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Maths station: Students used cards to create their own sums.

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Another station was focusing on problem solving skills where students used different task cards and materials to solve problems or find solutions to open-ended questions.

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The year 6B class was focusing on area and perimeter, how to calculate area and perimeter in groups, each group showed how they got to the answer.

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This week students are working in groups on a different station everyday. One station involved telling the time on the clocks, writing the time in words and in digital format, and then sticking them up on the wall in order from the earliest time to the latest.

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We created Namibian money, the students worked out certain amounts with the least amount of coins and bills. The had to add and subtract, how to give change

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We have been learning the order of operations, this is a link we have been using, where the students answer 10 questions daily
https://www.ixl.com/math/grade-4/perform-multiple-operations-with-whole-numbers

Another we use in class as a group is
https://app.myimaths.com/2015-resource/order-of-operations

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Couldn't help myself! Jan

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Students filmed each other talking about time.
Jan
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We are still reviewing subtraction and addition most days in class. This can also be used as a "warm- up" activity. The students use the UNO cards and they create their own subtraction/ addition sum. They use white boards to do the calculations.

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I use these board games for a "warm-up" activity before we start the Math lesson. The students enjoy it and when they are done with one, they may exchange it for another board game.

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Ruby

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At the end of the day, we made a human graph of the four Dr Seuss' books that we read in class that day. "Green Eggs and Ham" got the most vote. - Ruby

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Jan

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We were looking at money.
Provocations
-What do you know about money?
-How do you tell the difference between  fake and real money?
Create own currency and give it a name. We voted for the class currency we will be using to trade.
There was a lot of interaction, a multi-sensory activity. Even I learnt a new fact about Namibian Money! We now have a class currency called Willa!

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The next couple of weeks we'll be revisiting time (we've previously looked at o'clock and touched on half past)
In class, the students really enjoy using the teaching clocks. Ruby has made a set of clocks with her class and we plan to make paper plate clocks this week.
I put links to clock games on the Home Activity Sheet.
See below      http://www.primarygames.com/time/9a.htm

http://www.ictgames.com/hickory4.html (includes quarter to and quarter past)

http://www.ictgames.com/hickory4.html(on the hour, half past, quarter past, quarter to)

http://www.bbc.co.uk/bitesize/ks1/maths/telling_the_time/play/popup.shtml (play the medium level – elapsed time. The hard and really hard levels are ONLY for those who would like a challenge!)

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Jan

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Ruby and I made Dr Seuss themed addition games. The students worked in pairs. They rolled dice, added the numbers and put a counter on the answer. It was very competitive!
Not sure how appropriate it was for one of the students to shout out, 'Yeah baby' whenever he was happy with his roll!!!
Jan & Ruby

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Previous lessons
The students first reviewed the concept of perimeter. Then were  asked what area is, how is it different from perimeter and when it could be used in real life. They were allowed to use their devices and each other as sources of knowledge. In groups they worked on tutorial videos explaining Area.

For this lesson below, they were  given different shapes and had to recreate it using geoboards. A very difficult challenge for some! After completing all the shapes, they were tasked with using the formula and figuring out the area of each shape (in groups). They used their white boards and my big white board for their calculations and wonderings. This week we will move over to exercise books and transferring knowledge in a more formal way. Unfortunately I can only post 1 pic!

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Discovering shape and volume  -visualising/creating shapes

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Discovering shape and volume  -visualising/creating shapes

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Students saw an image on the board and estimated how many cubes were in the shape. They then created the shapes and determined how many cubes were in the shape by counting.

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Mental computations up to 20 and Computations up to 100, using different strategies and vocabulary

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Mental computations up to 20 and Computations up to 100, using different strategies and vocabulary

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Using manipulatives, 10sticks and unit blocks, visual  Rainbow chart on number bonds up to 10 and convert units into tens, 100 chart and vocabulary such as minus subtract difference.
Jacky B

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Click on the little pencil and start writing! We will share this Padlet on Thursday, 9th of March

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Click on the little pencil and start writing! We will share this Padlet on Thursday, 9th of March

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You can upload little video clips, upload images and even upload yourself or a student talking. Remember the challenge is to work without worksheets.