|
Topic: Number/Shape
Learning Objectives
 |
To understand how
numbers represent different information, in a range of mathematical contexts |
|
To understand how
numbers represent a variety of mathematical facts |
|
To mentally perform
two or more operations |
|
To have mental images
of shapes |
|
To recall and use
mathematical facts |
|
To devise precise
statements to describe a given number |
Equipment List
|
Hex Grids |
|
Paper and pencil/pen |
Instructions
-
Children are
organised into groups and are given a Hex Grid (example at the top of the
page)
-
Children think of a
description for each/some of the numbers that appear on the Hex Grid Cells,
keeping a record of the number and its description
-
Children then read
out one of their descriptions to the rest of the class/another group, who
have to work out the number the description represents
Classroom Practice
Considerations
Teachers need to explain
that the descriptions the children produce must not be person specific. E.g. my
house number, my birth date or my mum’s age!
Children can work
individually, however by working in pairs/groups there is an opportunity to test
their description before using it with another pair/group
Working in pairs/groups
allows children to share ideas when trying to refine their descriptions
The children can be told
that their descriptions need to be in context, if a specific focus is required
e.g. money, measures
If desired an element of
competition can be introduced to the activity. Two groups of children play with
one grid and devise descriptions for the contents of the Hex Grids cells. Each
group is given a different colour of counters. Groups take turns in reading out
a description. The group that identifies the cell correctly from the description
places a counter on the grid. If not identified, the group who devised the
description places a counter on the grid. The group, at the end, with most
counters on the grid is the winner
Asking children to
explain the process used in mentally working out an answer is very important for
identifying the mental strategies used or needed
The descriptions can be
used with the Hex Grid to form a wall display. This provides other children with
ideas and learning opportunities
Availability of
mathematical resources is useful for practical confirmation of definitions. E.g.
multi-link cubes, plastic money, calculators and polyhedra. The children need to
be encouraged to prove to each other the correctness of a disputed answer,
rather than seek the answer from the teacher
Younger children enjoyed
this as a group activity when the teacher or LSA acted as a scribe for them
Possible Follow up Work
|
Have Hex Grids that
are not number i.e. shapes/objects in each hexagon |
|
Have large numbers,
decimals, fractions or percentages on the Hex Grid |
|
Specify the type of
descriptions/contexts that can be used e.g. adding, everyday life, shape |
|
Reinforce the
strategies used to obtain the answer on the grid |
Language
Keeping a log of the
descriptions that the children devise is useful for identifying the language
used. A list of mathematics specific language/technical vocabulary can be built
up from the class. It is important to work from where the children are with
their mathematical language and to discuss with them the refinements needed in
order to achieve the target of concise but precise descriptions. Younger
children, especially, enjoy adding their new words to language lists that are
displayed on the wall.
Examples of
descriptions
For the number 10
The number of years in
a decade
The number of
millimetres equal to one centimetre
The number of sides of
a decagon
The number of faces on
decahedron
The sum of the first
four counting numbers
23+2
32 +1
A fifth of 50
5+5
Half of 20
Double 5
1006-996
Lowest Common Multiple
of 2 and 5
The number diagonally
opposite 4 on an analogue clockface
How many 2p coins I get
in exchange for one 20p coin
The number of 10p coins
equal to one pound
Two more than the
number of vertices of a cube
The number of days in
September divided by 3
The number of thousand
cm² (square centimetres) in 1m² (one square metre)
Three more than the sum
of the numbers on any two opposite faces of a standard die
|
