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PDST Place Value Manual: pg. 54 Let’s Round and Estimate

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PDST Place Value Manual: pg. 54 Let’s Round and Estimate

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PDST Measures Manual: Converting km to m p.72

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PDST Measures Manual: Converting km to m p.72

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Use the numbers and symbols to make this number sentence correct. How many different ways can you find?

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PDST Numeracy Manuals: A Guide for Teachers

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PDST Numeracy Manuals: A Guide for Teachers

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PDST Numeracy handbooks: A Guide for teachers

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Can you continue this pattern of triangles and begin to predict how many sticks are used for each new

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Manual: PDST Measures P 274 Using Stories

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Manual: PDST Measures P 274 Using Stories

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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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Here are three little cars, each going on a journey.
For this activity, you will need three little cars. We are going to see how far they can travel.
You might use a small wooden ramp, like this:

Or you could make one using materials you have got.
You may like to use a big slide, like this one:

If the ramp is wide enough, place all three cars at the top and LET GO!
Which went furthest? How do you know?
How far did each one travel from the bottom of the slope?
What could you try next?

Photograph Acknowledgement
www.skatebuilders.com
www.tripadvisor.com

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This practical activity involves measuring length/distance.

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Can you spot circles, spirals and other types of curves in these photos?

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PDST Shape and Space Manual: Properties of Quadrilaterals p.108

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PDST Shape and Space Manual: Properties of Quadrilaterals p.108

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PDST Resource: Play Based Maths Picture Books

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PDST Resource: Play Based Maths Picture Books

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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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What do you think is going to happen in this video clip? Are you surprised?

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PDST Numeracy Manuals: Please click here to access all manuals

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PDST Numeracy Manuals: Please click here to access all manuals

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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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PDST Measures Manual: Eat Like a Bird p.149

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PDST Measures Manual: Eat Like a Bird p.149

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The value of the circle changes in each of the following problems. Can you discover its value in each problem?

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Nrich: Story Books to Develop Mathematical Concepts

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Nrich: Story Books to Develop Mathematical Concepts

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The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.

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Odd One Out activities are suitable for all age groups. By encouraging all pupils to 'have a go' and 'valuing all contributions', the skills of reasoning, communicating and expressing are developed. Success is based on skills rather than answers. It also allows every pupil to partake in the activity, no matter what their ability.

Examples of questions/prompts to promote classroom discussion:
● Which one do you think is the odd one out?
● Give me a reason.
● Try to give me another reason why that one might be odd.
● Who had a different answer?
● Give me a reason why each one might be the odd one out.

Take a look at this short video from our 'STEM in a Bubble' webinar which explores 'Odd One Out' activities further. A complete recording of this webinar along with the resources referenced is available here.

Below you will find some Odd One Out stories to try with the pupils in your class. For more examples, see http://wodb.ca/

Choose an Odd One odd activity below. These resources are available in Irish and English in the downloadable file. To download the activity, simply click on the picture.

Choose an Odd One odd activity below. These resources are available in Irish and English in the downloadable file. To download the activity, simply click on the picture.

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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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Age 7 to 11 Challenge Level:

Class 4 was making graphs. Ben, Ali, Katie and Charlene decided to make graphs of the sizes of the seven classes in the school.

They went to the office to collect the numbers of children in all the other classes. Ben and Ali wrote down the numbers for Classes 1, 2 and 3. Katie and Charlene wrote down the numbers for Classes 5, 6 and 7. Of course they all knew the number of children in Class 4.

Ben and Ali drew a bar chart. It looked like this:

Katie and Charlene decided to make theirs differently. They drew this graph:

Miss Brown came along to look at their work.

"It's an interesting graph," she said, "but it's difficult to tell how many children are in each class. Please can you make a scale on it so we can all read it?"

Katie and Charlene did what they were told.

How many children were there altogether in Classes 5, 6 and 7?

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Age 7 to 11 Challenge Level: Class 4 was making graphs. Ben, Ali, Katie and Charlene decided to make graphs of the sizes of the seven classes in the school. They went to the office to collect the numbers of children in all the other classes.

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Geometric Chalk Designs:

Ask the following mathematical questions when you are admiring your work:

How many sections do we have in total?

How many parts are pink?

What colour is the most common? How many?

Which section has the largest/smallest area?

Which section has the largest perimeter? How can we be sure?

What fraction of the design is green?

What percentage of the design in blue?

What is the fewest number of colours you can use so that no adjacent sections are the same colour? Can you create a design that requires more colours than your original one?

Resource credit: www.youcubed.org

MAZES:

A maze is great fun and it can be a maths learning experience too!

Mazes offer open ended problem solving for all ages in an imaginative and creative environment. They help people develop mathematical logic skills and require participants to memorise lengthy sequences of moves in a particular order.
Jumping Julia
Help Julia get from start to finish. The number on each square indicates how far you can move. You may jump horizontally or vertically, but not diagonally.

Get the students to design the 5 x 5 square grid:

discuss the properties of squares - the four sides of the squares should be of equal length.

Decide on the length of each small numbered square. Then multiply this number by 5 to calculate the length of the overall 5 x 5 grid.

Students should familiarise themselves with the equipment used to measure length - decide on appropriate units to use and measure out the required dimensions.

Resource credit: Julia Robinson Mathematics festival (jrmf.org)

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Maths at Home Activities Here we present daily activities that you can do at home Scroll down for previous activities This page may be slow to load as there is a lot of content. For March, April and May we presented daily Maths at Home activities. You can

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PDST Measures Manual: Popcorn Project P.189

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PDST Measures Manual: Popcorn Project P.189

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Explore these patterns with your students and watch their natural tendencies to see patterns morph into powerful algebraic thinking and reasoning. It’s an ideal routine to foster mathematical practice #7 - look for and make use of structure.

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Virtual Manipulative: Create your own graph

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Virtual Manipulative: Create your own graph

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Graph Color | Teaching Tools | Toy Theater Educational Games

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Free-style coloring tool to model arrays on a graph. Useful for teaching addition, subtraction, and multiplication.

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Arrow Cards is a tablet-friendly place value teaching tool.

Learning Objectives:
Y1: To count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
Y1: When given a number, identify 1 more and 1 less
Y2: To recognise the place value of each digit in a two-digit number (10s, 1s).
Y3: To recognise the place value of each digit in a 3-digit number (100s, 10s, 1s)

beads button - changes the concrete example to an abacus, (press again to hide / reveal).
three squares - changes the concrete example to Deinnes cubes, (press again to hide / reveal).
single arrow card - to hide / reveal the arrow cards.
zero button - to zero everything.
stack of arrow cards - to partition your number.

click on any card - to partition that digit.

Why not try counting whilst the arrow cards are hidden.

Have fun!

This game is © copyright 2021, J.Barrett, ictgames.com All Rights Reserved.

Made using the and libraries.

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Arrow Cards is a tablet-friendly place value teaching tool. Learning Objectives: Y1: To count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. Y1: When given a number, identify 1 more and 1 less Y2: To recognise the place value of each digit in a two-digit number (10s, 1s).

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PDST Fractions Manual: Counting in Fractions p.97

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PDST Fractions Manual: Counting in Fractions p.97

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PDST Measures Manual: Nine Layer Density Tower p.192

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PDST Measures Manual: Nine Layer Density Tower p.192

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With this science-magic trick, you'll put a new spin on our famous Density Column demonstration. First, you'll discover how to stack nine layers of liquids on top of each other. That alone looks really cool, but then you take it up a notch by making different solid objects "float" in the middle of all those cool looking stacked liquids. You'll surprise yourself and your friends with what you can do with the 9-Layer Density Tower.

Experiment Materials

Liquid Materials, 1.5 to 3.5 oz (50 to 100 ml) of each:

Honey

Corn Syrup

100% Maple Syrup

Whole Milk

Dish Soap

Water

Vegetable Oil

Rubbing Alcohol

Lamp Oil

Other Materials:

1 Quart (1L) container - tall, narrow, clear

9, 4 oz (118 ml) plastic cups

Turkey baster

Food coloring

Metal bolt

Popcorn kernel

Board game die

Cherry tomato

Plastic beads

Plastic soda cap

Ping-Pong™ ball

How Does It Work

Density is basically how much "stuff" is packed into a particular volume. It's a comparison between an object's mass and its volume. Remember the all-important equation: density = mass ÷ volume. Based on this equation, if the weight (or mass) of something increases but the volume stays the same, then density goes up. Likewise, if the mass decreases but the volume stays the same, then density goes down. Lighter liquids (like water or vegetable oil) are less dense than heavier liquids (like honey or corn syrup) so they float on top of the heavier liquids. The same amount of two different liquids you used in the container will have different densities because they have different masses. The liquids that weigh more (a higher density) will sink below the liquids that weigh less (a lower density).

To test this, you might want to set up a sensitive kitchen scale and weigh each volume of the liquids that you added to the column. Make sure that you weigh identical volumes of each liquid. You should find that the weights of the liquids correspond to each different layer of liquid. For example, the honey will weigh more than the dish soap. By weighing the same volume (e.g. ¼ cup, 60 ml) of these liquids, you will find that density and weight are closely related.

By convention, plain water has a density of 1.0 and that's measured in g/cm ³ or g/ml. So, a cubic centimeter of water has a mass of 1 gram and fills 1 milliliter of volume. If a substance has a density less than 1.0 g/cm ³, it floats on water and one with a density more than 1.0 g/cm ³, it sinks in water. The numbers below are based on data from manufacturers for each item. Since each manufacturer has its own "secret" formula, densities may vary slightly from brand to brand for the same product but these are pretty close.

The same rule for "sink or float" goes for the small objects that you dropped into your density column. The metal bolt is more dense than all of the liquids in the column and therefore sinks directly to the bottom. Less dense objects will float on individual layers up the column. For instance, the plastic beads are more dense than the vegetable oil and everything above it but less dense than the water and everything below it. This makes the beads settle on top of the water. The Ping-Pong ball is the least dense of it all and floats on top.

Take It Further

This is the perfect opportunity to get in some scientific exploration. Use what you learned from dropping the beads, soda bottle cap, tomato, and game die into the container to figure out which items are more or less dense than water. Which items have more density than vegetable oil? What items are less dense than honey? You could make a hypothesis about the density of an object and then test it in the column. How do the data support or not support the results?

When all the liquids and small objects have been added to your density tower, you will have what appears to be a "magic" column but it's all based on science. All of the liquids will be clearly distinguishable from each other and each of the objects will have settled at different levels within the column. Construct a table to show the order that the liquids and objects are in at the start. Be sure to record the date, too. If you leave it undisturbed over time, some interesting changes may occur in the column. Keep track of what you see with notes and photos with dates. Science fair anyone?

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Amazing 9 Layer Density Tower - SICK Science! | Science Experiments | Steve Spangler Science

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With this science-magic trick, you'll put a new spin on our famous Density Column demonstration. First, you'll discover how to stack nine layers of liquids on top of each other. That alone looks really cool, but then you take it up a notch by making different solid objects "float" in the middle of all those cool looking stacked liquids.

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Grandma had made pies for a bake sale. She had carefully put equal amounts of mixture in each pie tin and was now trying to find the weight of the pies.

She had a problem; she only had one $200$ gram weight and one $125$ gram weight.

She found that one pie balanced on the scale with both weights and a quarter of a pie.

How heavy was each pie?

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Grandma had made pies for a bake sale. She had carefully put equal amounts of mixture in each pie tin and was now trying to find the weight of the pies. She had a problem; she only had one $200$ gram weight and one $125$ gram weight.

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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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Keyboard Shortcuts and Accessibility

These are the keyboard shortcuts supported by Polypad for accessibility:

SHIFT: hold while you click on multiple tiles to select all of them at once

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R: rotate the currently selected tile by 15° (hold SHIFT to rotate by -15°)

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T: move the focus to the toolbar at the bottom

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Use CTRL/CMD + X/C/V to cut, copy or paste tiles. You can even copy and paste tiles from one canvas onto another!

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It is impossible to balance these weights.

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Polypad - Virtual Manipulatives - Mathigon

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Virtual Manipulatives for Mathematics Classrooms: polygons, number and algebra tiles, fraction bars, tangram, pentominoes, and more.

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If you're seeing this message, it means we're having trouble loading external resources on our website.

If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

To log in and use all the features of Khan Academy, please enable JavaScript in your browser.

Video transcript

find the place value of 3 in 4356 now whenever I think about place value and the more you do practice problems on this will become a little bit of second nature but whenever I see a problem like this I like to expand out what 4356 really is so let me rewrite the number so if I were to write and I'll write it in different colors so 4356 is equal to and just think about how I just set it it is equal to four thousand four thousand plus 300 + 300 + 50 + 50 + six and you could come up with that just based on how we set it 4356 now another way to think about this is this is just like saying this is for thousands for thousands for thousands plus or you could even think of end so plus three hundreds three hundreds plus fifty you could think of it as five tens five tens plus six and instead of six we could say plus six ones plus six ones and so if we go back to the original number 4356 this is the same thing as four I'll write it down for let me see how well I can I'll write it up write this this is the same thing as four thousands for thousands three hundred three hundred five tens five tens and then six ones so when they ask what is the place value of 3 in 4356 we're concerned with this 3 right here and its place value it's in the hundreds place if there was a four here that would mean we're dealing with four hundred if there's a five five hundreds it's the third from the right this is the ones six ones five tens three hundred so the answer here is it is in the hundreds place it is in the hundreds place

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Finding place value (video) | Place value | Khan Academy

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If you're seeing this message, it means we're having trouble loading external resources on our website. If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked. To log in and use all the features of Khan Academy, please enable JavaScript in your browser.

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For students, decimals are often a challenging concept to grasp. This interactive decimal strips tool helps students model and visualize decimals. When using the online decimal strips tool, students can model, explore, and compare decimals. Additionally, the decimal strips are a useful interactive tool for modeling and solving operations involving decimals.

Using the interactive decimal strips tool is easy. Simply drag the decimal strips on or off the canvas. Modify the chart so that two whole units can be displayed by clicking on the "Unit Double" button. Write on the canvas using the pencil button and click on the eraser symbol to erase. To clear the whole canvas, click on the trash can symbol.

Here are a few suggestions for using the interactive decimal strips tool:

Ask students to model a given decimal such as .25 or .70

Ask students to model and solve an operation involving decimals.

Invite students to drag various decimals onto the canvas and compare their values. You can even have students write statements using , and = signs.

Visit classplayground.com for related decimal printables such as strips, decimal place value charts, and more.

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Decimal Strips | Free Virtual Manipulatives | Toy Theater

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This interactive decimal strips tool brings the topic to life so students can visualize, model, and explore decimals. Plus, it's free!

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Students often struggle with the concept of fractions. This interactive fraction strips tool helps students visualize fractions. With these online fraction strips, students can model fractions, solve fraction problems, explore equivalent fractions, and observe the differences between denominators.

To use the interactive fraction strips tool, click and drag the strips onto the canvas. You can drag as many of each fraction as you'd like. To remove the strips, drag them off the canvas. Change the chart to accommodate two whole units by pressing the "Unit Double" button. Add annotations using the pencil tool and erase using the eraser. To clear the canvas, press the trash can button.

A few activities you can do with students while using the online fraction strip tool include:

Have students model a given fraction, mixed or not. For example 1 1/4 or 3/6.

Ask students to model addition, subtraction, multiplication, or division problems using the fraction strips.

Ask students to find equivalent fractions for a certain fraction. For example, how many sixths are equivalent to 1/3?

Ask students to use the pencil tool to divide one of the wholes on the chart into fourths. Then, students can check their work by dragging fourths onto the chart afterward.

Looking for more fraction manipulatives? Try our interactive fraction circles.

Visit classplayground.com for more resources and printables about fraction strips.

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Fraction Strips | Free Virtual Manipulatives | Toy Theater

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Use the interactive fraction strips tool to help students visualize, model, and explore fractions. Students can also solve problems using fraction strips.

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In Maximum Capacity, you play the role of an elevator attendant who must bring as many gorillas as possible to the eighth floor for the annual Gorilla's Ball at the Jungle Hotel! The only problem is, the doors to the ball close in three minutes, and there are still hundreds of anxious gorillas waiting. Bring as many as you can to the eighth floor in three minutes. Check the weight capacity at the top of the elevator. It changes with each trip. Drag the gorillas into the elevator. Drag as many as you can without exceeding the weight capacity. You will have to use your quick addition, estimation, and number sense skills. The weight of each gorilla is listed on its hat, or, on its bag.

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In Maximum Capacity, you play the role of an elevator attendant who must bring as many gorillas as possible to the eighth floor for the annual Gorilla's Ball at the Jungle Hotel! The only problem is, the doors to the ball close in three minutes, and there are still hundreds of anxious gorillas waiting.

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One dot can make a sun or moon when day is done. Two dots can make the eyes of a fox or the eyes of keys that open locks.

Children count all the way to ten with simple rhymes and brightly coloured objects

The activities below extend the learning from this book.

This lovely video looks at simple counting, size and position. Here are some resources to go with it.

Learning to count has never been more fun than in this crazy tale of a dog, a lion and a tiger all showing off how many apples they can balance on their heads as they skip, walk the tightrope and roller skate their way through the book.

Have fun with numbers in this hilarious new picture book by master storyteller and illustrator Tony Ross.
"One hundred shoes, please!" said the little centipede. "Fifty left ones, and fifty right ones."
"Why do you want one hundred?" asked the shoe seller.
"Because I'm a centipede, which means a hundred feet," said the little centipede.
But when are one hundred shoes too many shoes? And what do you do with too many shoes? Why, you give them away!

Find out who gets them in this delightfully silly story about a centipede with sore feet.

A favourite amongst primary school teachers, through Elmer you can teach:

Shape, colour, patterns, size, grouping, multiplying by 2 with the tusks or by 4 with feet.

Resources below:Resources magpied from various sources.

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Welcome to the Maths Story Shed. Stories are a great way to hook children when teaching maths, hopefully these stories will enthuse your children and become a great resource. Don't forget we now have...

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Keeping the Learning Going At Home: Card Games

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In this series, specially written for Independent.ie, the Professional Development Service for Teachers (PDST), offers some valuable pointers to parents across a range of different learning areas. PDST is a Department of Education and Skills support service.

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Students explore folding paper shapes into equal parts and labelling the parts with written fractions.

Select the shapes to be used according to the type of fraction being studied. Rectangles and thin strips are suitable for all fractions. Circles and triangles are less versatile.

Ensure students understand whether they are dividing into equal areas or equal lengths.

Constantly emphasise the importance of the parts being equal in size. Ask students to explain how they know they have actually represented the particular fraction correctly.

For shapes and fractions that are too difficult to divide by folding (e.g. folding a circle into thirds), students can estimate where to draw the dividing lines. They can then cut out the parts, and directly compare the areas.

Use questioning and discussion to prompt students to realise that:

the same fraction can be represented in a variety of ways, often by dividing the same shape in different ways

the same shape can be used to model a variety of different fractions.

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Students explore folding paper shapes into equal parts and labelling the parts with written fractions. Select the shapes to be used according to the type of fraction being studied. Rectangles and thin strips are suitable for all fractions. Circles and triangles are less versatile.

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This task looks at the different turns involved in different Olympic sports as a way of exploring the mathematics of turns and angles.

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Odd One Out activities are suitable for all age groups. By encouraging all pupils to 'have a go' and 'valuing all contributions', the skills of reasoning, communicating and expressing are developed. Success is based on skills rather than answers. It also allows every pupil to partake in the activity, no matter what their ability.

Examples of questions/prompts to promote classroom discussion:
● Which one do you think is the odd one out?
● Give me a reason.
● Try to give me another reason why that one might be odd.
● Who had a different answer?
● Give me a reason why each one might be the odd one out.

Take a look at this short video from our 'STEM in a Bubble' webinar which explores 'Odd One Out' activities further. A complete recording of this webinar along with the resources referenced is available here.

Below you will find some Odd One Out stories to try with the pupils in your class. For more examples, see http://wodb.ca/

Choose an Odd One odd activity below. These resources are available in Irish and English in the downloadable file. To download the activity, simply click on the picture.

Choose an Odd One odd activity below. These resources are available in Irish and English in the downloadable file. To download the activity, simply click on the picture.

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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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A lady has a steel rod and a wooden pole and she knows the length
of each. How can she measure out an 8 unit piece of pole?

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Find local businesses, view maps and get driving directions in Google Maps.

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creating and manipulating expressions and formulae

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Can you find rectangles where the value of the area is the same as the value of the perimeter?

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PDST Measures Manual: Days in the Months Rhyme p.233

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PDST Measures Manual: Days in the Months Rhyme p.233

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PDST Measures Manual: Calendar Trail p.234

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PDST Measures Manual: Calendar Trail p.234

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On a digital clock showing 24 hour time, over a whole day, how many times does a 5 appear? Is it the same number for a 12 hour clock over a whole day?

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Can you put these mixed-up times in order? You could arrange them in a circle.

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On your marks, get set, go! It's time to see how quickly you can clean up the classroom and line up for recess! Or, perhaps you'd like to challenge students to achieve their personal best time answering a deck of multiplication flash cards. Can they beat 3 minutes?

The online stopwatch is simple, easy, and fun to use. Simply press start and stop to time one student, a small group, or the whole class. Press reset to start the stopwatch over again.

A stopwatch is a useful teacher tool you can use to challenge students and bring an element of fun and excitement to the classroom. A little bit of friendly competition can motivate students to

get their work done or encourage them to clean up more efficiently. Not only that, but the stopwatch can help students develop their sense of time. After using the stopwatch in the classroom, students may be better at estimating how long tasks will take or at determining how much time has passed. Have students use the stopwatch themselves to encourage personal growth. Or, use it in small groups and whole class settings.

We have plenty of other time manipulatives and teacher tools to try. Give them a shot!

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Stopwatch | Free Virtual Manipulatives | Toy Theater

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This online stopwatch is perfect for timing classroom activities, from turns in charades to classroom clean up. Try it, it's free!

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PDST Newspaper Article: Measuring a Minute

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PDST Newspaper Article: Measuring a Minute

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In this series, specially written for Independent.ie, the Professional Development Service for Teachers (PDST) offers some valuable pointers to parents across a range of different learning areas.

DST is a Department of Education and Skills support service.

The latest edition looks at fun ways to help children learn how to measure time intervals

In previous weeks, the PDST shared tips on how to make the most out of reading time, how to support children in developing digital storytelling and how to keep happy, healthy and learning movement skills.

In school children study two distinct aspects of time.

The first is "reading and telling the time" and the second aspect is the measuring of time intervals.

Teachers often report that their pupils struggle with the concept of time. This difficulty arises for a number of reasons including the fact that although time is a measure it is unlike other measures such as length, capacity, weight, money and area, insofar as it cannot be seen or touched.

Another issue with measuring time intervals is that scientists insist that time passes at a constant rate and yet it does not feel like that in direct experience. For many of us, five minutes in the dentist waiting room can feel longer than an hour spent in the company of good friends.

Children often hear phrases such as, "Just a minute" or "I'll be with you in a minute". In reality how long is that "minute" ? 20 seconds, 50 seconds, a minute, 5 minutes, 20 minutes, longer?

Just a minute is a great challenge that helps children develop their understanding of how long a minute actually is. Very simply, children make a list of all the things that they think they can do in a minute. Ask them to make an estimate before each activity and to keep a record of what could be achieved in a minute.
Here are a few suggested activities to get you started:
● Write your name

● Hop on one foot

● Do jumping jacks

● Put pegs on a washing line

● Plait your hair

● Put Lego pieces together

● Stack blocks

● Run to the bottom of the garden and back

● Open and close your pencil case

● Hula hoop

● Click your fingers

● Clap your hands

● Say the alphabet

● Count by ones forward

● Count by ones backwards from 100

● Bounce a ball

This activity provides a wonderful opportunity to explore the many ways that time is displayed in the home and which devices can support children to time a minute. From fitness trackers to clock apps on phones and tablets, from cooking timers to analogue clocks- does your child know how to use them to time a minute?

A few minutes showing a child how to set a timer or how to observe the second hand on a clock making one full rotation of the clock face can lead to many hours of fun, independent and educational play.

There are many activities that can be completed within a minute that could form the basis of an investigation. For example, if we take the activity of bouncing a ball, children could investigate whether they get the same result if they change the type of ball used - football, basketball, tennis ball, sponge ball.

Does the surface the ball is bounced on (eg: concrete, grass, carpet, wooden floor) have an impact on the result? If the ball is bounced with the right hand/left hand/ both hands, does that have an impact on the result? If the ball is wet, what happens? If the ground is wet what happens?

What other factors have an impact on the result? Encourage your child to record their findings. This can be done with words, pictures writing, or by creating a short video explaining what they wanted to investigate, how they carried out their investigation and what their findings were. Share your children's investigations with us on Twitter @PDSTPrimarySTEM.
Sample record sheet:
Online Editors

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Keeping the Learning Going At Home: Measuring a minute

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In this series, specially written for Independent.ie, the Professional Development Service for Teachers (PDST) offers some valuable pointers to parents across a range of different learning areas. DST is a Department of Education and Skills support service.

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PDST Measures Manual: A Mathematics Fantasy p.304

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PDST Measures Manual: A Mathematics Fantasy p.304

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Go through the maze, collecting and losing your money as you go. You may not go through any cell more than once, and can only go into a cell through a gap, for example, you may not go from $5$ to $6$, or from $7$ to $3$.

Which route gives you the highest return? How much is it?
Which route gives you the lowest return? How much is it?

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Go through the maze, collecting and losing your money as you go. Which route gives you the highest return? And the lowest?

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QR CODE

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

Coconut Ordering is a versatile maths game that's been designed to help you gain confidence in comparing and ordering different numbers, including decimal numbers, and metric quantities involving length, mass, capacity and money.

The game has different ability levels; the more difficult levels will help you to expand your experience of decimal notation and how decimals are used to record money and measures. It will also aid your ability to compare different units of measures.

AGE

5-11 Years

SUBJECTS

Maths Number Money Measures

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Coconut Ordering - Comparing Numbers, Prices, Mass, Length and Capacity

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Coconut Ordering is a free, tablet-friendly maths game designed to help children from 5 to 11 years of age compare numbers, money, mass, length and capacity. The higher levels involve metric notation.

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PDST Measures Manual: Savvy Shopper: Catalogue Shopping p.297

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PDST Measures Manual: Savvy Shopper: Catalogue Shopping p.297

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PDST Maths Week 2020: Odd One Out (Senior)

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PDST Maths Week 2020: Odd One Out (Senior)

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Xe Currency Converter - Live Exchange Rates Today

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Calculate live currency and foreign exchange rates with the free Xe Currency Converter. Convert between all major global currencies, precious metals, and crypto with this currency calculator and view the live mid-market rates.

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In this problem you start with some sheets of squared paper measuring $15\times 15$ and use them to make little boxes without lids.

You do this by cutting out squares at the corners and then folding up the sides. (The folds are indicated by the dotted lines in the diagram.)

Begin by cutting one square out of each corner. Fold up the sides. What is the size of the base? How high are the sides? So what is its volume?

Now cut a $2 \times 2$ square out of each corner and fold up the sides.

Does it look as if it holds more than the first box, less than the first box or just the same amount?

What is the size of the base now? How high are the sides now? So what is its volume?

Now cut a $3 \times 3$ square out of each corner and fold up the sides.

Does it look as if it holds more than the other boxes, less than the other boxes or just the same amount?

What is the size of the base now? How high is it now? So what is its volume?

If you keep on doing this, taking larger and larger squares from the corners, which box will have the largest volume?

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In this problem you start with some sheets of squared paper measuring $15\times 15$ and use them to make little boxes without lids. You do this by cutting out squares at the corners and then folding up the sides. (The folds are indicated by the dotted lines in the diagram.)

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Fill a box with cubes, rows of cubes or layers of cubes. the number of unit cubes needed to fill the entire box is known as the volume of the box.

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Use this applet to determine the volume of a box by filling it with cubes, rows of cubes, or layers of cubes. Determine the surface area as well by using the box's net.

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Game/Puzzle: Who wants to be a millionaire?

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Game/Puzzle: Who wants to be a millionaire?

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Contributor: Eanna Glynn Resource type: Game / Presentation

15 questions asking children questions about the topic mass.

How it maps to the curriculum

Content objective: This resource should enable a child to:

rename units of weight in kg and g

rename units of weight using decimal or fraction form

Suggestions for use: Revision for end of topic Weight.

Content objective: This resource should enable a child to:

rename measures of weight

Suggestions for use: Revision for end of topic Weight.

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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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Mostly Postie

Mostly Postie is a mobile-friendly scale reading game.

Learning Objectives:
Y1:To begin to measure mass / weight.
Y2:To choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g) temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels.
Y3: To measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml).

Drag the parcel onto the scales.
Read the scales to find the mass of the object.
Type the mass on the keypad.
Press 'check' - if you're correct the post van will deliver your post.

Make it trickier, you can enter half kg as ½kg or 500g.

Have fun!

HAVING TROUBLE LOADING? Please try this version.

This game is © copyright 2018, J.Barrett, ictgames.com All Rights Reserved.

Made using the and libraries.

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Mostly Postie is a mobile-friendly scale reading game. Learning Objectives: Y1:To begin to measure mass / weight. Y2:To choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g) temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels.

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You may like to try the problem Little Boxes before this one.

Can you find and identify the different shapes formed when using 5 identical packets and joining them face to face?

Find a way of describing each one.

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You may like to try the problem Little Boxes before this one. Can you find and identify the different shapes formed when using 5 identical packets and joining them face to face? Find a way of describing each one.

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These pictures were made quite simply by starting with a square, finding the half-way point on each side and joining those points up. This creates a smaller shape (which also happens to be a square) inside the original. The half-way points of this new shape are then joined up to make a third shape. This way of making new shapes is continued until it gets too small to do properly.

You can, of course, start with any straight-lined shape.

Here's one where I've coloured each new halving line to help to see what has happened more clearly.

So, it's your turn to have a go.

It's probably good to start with a fairly large shape since it's going to get smaller and smaller each time.

Here are some challenges for you to pursue:

Having made a design like one above, cut out the triangles and the smallest inner shape and rearrange the pieces to form a new shape/design.

Talk about and record the things you notice as you have drawn more and more halving lines.

What is happening to the enclosed area each time the sides are halved? (Try investigating a regular shape first.)

This problem is based on an idea suggested by Ian Short.

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These pictures were made quite simply by starting with a square, finding the half-way point on each side and joining those points up. This creates a smaller shape (which also happens to be a square) inside the original. The half-way points of this new shape are then joined up to make a third shape.

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You may also like

This investigation explores using different shapes as the hands of the clock. What things occur as the the hands move.

On a clock the three hands - the second, minute and hour hands - are on the same axis. How often in a 24 hour day will the second hand be parallel to either of the two other hands?

During the third hour after midnight the hands on a clock point in the same direction (so one hand is over the top of the other). At what time, to the nearest second, does this happen?

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md angles polygons and geom proof - stage 3

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Music is for everyone. Play with simple experiments that let anyone, of any age, explore how music works.

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STEM Smaointe: Brilliant Bodies Finger Marathon

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STEM Smaointe: Brilliant Bodies Finger Marathon

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Virtual Manipulative: Create your own graph

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Virtual Manipulative: Create your own graph

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The NCES Kids' Zone provides information to help you learn about schools; decide on a college; find a public library; engage in several games, quizzes and skill building about math, probability, graphing, and mathematicians; and to learn many interesting facts about education.

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Search for babies names in Ireland from 1964 - 2016

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Here is a $100$ square with some of the numbers shaded:

Look at the green square which contains the numbers $2, 3, 12$ and $13$.
Do you notice anything about the sum of the numbers that are diagonally opposite each other?

Look at the pink square.
What happens this time when you look at the numbers diagonally opposite each other?
What about the yellow square?
You could try with other squares which have four numbers in them.
Can you find a reason why what you notice, happens?

Look at the squares shaded red. They form the corners of a large $3$ by $3$ square.
If you add the numbers diagonally opposite each other, what do you notice with this larger square?
Can you find a reason why what you notice, happens?

What happens for squares of different sizes?

You may like to print off this 100 square to try out some different squares of numbers.

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creating and manipulating expressions and formulae

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Here is a $100$ square with some of the numbers shaded: Look at the green square which contains the numbers $2, 3, 12$ and $13$. Do you notice anything about the sum of the numbers that are diagonally opposite each other? Look at the pink square.

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Virtual Manipulative: Paint the squares (Select the chart - 100 to 1)

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Virtual Manipulative: Paint the squares (Select the chart - 100 to 1)

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1

QR CODE

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

Paint the Squares Number Charts is an interactive way to explore number patterns such as odd and even numbers, counting in multiples from times tables and ten more and ten less. We have added more paint options such as splats and also extra grids which include negative numbers and decimals. The resource is designed primarily for use on interactive whiteboards.

There are various sized grids, all of which are configurable. The largest goes up to 120. Squares can be painted by clicking on the squares and numbers can be hidden either individually or completely. The start number can be varied and the whole grid flipped to present the numbers differently if required. There are puzzles on all the grids and these offer varying degrees of challenge. Their purpose is to promote understanding of number series.

AGE

4-11 Years

SUBJECTS

Maths Ordering

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120 number chart interactive number chart

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Paint the Squares - Interactive Number Charts

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Paint the Squares Number Charts, is an interactive way to explore number patterns such as odd and even numbers and counting in multiples from times tables. Tablet-friendly.

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World Temperatures: Weather Around the World

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World Temperatures: Weather Around the World

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World Temperatures - Weather Around The World

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Weather forecast & current weather worldwide in Fahrenheit or Celsius - hour-by-hour & 2 week forecast plus last week's weather.

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Can you complete this jigsaw of the multiplication square?

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Coded Hundred Square printable sheet

This hundred square is written in code.

It starts with one and ends with a hundred.

Can you build it up? How did you do it?
Can you build it up in a different way?
Talk to a friend who has also tried building up the hundred square. How did they do it? What do you like about their method?

You can use the interactivity below or print and cut out the pieces from these sheets.

You may be interested in the other problems in our Number Sense and Place Value Feature.
You may also like

An investigation involving adding and subtracting sets of consecutive numbers. Lots to find out, lots to explore.

Roll two red dice and a green dice. Add the two numbers on the red dice and take away the number on the green. What are all the different possible answers?

Use the 'double-3 down' dominoes to make a square so that each side has eight dots.

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This 100 square jigsaw is written in code. It starts with 1 and ends with 100. Can you build it up?

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Virtual Manipulative: Number Chart Manipulatives

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Virtual Manipulative: Number Chart Manipulatives

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Are you looking for creative ways to teach multiplication and counting? These online number charts provide a fun way to teach number patterns, skip counting, the commutative property, and more. Our virtual number charts are perfect for use in a math center, a group activity, or even for working with the whole class.

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Number Chart Manipulatives " Toy Theater | Learn * Create * Play

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Are you looking for creative ways to teach multiplication and counting? These online number charts provide a fun way to teach number patterns, skip counting, the commutative property, and more. Our virtual number charts are perfect for use in a math center, a group activity, or even for working with the whole class.

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Here is a grid of four "boxes":

You must choose four different digits from $1 - 9$ and put one in each box. For example:

This gives four two-digit numbers:

In this case their sum is $151$.

Try a few examples of your own.
Is there a quick way to tell if the total is going to be even or odd?

Your challenge is to find four different digits that give four two-digit numbers which add to a total of $100$.

How many ways can you find of doing it?

You may be interested in the other problems in our Mastering Mathematics: Developing Generalising and Proof Feature. This problem is adapted from Make 200 from 'Mathematical Challenges for Able Pupils Key Stages 1 and 2', published by DfES.

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Choose four different digits from 1-9 and put one in each box so that the resulting four two-digit numbers add to a total of 100.

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The Thousands Game printable sheet
Class 3 were playing a game. There were ten cards with the digits $0$ to $9$ on them.

These cards were put into a bag and players took out four cards and made a number out of them. At first they made the highest number they could. Sinita took out

and made

Then they made the lowest number they could. Jamie took out

and made

"You can't put zero at the beginning of a number," objected Paul. The class discussed this and decided that Jamie had made four hundred and fifty-seven.

Next they played to make the highest even number. Jill took out

and Vincent took out

Who won? Why?

Then they played to make the highest odd number. Belinda took out

and Ali took out

Who won? Why?

Next they played to make the lowest even number. Rohan took out

and Ben took out

Who won? Why?

The last game they played was to make the closest number to $5000$. Alice took out

and Chloe took out

Play some of the different versions of this game with a friend. Which digits are the most helpful? Why?

Once you've played this game a few times, have a go at playing Nice or Nasty. This game is very similar except you draw and place the digits one at a time, so you'll need to think carefully about where to put each one!

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Each child in Class 3 took four numbers out of the bag. Who had made the highest even number?

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You have two sets of the digits from $0$ to $9$.

The idea is to arrange these digits in the five boxes to make four-digit numbers as close to the target number as possible.
You may use each digit once only.

You might like to use this interactive to try out some of your ideas:

This activity has been adapted from one of BEAM's free Maths of the Month resources, which unfortunately are no longer available. You can play it as a game against a friend using this sheet from BEAM.

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You have two sets of the digits from $0$ to $9$. The idea is to arrange these digits in the five boxes to make four-digit numbers as close to the target number as possible. You may use each digit once only.

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Nrich: Dicey Operations in a Line for Two

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Nrich: Dicey Operations in a Line for Two

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Here's a game to play with an adult!

How do you play?
You'll need an adult to play with.
You'll need a scoring sheet, which could either be some squared paper or this sheet.
You'll also need a 1 to 6 dice, or even a 0 to 9 dice if you have one. You could use a spinner instead of a dice. (You could use our interactive dice/spinner.)

Take turns to throw the dice and decide which of your cells to fill. This can be done in two ways: either fill in each cell as you throw the dice or collect all your numbers and then decide where to place them.

Game 1

Each of you draw an addition grid like this:

Throw the dice nine times each until all the cells are full.

Whoever has the sum closest to 1000 wins.

There are two possible scoring systems:

A point for a win. The first person to reach 10 wins the game.

Each player works out the difference between their result and 1000 after each round. They keep their running total. First to 5000 loses.

You can vary the target to make it easier or more difficult.

Game 2

Each of you draw a subtraction grid like this:

Throw the dice eight times each until all the cells are full.

Whoever has the difference closest to 1000 wins.

There are two possible scoring systems:

A point for a win. The first person to reach 10 wins the game.

Each player works out the difference between their result and 1000 after each round. They keep their running total. First to 5000 loses.

You can vary the target to make it easier or more difficult, perhaps including negative numbers as your target.

Game 3

Each of you draw a multiplication grid like this:

Throw the dice four times each until all the cells are full.

Whoever has the product closest to 1000 wins.

There are two possible scoring systems:

A point for a win. The first person to reach 10 wins the game.

Each player works out the difference between their result and 1000 after each round. They keep their running total. First to 5000 loses.

You can vary the target to make it easier or more difficult.

Game 4

Each of you draw a multiplication grid like this:

Throw the dice five times each until all the cells are full.

Whoever has the product closest to 10000 wins.

There are two possible scoring systems:

A point for a win. The first person to reach 10 wins the game.

Each player works out the difference between their result and 10000 after each round. They keep their running total. First to 10000 loses.

You can vary the target to make it easier or more difficult.

You could introduce a decimal point. The decimal point could take up one of the cells so the dice would only need to be thrown four times by each player. You will need to decide on an appropriate target.

Game 5

Each of you draw a division grid like this:

Throw the dice five times each until all the cells are full.

Whoever has the answer closest to 1000 wins.

There are two possible scoring systems:

A point for a win. The first person to reach 10 wins the game.

Each player works out the difference between their result and 1000 after each round. They keep their running total. First to 5000 loses.

You can vary the target to make it easier or more difficult.

Game 6

Each of you draw a division grid like this:

Throw the dice six times each until all the cells are full.

Whoever has the answer closest to 100 wins.

There are two possible scoring systems:

A point for a win. The first person to reach 10 wins the game.

Each player works out the difference between their result and 100 after each round. They keep their running total. First to 500 loses.

You can vary the target to make it easier or more difficult.

Why are some cells more significant than others?
How do you decide which targets are appropriate?
What are effective strategies for placing the numbers?

You may like to make use of this Score Sheet

Click here for a poster of this problem.

Notes for adults
These games are thought provoking and very engaging. They encourage discussion of place value, mental calculations and estimation, alongside strategic mathematical thinking.

Easier version: try using fewer cells in each game, or use number cards that the child can move around the grid to consider different options. Calculators could be used to check answers.
Harder version: try using the harder scoring system, or changing the target number to make it more difficult.

There's a classroom version of this game here.

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Here's a game to play with an adult! How do you play ? You'll need an adult to play with. You'll need a scoring sheet, which could either be some squared paper or this sheet. You'll also need a 1 to 6 dice, or even a 0 to 9 dice if you have one.

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Using the picture of the fraction wall, can you find equivalent fractions?

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Use the lines on this figure to show how the pattern of triangles can be used to divide the square into two halves, three thirds, six sixths and nine ninths.

More lines are needed to divide it into four quarters.

What is the least amount of line needed to do this if the quarters are in one piece and all the same shape?

How many ways can you divide it into halves using just the lines given?

You might like to try out your ideas below.
Click on a dot to choose a colour, then click on a triangle.

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Use the lines on this figure to show how the pattern of triangles can be used to divide the square into two halves, three thirds, six sixths and nine ninths. More lines are needed to divide it into four quarters.