that you can use in your maths programme. The lessons provide coverage of Levels 1 to 6 of The New Zealand Curriculum. The lessons are organised by level and curriculum strand. Accompanying each lesson is a copymaster of the problem in…

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https://pdst.ie/sites/default/files/CountingMultiplicationDivision.pdf

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United 4 Math: Keywords for Problem Solving

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Useful template to use when explicitly teaching new maths vocabulary

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Center Activity -- The Frayer Model Explained

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Strategies for explicit teaching of mathematical vocabulary

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Strategies for explicit teaching of mathematical vocabulary

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Nrich maths problem solving tasks that explore the properties of shapes.

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These upper primary challenges focus on characteristics of shapes.

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Nrich maths problem solving activities that explore spatial awareness.

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These upper primary activities involve movement and position.