# #mathsweek – Useful online Maths Activities: 2nd to Seniors approximately.

Scroll down this link to see the Maths Websites we use in class

to supplement our learning.

Photo Credit: marcello via Compfight

# #MathsWeek: Engaging with a Maths Rich Environment: Angles & Scooter Stunts

Photo Credit: Peter Kirkeskov Rasmussen via Compfight

5th Class are learning about angles.

We were using protractors

and learning that a right angle is

ninety degrees.

Teacher thought there would be

a lot of work to do learning about angles.

But it turned out many of the students

This is because of stunts they can do

on their scooters and skateboards.

Here is what he said.

‘The ‘ollie’ is important to learn.

It needs a lot of practice.

1. Place your feet firmly on the deck of the scooter.

2. Pull the handle bars up.

5. Land smoothly.

Try not to put your foot down. It looks cooler that way.

The ‘180’ or half spin is a  way of turning
without really moving the handle bars.
First you will need to ‘ollie’ high
and then swing your body round 180 degrees,
bringing the scooter round.

The ‘360 ‘is a full spin or rotation. It needs a lot of practice.
It is important to get speed and height when doing this move.’

And there’s more. We learned:

‘The 270-degree spin is three quarters of a full rotation.

The 540-degree spin is one and a half full rotations.

The 720-degree spin is two spins or rotations.

The 900-degree spin is two and a half full rotations.

The 1080-degree spin is three full rotation.

Try these stunts over and over again.

Balance and skill will come over time so just keep practising.

It will take a while to master each stunt

but keep setting yourself targets and eventually

you will get there.’

You can see some simple scooter tricks here.

Most importantly Cian says:

# #Mathsweek Treat: A Party for Smarties

A Party for ‘Smarties’

Smarties by Quimby on Flickr

These parties are great fun,

but students have to work for their reward!

I plan to have mine on Friday at the end of Maths Week

You will need a small box of mini ‘smarties’

(66kcal per box) for each child in the class.

I usually buy two multipacks containing 20 boxes approximately.

I time this lesson for just after the children’s own lunchtime.

It is important to check if any child is allergic to chocolate.

They can have jellies instead perhaps.

Before the children can eat the sweets

they have to do some work.

Here are some suggestions:

You might want to use just SOME of them!

The activities chosen will depend on the age of the children.

General Observation

Look at the box

Can you find the list of ingredients?

How many ingredients are there?

What are they?

Are you surprised by any of the ingredients?

What do you think red cabbage is used for?

What other ingredients give the colours do you think?

What do you think the beeswax does?

Did you know spirulina is a seaweed?

It gives a blue colour.

There is information on the back of the bag

What percentage of these sweets is milk chocolate?

What percentage is the rest of the ingredients?

Who is the manufacturer of these sweets?

Shape

What shape is it? (cuboid)

How many faces has it? (6)

How many edges? (12)

How many corners? (8)

Open up the box.

What shapes can you find?

How many rectangles are there?

Number

Pour out the contents.

Are the colours of the contents similar to the colours on the box?

How does the size compare?

Estimate the number of sweets in your box.

Now count them.

How many sweets does each child have?

Are there the same number in each box?

Why do you think this happens?

Who had the most sweets in their box?

Can you work out the average number of sweets in each box?

There are approximately 20 boxes of sweets in each minipack.

Can you estimate how many sweets are in a full minipack?

With a younger class you can practise

adding and taking away using the sweets.

There is also potential for talking about

– tens and units

– and sharing/division.

Data

Count the different colours.

How many colours are there?

How many yellow sweets have you in your box.

How many red? pink? orange? green? purple etc.

Lay them out like a pictogram.

Smarties Graph #3 by Sneeu on Flickr

Which is the most common colour in each child’s box?

Which is the most common colour in all the boxes?

The children can create patterns

and pictures with the contents of their box.

And that’s not all!

Probability

A Lesson on Probability from ehow.com

Fractions

Fractions on primaryresources.co

Language

If your class can resist eating the sweets

for this length of time you can talk about

– the five senses:

sight,

taste,

touch,

sound (of the sweets rattling in the box)

and smell (there isn’t one.. initially at any rate!)

– Words to describe the

sensation of the sweets dissolving

or crunching in the mouth.

texture

taste

Sometimes too there are jokes or riddles

on the back of the box.

Music Potential for work on ‘composition’

using voice and sweets in their box

as a percussion instrument.

Science

the journey the sweets will make

through the digestive system.

and the job saliva does in the digestion process

How long can you make a sweet last in your mouth?

Mindful of healthy eating concerns

I restrict giving out sweets to twice in the year:

Maths Week when the class earn a ‘Party for ‘Smarties”

as ‘Golden Time’ for hard work and good behaviour.

We will also have a pirate themed treasure hunt

in the Summer term where the ‘treasure’ will be edible.

‘All you need is love,

but a little chocolate now and then doesn’t hurt’.

Charles M. Schulz

# First Class Maths – Useful Websites

First class have asked me for some useful websites

so that they can practise their maths at home, so here we are:

A very popular game for practising addition

and take away tables is called ‘The Balloon Game’.

Click on this link to find it.

Photo Credit: darwin Bell via Compfight

Another one the children enjoy that helps them

with their learning is

It is also useful for practising addition and subtraction.

are like gymnastics for the brain.

The National Council for Curriculum and Assessment

have a number of videos online

to help parents help their child with maths.

Scroll down to view them here.

First and Second class is a window of opportunity

for learning tables.

Knowing one’s tables is a skill which one will call upon

through out one’s life.

You can find other maths websites for students from 1st-6th class here.

# Maths: Online resources for learning about & revising how to simplify fractions

Photo Credit: Judy Baxter via Compfight

Simplifying fractions explained from

Cool Math 4 Kids.com

Six minute video explaining how to simplify fractions

Maths Playground.com

Very comprehensive blog post with lots of ideas

‘Teaching Fractions: Tips, Tricks & Great Websites’

# Maths: Online activities for learning about the calendar for 2nd – 4th approximately.

Photo Credit: Jan Muder via Compfight

1. Very simple interactive calendar for this month,

a useful visual aid when teaching 1st/2nd

from ‘Starfall’.

2. Simple calendar activity for 2nd-4th

Just In Time Calendar

3. From a menu of resources on Softschools.com

click HERE for a useful game for 2nd-4th approximately.

Interesting to see how well the students comprehend the instructions.

# It’s all about pizza! Games for learning and revising fractions

Photo Credit: tomek.pl via Compfight

1. Graded Resources for Teaching Fractions from www.bgfl.org

2. More from Sheppard Software.com

3. Comprehensive selection of activites

4. Tony Fraction’s Pizza Shop from MrNussbaum.com

5. Pizza Fractions Game from Soft Schools.com

6. More fraction games from Maths Games.org

7. And if you get tired of pizza …

there are other activities here Classroom.JC-schools.net

# 2. Helping your Child’s Learning; Mostly Maths (for 2nd Class going into 3rd)

Photo Credit: Gonzalo Barrientos via Compfight

Dear Parent,

A number of parents have asked for more details

than was contained in the end of year report

about how parents can help their child’s learning over the Summer.

Suggestions for Children’s Reading Over The Summer

This post relates to Maths.

There will be a third post about using higher order questions

Photo Credit: Jimmie via Compfight

The National Council for Curriculum and Assessment

have several short videos for parents

Short Videos from National Council for Curriculum and Assessment (NCCA)

They appear to be still compiling resources for 3rd/4th class

This post relates specifically to

students in 2nd Class going into 3rd.

It is a long post and you will find

over the next school year.

In many reports I wrote that;

‘3rd+4th Class is the window of opportunity

for learning multiplication+division tables.

They are easier to learn than

the addition/subtraction tables from this year

because of the number patterns apparent in them.

Prioritizing these tables next year will

give your child a very useful life skill.

Tables are gymnastics for the brain.

Knowing them well is confidence building

and allows your child to concentrate on methodology’.

Multiplication is introduced as repeated addition.

Towards the end of 2nd class, we did this in class.

You may find the following websites helpful.

The two introductory videos here are useful;

Teach the Times Tables on Multiplication.com

This is a useful follow up game;

Other online games that practice multiplication can be found here;

Multiplication Games from ICT Games.com

It may be that your child finds it hard to learn by rote.

So you may find this site useful;

Strategies for Learning Multiplication Facts from Olc.spsd.sk.ca

This  game also provides some gymnastics for the brain;

http://members.learningplanet.com/act/count/free.asp

Problem Solving is a skill that all students would benefit from practising.

I suggest an inexpensive purchase

perhaps using the 3-step strategy highlighted below.

Once they master these steps they can continue on, independently.

Problem Solving:

The following strategies are useful in relation to problem solving
• Discussing the problem
• Rephrasing to make the meaning clearer
• Using concrete materials where possible
• Using smaller numbers
• Setting out problem on paper using diagrams, drawings etc.
• Estimating

Some teachers use the mnemonic  RUDE

to remind the children of problem solving strategies.

So the children are encouraged to

Underline key words,

Draw,

This is the simplest approach.

‘Drawing’ the problem can be very effective.

It gives the child time to think and process the information.

Another approach is

We LUV 2 C word stories!

Look,

Underline (the key word),

Visualise(draw),

Calculate and

Check.

1. What do I have? (what info is given?)

2. What do I want to have at the end? (What am I being asked to do?)

3. How do I get there? (add/subtract/multiply/divide or a combination)

The additional website may be useful for some.

It teaches a visual strategy for problem solving:

Problem Solving with Thinking Blocks

Photo Credit: gfpeck via Compfight

I have checked out all these websites,

# Supplementary Homework in Maths

Here are a dozen links to Maths Activities

that you might like to try:

Many of these games were sourced from

Maths Primary National Strategy – Maths Activities

This is easy; practising ‘counting on’ with

Photo Credit: John Johnston via Compfight

As an alternative to the

you can practice addition tables on Circus Climber

These are more challenging:

Practising computation with

Swimming Lengths

Long Jump

Measurement;

Measuring angles;

estimating or using an online protractor with Sailing

Practicing Addition using ‘Who Wants To Be A Mathionaire?’

This is a more challenging game;

Photo Credit: Steve Berry via Compfight

Like the game Mastermind this is an online game

called Code Breaker

# Explaining subtraction with ‘renaming’ for the parents of 2nd class Room 6

At the moment the children are learning subtraction with ‘renaming’.

This methodology is required for example when you are doing a sum like:

T U

4 3

-3 5

_______

The student starts ‘taking away’ the units and realises that they can’t take 5 from 3.

We are doing subtraction with ‘renaming’ in school.

We have done a lot of practical work using Dienes Blocks.

We are at the early stages of learning how to do these kind of sums.

At the moment, for homework, the majority of the class are getting

a worksheet of subtraction without renaming.

This has caused some confusion as the children attempted to ‘rename’

when it wasn’t necessary.

Identifying when a sum will need ‘renaming’ is a skill in itself

and one which we are working on!

More confusion can arise because some parents may have learned

how to do this kind of subtraction using the

‘borrow and pay back’  method.

Another factor that may confuse you is that ‘renaming’ is also referred to as ‘regrouping’!

You might find this Tips Sheet from the NCCA helpful:

NCCA’s Tipsheet for Parents: Helping your child with subtraction

or on the Maths is Fun website below where the methodology is clearly demonstrated:

A demonstration of ‘renaming’ on the Maths is Fun website

Strategies we use – Bridging the Ten

I have found that the children who know their tables are completing these sums sooner than the children who don’t.

I am encouraging the children who find tables hard to use strategies to help them.

You might hear them talk, for example about ‘bridging the ten’.

Ask a child to take 7 from 10 and they will say 3 with confidence.

This is because they are very sure of ‘what makes 10’.

However when one asks a child a sum like 17 take away 9, they are less sure of the answer.

One of the solutions is for the child to learn the ‘make up’ of 20

and be as sure of it as they are of ‘what makes’ 10.

Again, we are working on this!

The other solution is that the child learns to ‘bridge the 10’.

Take that sum 17-9 again:

The children are fairly secure in the knowledge that 7 steps will bring them back to 10

‘Nine is one less than ten. So you add 7 and 1 and the answer is eight’.

Just in case you missed it…

I am reposting the link the the post on this blog on the importance of learning tables.

Thank you for your continuing interest and support.

Look what you can do with K’nex. Nice work Senan!

# A Tasty Maths Lesson: A Party for ‘Smarties’

A party for ‘Smarties’

Smarties by Quimby on Flickr

These parties are great fun,
but students have to work for their reward!.

One needs a small box of mini ‘smarties’ (66kcal per box) for each child in the class. I usually buy two multipacks containing twenty boxes approximately. I time this lesson for just after the children’s own lunchtime.

Important to check for any child who is allergic to chocolate.
They can have jellies instead perhaps.

Before the children can eat the sweets
they have to do some work.

Here are some suggestions:

You might want to use just SOME of them!
The activities chosen will depend on the age of the children.

General Observation

Look at the box
Can you find the list of ingredients?

How many ingredients are there?
What are they?

Are you surprised by any of the ingredients?
What do you think red cabbage is used for?
What other ingredients give the colours do you think?
What do you think the beeswax does?
Did you know spirulina is a seaweed? It gives a blue colour.
There is information on the back of the bag about other natural colouring used.

What percentage of these sweets is milk chocolate?
What percentage is the rest of the ingredients?

Who is the manufacturer of these sweets?

Shape
What shape is it? (cuboid)
How many faces has it? (6)
How many edges? (12)
How many corners? (8)

Open up the box.
What shapes can you find? How many rectangles are there?

Number
Pour out the contents.
Are the colours of the contents similar to the colours on the box?
How does the size compare?
Estimate the number of sweets in your box.
Now count them.
How many sweets does each child have?
Are there the same number in each box?
Why do you think this happens?

Who had the most sweets in their box?

Can you work out the average number of sweets in each box.

There are approximately 20 boxes of sweets in each minipack.
Can you estimate how many sweets are in a full minipack?

With a younger class you can practice adding and taking away using the sweets.
There is also potential for talking about
– tens and units
– and sharing/division.

Data
Count the different colours.
How many colours are there?
How many yellow sweets have you in your box.
How many red? pink? orange? green? purple etc.

Lay them out like a pictogram.

Smarties Graph #3 by Sneeu on Flickr

Which is the most common colour in each child’s box?
Which is the most common colour in all the boxes?
The children can create patterns and pictures with the contents of their box.

And that’s not all!
Probability
A Lesson on Probability from ehow.com

Fractions
Fractions on primaryresources.co

Language
If your class can resist eating the sweets for this length of time you can talk about
– the five senses:
sight,
taste,
touch,
sound (of the sweets rattling in the box)
and smell (there isn’t one.. initially at any rate!)
– Words to describe the
sensation of the sweets dissolving or crunching in the mouth.
texture
taste
Sometimes too there are jokes or riddles on the back of the box.

Music Potential for work on ‘composition’
using voice and sweets in their box as a percussion instrument.

Science
the journey the sweets will make through the digestive system.
and the job saliva does in the digestion process
How long can you make a sweet last in your mouth?

Mindful of healthy eating concerns I restrict giving out sweets to twice in the year:

Once before the Halloween midterm,

when the class earn a ‘Party for ‘Smarties”

as ‘Golden Time’ for hard work and good behaviour.

We will also have a pirate themed treasure hunt in the Summer term where the ‘treasure’ will be edible.

‘All you need is love, but a little chocolate now and then doesn’t hurt’.

Charles M. Schulz

# A Collection of Wonderful Websites: Everything but the kitchen sink!

Literacy

I hope to get a lot of use out of this magical,

inspirational and innovative website next year.

The Literacy Shed

These are other useful websites for literacy

and contain online books to listen to and to read.

We Give Books

Storyline Online

Zingertales

Tumblebooks

Picture books:

Short stories on Learn English Kids British Council

CBeebies: Picture Stories for Infant Classes

Would be good for oral comprehension

perhaps to end of First Class) @ We do listen

Comprehension will be a focus of this school year.

Inference is a useful skill.

Here are fifteen riddles that require the student to infer:

http://www.philtulga.com/Riddles.html

Prediction is another skill which assists comprehension.

This visual puzzle gives students the opportunity to predict.

http://www.philtulga.com/Prediction.html

You will see that the excellent website

from which these two activities come from

has all sorts of other original ideas for

the teaching of reading, maths, science and music.

Maths

This is a good site for literacy and maths:

Oxford Owls

Sumdog comes highly recommended for learning maths.

One has to register to join.

The content is cross curricular but this is a maths index for children aged 7-9

TES iboard.co maths 7-9

These are the strategies we are learning

to speed up our understanding of this computation.

Strategies for Learning Tables

The following is a site where the children can practice

computation, which tracks individual progress

Problem Solving

Perhaps the children would like to experiment with solutions at home:

The River Crossing

Pokemon

For fans of Pokemon:

This activity involves reading, comprehension and decision making:

A Pokemon Adventure from Woodlands Junior Kent

The Arts

Here are some useful suggestions for integrating art and drama:

Games that integrate art and drama

These ideas are from a great art blog that I discovered recently

The author is a specialist art teacher, teaching at primary level in the US.

The standard she is reaching with the children is exceptional.

Reading quickly through her philosophy it appears that she would prefer

five fully finished masterpieces from a child over a year

rather than a weekly unfinished one.

Included in this blog are a series of short videos (on Vimeo)

for use in class.

‘White Spot Inspector’ is an inventive approach

to getting the children not to leave spaces in the picture unfinished.

sketching lightly with a pencil instead of digging down onto the page,

being kind to paintbrushes and glue pots,

concentrating,

being neat,

avoiding careless brushwork

and using black marker to tidy up untidy paintwork.

There is also one on craftmanship i.e. touching up your work, ‘redrafting’ etc.

Index of Instructional Art Videos

There is also a link to an extensive archive of artwork.

Art Archive

I would be doing this wonderful blogger a disservice

if I didn’t mention that she also uses a lot of IT in her work.

This is presently beyond me, but it is something to be inspired by and to aspire to.

25th August 2012:

I have been adding to this post all summer.

As a result it seems to contain everything but the kitchen sink.

Here are some more!

They are classroom tools for timing/counting down and picking names:

Countdown Timer

Dartboard Student Selector

Fruit Machine Word or Name Picker

Picking A Name Out Of A Hat

# Great Homework!

This week for homework the children were asked to write number problems featuring repeated addition.

This is some of the excellent work Patrick did.

How many legs have three dragons got?
4 + 4 + 4 = 12

How many legs have four ladybirds got?
6 + 6 + 6 + 6 = 24

How many legs have four spiders got?
8 + 8 + 8 + 8 = 32

Well done Patrick 🙂 Teacher is impressed!

Add Like Mad was a very popular game in 2nd Class, Room 6.
We have been playing it on the Interactive Whiteboard.

Here is the link if any of the children would like to try it at home.

This is a picture of a family of owls that Jessica did 🙂

# The Importance of Learning Tables

I came across these articles online

and thought they makes a great case

for the importance of learning tables.

WHY SHOULD MY CHILD LEARN THEIR TABLES

Photo Credit: Heather aka Molly via Compfight

We don’t learn ‘times’ tables until third class,

but what is said about them here also applies to

WHY LEARNING TABLES IS IMPORTANT

If you have an older child who is

learning multiplication or division tables,

this site might be useful

I am filing it here for future reference.

It might come in useful to your child

in Third Class next year.

I also thought the following articles fascinating

and ‘food for thought’.

US STUDY: PARENTS ARE ASKED FOR THEIR OPINIONS ON LEARNING TABLES

THE IMPORTANCE OF MEMORIZING TABLES
How Parents Can Help Their Child Memorize the Times Tables

The Importance of Learning Tables

Tables are a basic essential for when learning mathematics.

Children need to master them.

Unless they do this…

it will be difficult for the children to learn other aspects of maths.

Photo Credit: woodleywonderworks via Compfight

are taught in 1st and 2nd class.

In this school tables to 6 are taught in 1st.

The class teacher revises these in 2nd

and then the children continue to learn

tables up to adding and taking away 12.

Multiplication/Division are taught in 3rd and 4th.

Regular revision of tables is part of the

5th and 6th class programme.

1st/2nd Class provide ‘a window of opportunity’

It is important to master these tables

by the end of 2nd because

• in 3rd and 4th the focus changes to multiplication and division.

• if a child knows their simple number facts

then they can give their full attention to methodology when being

taught new maths

If the children have the answers to the tables

at the tip of their tongue then they can concentrate

on learning the methodogy of new sums.

The children who know their number facts speed

through the maths worksheets in class.

Teachers can teach the tables, but

children really need to learn them.

Tables are regularly given as homework.

Sometimes children think that homework

of a ‘learning off’ type is less important

than written homework.

But learning tables is very important.

Teachers in 5th and 6th find they are

teaching tables that should have been

learnt in 3rd and 4th.

Teachers in 3rd and 4th

and take away tables to a number of their class.

Learning tables needn’t be done at the kitchen table.

You can work on them with your child on the journey

to and from school

or while waiting in the supermarket queue!

Photo Credit: James Vaughan via Compfight
Knowing tables really helps when

children are learning new sums.

Children need to be able to rattle off

their tables like they know their own name.

Otherwise, though they understand

how to do a sum, they may make mistakes

in simple addition or take away.

Photo Credit: draggin via Compfight

Why not use a calculator?

Children can become over reliant on calculators.

They don’t develop estimating skills.

Keying in the wrong number can happen.

But because the student hasn’t developed estimating skills

they are then unaware when a particular answer is unlikely.

Failing to learn tables makes learning more complicated maths,

more difficult than it need to be.

If a child can automatically knows the answer

to a table then more difficult maths will be less challenging.

Teachers are finding that children think

they don’t understand a sum when

all that is happening is that they are

subtraction, multiplication or division.

This can be discouraging for the child.

Losing confidence in their ability can be demotivating.

Children may view themselves as someone

who doesn’t understand maths,

when in reality it is that they don’t know their tables.

Photo Credit: Juliette Culver via Compfight

Ways of learning

In 1st and 2nd Class we practise tables,

in a concrete way, using lollipop sticks and unifix cubes.

We also use the table book.

In school we use Joyce O’Hara’s Addition and Subtraction CD

from Ashton Productions

In class we say ‘one and zero make one’,

one and one make two’…’one from six leaves five’.

In this way we use the same language as this cd.

Photo Credit: Alice via Compfight

Children learn in different ways.

Many respond to working with concrete objects;

lollipop sticks, cubes, smarties.

Some children learn best by singing or chanting the table.

For some, keeping track of their tables on their fingers

(a kinaesthetic approach) helps.

Towards of 2nd class multiplication is introduced

In class the children learn about number patterns

and learn to count in 2s, 4s, 5s,etc., using the hundred square.

You may find these lively online videos from

for learning number patterns.

NUMBER PATTERN VIDEOS

Children REALLY need to know their tables!

As is mentioned on the coolmaths4kids site

WHY LEARNING TABLES IS IMPORTANT

among the concepts in primary school maths

which children find challenging are long division and fractions.

In a typical long division sum, a child will need to

divide, multiply and subtract several times.

Working with fractions also need the ability

to add, subtract, multiply and divide.

Without knowing their tables, children will find this very hard.

How Parents Can Help Their Child Memorize the Times Tables

– Let your children see, that you place value on learning tables

and that you think tables are important.

– Show your child how quickly an answer should be arrived at!

– Find out what your child already knows. Once again the following

game is useful for checking tables.

BALLOON POPPING

-Focus on what they need to learn.

Involve your child in setting goals.

Monitor progress.

– Spending quality time together practicing.

Praise and encouragement are all motivating for your child.

Have fun!

Photo Credit: Chris via Compfight

# Can you solve these problems?

Problems written by the whole class
and by some individual children from the class also:

1. Nine fat sausages frying in a pan.

One went pop and the other went bang!

So how many fat sausages were left?

2. Nine aliens in a spaceship.

One fell out the door.

How many were left? (Conor wrote this!)

3. Ciara was walking nine puppies in the park.

Six went right and two went left.

How many were left? (This one is by Kate.)

4. The Seven Dwarfs were working in the mine.

Sleepy fell asleep and Grumpy went home in a huff.

How many dwarfs were left?

5. Destiny, the Pop Star Fairy,

Mia the Bridesmaid Fairy

and Summer, the Holiday Fairy

all went to the Talent Show,

but Destiny lost her voice

and was sent home by the judges.

How many fairy performers were left? (by Riona)

6. Tasha the Tap Dance Fairy,

Alice the Tennis Fairy

and Jessica the Jazz Fairy all lived in America.

They all flew over to England to go to the X Factor.

Jessica lost track of time and missed her flight.

How many singers were left. (by Nadine)

7. Five Roman soldiers went to war.

Two were injured.

How many were left? (by Maks)

8. Ten Smurfs are in a village.

Three got taken by Gargamel.

How many are left? (by Patrick)

# Changing Number Facts into Problems to be Solved.

PROBLEM SOLVING
These problems were written by 2nd as a whole class activity over a few days. We turned the number facts they were learning in tables into problems to be solved.
Over the next few weeks the children will be doing this for homework. I will collect the best ones and then get the children to turn the problems back into number sentences.
Writing these short problems integrates with literacy also.

2-2=0
Jack and Jill went up the hill to fetch a pail of water. Jack fell down and broke his crown and Jill came tumbling after. How many children were left up the hill?
10-2=8
Emily had a party. She invited 7 girls from Room 6 and John and Edward Grimes.
Jedward had to leave early because they had to spike their hair!
How many people were left at the party?
12-3=9
The Three Billy Goats Gruff,
the Three Blind Mice,
the Three Bears
and the Three Little Pigs
all went ice skating in Storybook Land. The Three Blind Mice found it so tricky, they went home. How many animals were left?
3 + 3 + 3 + 3 = 12 animals were ice skating
-3 went home
12 – 3 = 9
How many legs have these 12 animals altogether?
How many ice skates?
How many ears? How many tails?
8-4=4
Eight children went to the playcentre in Zoom. Half of them bumped their heads and went home. How many children were left?
10-4=6
When Teacher was little she had a packet of ten crayons. She ate four of them. How many crayons were left?

Luke’s “Self Portrait”. Well done Luke!