| Stand at front of room. Say “I have 2 brothers”. Anyone else in the room that has 2 brothers joins you – linking arms. One of them states another attribute. Etc. | Nil. | F to 6 |
| 2 students sit back-to-back. Give each the same number and the same number of each color of pieces. One builds a shape and then gives instructions to the other so he/she builds the same shape. | 2 sets of 9 to 10 pieces of construction material. | F to 6 |
| A B C As for regular tic-tac-toe, | Nil. | 2 to 6 |
| In pairs, ask the children to sort the buttons provided to them by one attribute. Now by 2 attributes (eg. shape and number of button holes). Now 3. | Large container of mixed buttons of all shapes & sizes. | F to 6 |
| Skip counting, students must say “buzz” on designated multiples or on designated final numbers (eg. “buzz” on any numbers that end in a 0 or 2 when counting by 4s). | Nil. | 2 to 6 |
| Choose 2 students. One student gets the calculator. The other has to work out the mental computation problems you ask in their head. First to score 3 points. | A calculator. | 3 to 6 |
| Have some coins totaling $1, 50c, 30 or 20c in your pocket. For example, tell the students you have 30c. What coins do I have? See if they can match your coins. | Some coins, try 50c – 1 x 20c, 1 x 10c and 4 x 5c. | 1 to 6 |
| Using only the numbers in that day’s date (eg. 16/02/12) the students (in pairs or as a class) must make a number sentence for all the numbers 1 to 20. | Nil. | 3 to 6 |
| Ask a student to stand outside of the room. Now hide an object within the room. Student returns. Now, using clear directions such a right/left, quarter turn, forward/back, etc. lead him/her to object. | Nil. | F to 6 |
| In each corner of the room attach a clearly seen Club, Spade, Diamond and Heart. Tell students you are going to turn over one from a deck of cards. They go to the corner of the suite they believe will be turned over. | Deck of playing cards. | F to 6 |
| Ask a group of students to stand in one corner. Now choose some more to form another group. Continue until all students are grouped. Ask students – how did I group you? What attribute? Use color of clothing/shoe type/same letter in first name, etc. | Nil. | F to 6 |
| Use 1 coin. What can occur? 10 flips – record on board. What happened? Using 2 coins – what combinations could occur? 2 heads – put hands on head. 2 tails – put hands on tail. 1 head and 1 tail – put 1 hand on head, 1 on tail. | 2 x 20c coins. | 2 to 6 |
| Choose a student to look away from the board. On the board draw a regular shape slowly and so that the student can hear it being drawn (eg. a rectangle). What was the shape? How do you know? | Nil. | F to 6 |
| “I have some money in my pocket. You have 8 questions that you can ask me to find out how much I have. After 8 questions you can guess." Emphasize the importance of not guessing numbers haphazardly. | An amount of notes and gold coins in your pocket. | 1 to 6 |
| Students need to find ways to stand and literally organize themselves into their birthday months at the front of the room. | Nil. | F to 6 |
| Give a number (0 to 9) each to 10 students. Can you line yourselves up smallest to largest? Find a partner so your numbers add to 10. Odd and even. Straight numbers/curved numbers. 4 and 3 - make the largest number you can, etc | Numbers 0 to 9 on medium sized pieces of card. | F to 2 |
| Students make digital numbers using popsticks and following a calculator display. Start with 0, then 1, 2, etc. When they start running out of sticks – “I think there’s a number that all digital numbers can be made from – I wonder what it is?” | Calculator, 14 -15 popsticks between each two students. | F to 2 |
| Write a 3 to 5 digit number on a piece of paper - unseen. Students have 5 guesses to work out what the number is. For example, your number is 8 326. Child guesses 5 372. So 5x 3/ 7x 2o. x = not in my number; / = correct number, correct place; o = correct number, wrong place. | Nil. | 2 to 6 |
| Give children (in groups or whole class) 4 or 5 clues to the number you’re thinking of. Children should wait until you have provided all the clues before guessing. “I am a 2 digit number; I am an odd number; the first digit is even; my digits add up to 7”. What's the number? | Nil. | 1 to 6 |
| Place 3 blue, 3 red and 3 green counters, or similar, in a container. Students need to guess/predict what color counter you will draw from the container. Once drawn, colour stays out. For each of the nine draws students need to predict the color. | 3 blue, 3 red, 3 green counters or teddy bears, etc. | 2 to 6 |
| Ask students to consider then record how many full swings the pendulum will make in 30 seconds. Students count the swings. Compare with prediction. Now halve the length of string. Predict again. | Ball of blu-tak attached to an 18cm ball of string. | 1 to 6 |
| Pull numbers (0 to 9) one at a time from a container. Students try to make the largest number possible. Play from tens and ones (Foundation) up to millions (Grades 4,5,6) | Numbers 0 to 9 on small cards, container. | F to 5 |
| Children line up or place stickers on a pre-made probability line 0_______1 to show what they think is the likelihood of an event happening. | Nil. | F to 5 |
| Using Post-Its or similar, place an unseen number on students’ foreheads or backs. They can ask yes/no questions of others to work out their number | Post-Its. | 2 to 6 |
| Choose a number (for example, 11). Tell the children that you want all of them to think of something special about number 11. It can be what the number means to them, it can be how the number looks, it can be mathematical. | Nil. | F to 6 |
| Students, in turn, take as close to ten seconds as possible to walk a designated distance (eg. across the room). Before declaring the time, students guess how long it took. | Stopwatch. | 2 to 6 |
| The answer is 13. What could the question be? What is 3 times 4 plus 1? | Nil. | 2 to 6 |
Please wait ... |
Abstract [en].
Promising teaching approaches for developing students’ mathematical competencies include the approach of teaching mathematics through problem solving. Orchestrating a whole-class discussion of students’ ideas is an important aspect of teaching through problem solving. There is a wide consensus within the field that it is very challenging for the teacher to conduct class discussions that both build on student ideas and highlight key mathematical ideas and relationships. Further, fostering argumentation in the class, which is important for students’ participation, is also a grand challenge. Teachers need support in these challenges. The aim of the thesis is to characterize challenges and support for mathematics teachers in orchestrating productive problem-solving whole-class discussions that focus on both mathematical connection-making and argumentation. In particular, it is investigated how Stein et al.’s (2008) model with five practices – anticipating, monitoring, selecting, sequencing and connecting student solutions – can support teachers to handle the challenges and what constitutes the limitations of the research-based and widely-used model. This thesis builds on six papers. The papers are based on three intervention studies and on one study of a mathematics teacher proficient in conducting problem-solving class discussions. Video recordings of observed whole-class discussions as well as audio-recorded teacher interviews and teacher meetings constitute the data that are analyzed. It is concluded in the thesis that the five practices model supports teachers’ preparation before the lesson by the practice of anticipating. However, making detailed anticipations, which is shown to be both challenging and important to foster argumentation in the class, is not explicitly supported by the model. Further, the practice of monitoring supports teachers in using the variety of student solutions to highlight key mathematical ideas and connections. Challenging aspects not supported by the monitoring practice are, however, how to interact with students during their exploration to actually get a variety of different solutions as a basis for argumentation. The challenge of selecting and sequencing student solutions is supported for the purpose of connection-making, but not for the purpose of argumentation. Making mathematical connections can be facilitated by the last practice of connecting, with the help of the previous practices. However, support for distinguishing between different kinds of connections is lacking, as well as support for creating an argumentative classroom culture. Since it is a great challenge to promote argumentation among students, support is needed for this throughout the model. Lastly, despite the importance and challenge of launching a problem productively, it is not supported by the model. Based on the conclusions on challenges and support, developments to the five practices model are suggested. The thesis contributes to research on the theoretical development of tools that support teachers in the challenges of orchestrating productive problem-solving whole-class discussions.
Keywords [en], national category, research subject, identifiers, public defence, da ponte, joão pedro, professor, supervisors, ryve, andreas, professor, list of papers, ryve, andreas, nilsson, per.
Balancing content and students' participation in the mathematics classroom is an area of both practical and theoretical interest. In this article we relate and contribute to these two interests by analyzing classroom data from an intervention project aiming at teaching mathematics through problem solving. The study shows that several aspects such as mediating tools, the teacher's conceptual accountability and interactional moves play important roles in the nature of the co-construction of critical dimensions of variation. We therefore suggest that an analysis of content and participation in the mathematics classroom would benefit from drawing on several theoretical sources. As such, the study could be seen as a contribution to recent elaborations on developing variation theory for analyzing the enacted object of learning.
Establishing and maintaining key mathematical practices in wholeclass discussions, such as justifying claims, representing mathematical objects and making connections between the representations, is crucial to the development of students' mathematical competencies. The aim of this article is to investigate how and why the establishment of key mathematical practices in whole-class discussions varies in a teaching mathematics through problemsolving project. Analyses of transcribed video-recorded whole-class discussions result in the suggestion that the complexity of the mathematical problem itself as well as the complexity related to teaching the problem may contribute to more procedure-oriented practices instead of competency-oriented practices that create opportunities for the students to develop their mathematical competencies on a broad front. However, the results also suggest that the teaching of complex mathematical problems might develop the teacher's establishment and maintenance of key mathematical practices. Researchers initiating an intervention project hence have to consider both the students' and the teacher's learning trajectories, which might not always coincide. Other important aspects for the researcher to consider are discussed and pointed out as important areas for future research, such as how explicit introduction of appropriate frameworks may support teachers in learning to teach mathematics through problem solving.
How can researchers support teachers in the complexity of orchestrating productive mathematical whole-class discussions based on students’ solutions to challenging problems? This study has two aims: Firstly, to study how the teacher can select, sequence and connect different student solutions in order to effectively orchestrate mathematical whole-class discussions. Secondly, to critically reflect on the role of the researchers in this intervention project. Analyses of audio recorded interviews and video recorded whole-class discussions result in suggestions for how student solutions can be sequenced in this particular case to set the scene for connecting them with each other and with key mathematical ideas. We further critically reflect on how we as researchers can improve our work in supporting practicing teachers.
How can pedagogical models support in-service and pre-service teachers in the complexity of orchestrating productive mathematical whole-class discussions? The overarching aim of this paper is to elaborate on a newly developed model to make it an even more useful tool for teachers to manage the challenging task of conducting productive whole-class discussions. Analyses of audio-recorded interviews and video-recorded whole-class discussions with a proficient mathematics teacher result in principles for how student solutions can be sequenced in order to take into account argumentation as well as connection-making in whole-class discussions. The findings suggest broadening the last practice in the five practices model to also incorporate the practice of arguing.
Research is needed on frameworks that support teachers in the important and challenging work of orchestrating productive problem-solving whole-class discussions. The aim of this paper is to explore a framework for classroom culture with the overarching goal of supporting teachers in conducting class discussions focused on argumentation as well as connection making. Analyses of video-recorded whole-class discussions result in the articulation of some difficulties in clearly distinguishing between certain interaction patterns within different classroom cultures. The overall findings, however, suggest that the framework can be useful for characterizing interaction in terms of an inquiry/argument classroom culture.
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Welcome to our 5th Grade Math Problems. Here you will find our range of challenging math problem worksheets which are designed to give children the opportunity to apply their skills and knowledge to solve a range of longer problems.
These problems are also a great way of developing perseverance and getting children to try different approaches in their math.
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Here you will find a range of problem solving worksheets.
The 5th grade math problems on the sheets are longer math problems designed to encourage children to use a range of math skills to solve them.
The skills the problems will help to develop include:
At fifth grade, the problems are more advanced with children needing to become more systematic in their approach and experimenting using trial and improvement strategies.
Many of the problems have addition 'What if ...' questions with them to extend learning and get children looking for alternative solutions.
These sheets are great for extending learning for more able mathematicians, or using in a whole class problem solving lesson.
Bertie's Big Win is a problem involving both money and fractions which can be worked backwards. The aim of the problem is to work out how much money Bertie started with from the clue that are given.
Fox vs Rabbit is an activity involving mathematical modelling of a fox chasing a rabbit. The rabbit has a head-start, but the fox is faster. The aim is to find out when the fox will catch the rabbit, and whether or not the rabbit has time to reach his burrow.
The 1..2..3..4.. Challengs is a number problem involving using the numbers 1, 2, 3 and 4 along with arithmetic operators to make the numbers from 1 to 20. It is great for practicing PEMDAS and getting children to persevere and develop their mental arithmetic skills.
There are 2 versions of the problem sheet, one with a pre-prepared template for filling in, and a second blank version for children to show their own recording system.
Frazer's Wall #2 is a fraction problem solving activity which involves trying to work out the number of bricks that were laid in each day to find out how long it would take to make a wall. This problem is best solved by using a table or working it out one day at a time.
Millenary Math is a time problem involving what the time will be in a thousand years/weeks/hours/minutes, etc. It is a good activity for converting units of time and knowing facts like how many days are in each month. There is no answer sheet, as the activity involves using the current time.
Sally's Fruit Punch is a money and scaling activity. The aim is to use the information to work out how much ingredients are needed. The ingredients then need to be priced to work out a total cost.
Share the Treasure is a fraction sharing activity where the aim is to work backwards to find out how many bars of treasure the pirates had before they shared them all out. It is a good activity for developing fraction problem solving and working backwards.
Something Fishy is a money problem which involves working out exactly how many of each fish were bought in order to have spent a fixed amount of money on the fish. It is a good activity for using lists and tables to find all possibilities. It is also great for perseverance!
The Five Primes is a number activity involving finding five primes with different totals. It is a good activity for learning prime numbers up to 30, and also for working systematically.
The Rock Race is a 5th grade math problem which needs some perseverance to complete. The aim of the activity is to try different routes around the 6 rocks to determine which route is the shortest.
Who Chose Which is a logical number activity where you need to use the clues to work out which numbers each of the salamanders chose.
Birthday Bonanza is a logic problem which requires logical thinking to work out who got which present and how old each of them was.
Number Totals Investigation is a PEMDAS number task which involves using 3 digits and operations to make the largest or smallest possible total.
We have a range of easier word problems on our 4th grade math problems page.
The problems on this page are at a simpler level than those here.
Many of the problems, e.g. Share the Treasure, The Rock Race, Something Fishy have easier versions on this page.
Here you will find our selection of free 5th grade math word problems.
Each sheet is availabel in both standard and metric units (where applicable).
Each sheet comes complete with a separate answer sheet.
All the problems are based around 'real life' such as the planets, heights of mountains, or length of rivers.
Using these sheet will help your child to:
All the worksheets help to support Elementary math benchmarks.
Here you will find a range of printable 5th grade math puzzles for your child to enjoy.
The puzzles will help your child practice and apply their addition, subtraction, multiplication and division facts as well as developing their thinking and reasoning skills in a fun and engaging way.
Using these puzzles will help your child to:
All the puzzles support elementary math benchmarks for 5th grade.
Here you will find a range of free printable 5th Grade Math games.
All children like to play Math games, and you will find a good range of Grade 5 Math Games here for your child to play and enjoy.
The following games involve different 5th Grade Math activities which you and your child can enjoy together.
All the free 5th Grade Math Worksheets in this section follow the Elementary Math Benchmarks for Grade 5.
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A collection of resources for maths week 2016.
Throughout Maths Week, Scoilnet hosted the PDST Numeracy Brainteaser Challenge. Schools and classes around Ireland were encouraged to submit pictures of their brainteaser work or upload their answers on Twitter using the hashtag @PDSTNumeracy or @ScoilnetPrimary. All schools were submitted to a draw to win a set of PDST Numeracy handbooks.
Document on a Junior Brainteaser - What Shape and Colour? Recommended by PDST Numeracy Team for Maths Week Daily Brainteaser Challenge. Answers can be submitted via @PDSTNumeracy @ScoilnetPrimary. Students will need to analyse the worksheet in order to recognise the hidden patterns and sequences.
Strand: Algebra
Content objective: This resource should enable a child to:
Suggestions for use: Together as a class, solve the Problem of the Day. Promote reasoning behind the solution.
Suggestions for use: Whole class discussion by projecting onto whiteboard. Alternatively, set brainteaser challenge to groups with each group explaining the reasoning behind their problem solving solution. Alternatively, set as an independent brainteaser whereby students think think-pair-share their ideas.
Document on a Senior Brainteaser - A bit Fishy. Recommended by PDST Numeracy Team for Maths Week Daily Brainteaser Challenge. Answers can be submitted via @PDSTNumeracy @ScoilnetPrimary. Students will need to solve and complete practical problems and tasks involving money.
Strand: Measures
Strand unit: Money - Euro
Suggestions for use: Solve the Problem of the Day Brainteaser Challenge individually, in pairs or as a class.
Document on a Junior Brainteaser - Construct 2-D Shape. Recommended by PDST Numeracy Team for Maths Week Daily Brainteaser Challenge. Answers can be submitted via @PDSTNumeracy @ScoilnetPrimary. Students will need to work with a partner. Materials needed include 10 lollipop sticks for each pair of students. Questions included in the worksheet.
Strand: Shape & Space
Strand unit: 2-D Shapes
Suggestions for use: Set the Problem of the Day Brainteaser Challenge using the guided worksheet. Teacher questions and extension activity provided.
Document on a Senior Brainteaser - Hare and Tortoise Race. Recommended by PDST Numeracy Team for Maths Week Daily Brainteaser Challenge. Answers can be submitted via @PDSTNumeracy @ScoilnetPrimary. Students will need to explore the relationship between time, distance and average speed.
Strand unit: Time
Document on a Junior Brainteaser - Geoboards & Dotted Paper. Recommended by PDST Numeracy Team for Maths Week Daily Brainteaser Challenge. Answers can be submitted via @PDSTNumeracy @ScoilnetPrimary. Students will need to work with a partner and a geoboard.
Strand: Number
Strand unit: Fractions
Suggestions for use: Explain the activity to the class using the document. Ensure each pair has a geoboard to work on. Emphasis the recording of results. Encourage the communication of reasoning as to how the problem was solved.
A site where students make and manipulate angles, triangles and rectangles using a geoboard and virtual rubber bands.
Document on a Senior Brainteaser - Piggy Goes Shopping. Recommended by PDST Numeracy Team for Maths Week Daily Brainteaser Challenge. Answers can be submitted via @PDSTNumeracy @ScoilnetPrimary. Students will need to explore, express and identify place value in decimal numbers to two places.
Strand unit: Place Value
Suggestions for use: Teachers can use the document as a guide to prepare in planning out the activity for the class. Resources for the Problem of the Day included in the document.
Document on a Junior Brainteaser - Magic Square Activity. Recommended by PDST Numeracy Team for Maths Week Daily Brainteaser Challenge. Answers can be submitted via @PDSTNumeracy @ScoilnetPrimary. Students will need to add rows, columns and diagonals along with identifying in the incorrect number.
Strand unit: Counting & Numeration
Document on a Senior Brainteaser - Pigs and Ducks. Recommended by PDST Numeracy Team for Maths Week Daily Brainteaser Challenge. Answers can be submitted via @PDSTNumeracy @ScoilnetPrimary. Students will need to explore the problem using addition, subtraction and multiplication.
Strand unit: Operations
Suggestions for use: Class to work with a partner on the word problem.
Document on a Junior Brainteaser - Train Task Cards. Recommended by PDST Numeracy Team for Maths Week Daily Brainteaser Challenge. Answers can be submitted via @PDSTNumeracy @ScoilnetPrimary. This activity is adapted from the Nrich website . An interactive Cuisenaire version is available on the Nrich website. Show the pupils a ‘train’ made from three pink Cuisenaire rods.
Strand unit: Length
Suggestions for use: Use the document as a teacher guide to the Problem of the Day Brainteaser Challenge. See related resources for the related ICT resource.
Document on a Senior Brainteaser - Pigs and Ducks. Recommended by PDST Numeracy Team for Maths Week Daily Brainteaser Challenge. Answers can be submitted via @PDSTNumeracy @ScoilnetPrimary. Students will need to rename units of capacity in litre and millilitres and decimal or fraction form.
Strand unit: Capacity
Suggestions for use: Teachers can use the document as a guide to carrying out the brainteaser with their class for maths week.
PDST Numeracy manuals can be purchased through Laois Education Centre .
This manual has been designed by members of the Professional Development Service for Teachers. The aim of this Teacher’s Handbook is to assist teachers in teaching the strand of Measures (infants to 6th class). This comprises the Strand Units of Length, Area, Weight, Capacity, Time and Money. This resource is intended to complement and support the implementation of the Primary School Mathematics Curriculum (PSMC) rather than replace it.
Suggestions for use: Teachers should use the handbook as an instructional framework advocating methods of eliciting, supporting and extending higher-order mathematics skills such as reasoning; communicating and expressing; integrating and connecting; and applying and problem solving
Lámhleabhar an Mhúinteora
This manual has been designed by members of the PDST. The booklet intends to support teachers in developing addition and subtraction mental maths strategies in their classroom. The booklet explores the key properties of number and number relationships relating to addition and subtraction. , outlining practical approaches to developing an understanding of these. It also explores background knowledge for teachers and fundamental facts in relation to mental maths. A range of concrete, practical activities that will support pupils in their development of addition and subtraction mental maths strategies is also outlined. Finally, a selection of engaging and enjoyable activities to consolidate learning and provide opportunities for pupils to master addition and subtraction facts is included.
Suggestions for use: Teacher handbook for Addition and Subtraction.
This manual has been designed by members of the Professional Development Service for Teachers. The booklet is intended to support teachers in developing multiplication and division mental maths strategies in their classrooms. It has been designed to accompany the PDST Mental Maths workshops.
Suggestions for use: Teachers can use the range of concrete, practical activities that will support pupils in their development of multiplication and division mental maths strategies are also outlined. Also included is a suggested alternative strategic sequence through which pupils may acquire their multiplication facts.
This manual has been designed by members of the Professional Development Service for Teachers. The aim of this manual is to assist teachers in teaching the strand of Shape and Space (infants to 6th class)
Suggestions for use: Teacher guidance in the teaching and learning of Shape and Space.
This manual has been designed by members of the Professional Development Service for Teachers. The aim of this resource is to assist teachers in teaching the strand units of Place Value (1st to 6th class), Decimals (3rd to 6th class) and Percentages (5th and 6th class).
Suggestions for use: Teacher handbook for place value.
Strand unit: Decimals
Suggestions for use: Teacher handbook for decimals.
Strand unit: Decimals & Percentages
Suggestions for use: Teacher handbook for decimals & percentages
Bodyke National School, Co. Clare
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Published 2001 Revised 2014
Types of questions, levels of mathematical thinking, combining the categories.
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2 Mental math and problem-solving whole class math games 21. Multiplication baseball. Grade level: Grades 3-4. Multiplication baseball infuses the excitement of baseball with multiplication practice. How to play: Players form two teams, one batting and the other fielding. The batting team's players take turns answering multiplication ...
Simply tape the cards to the whiteboard in a grid and give each column a topic title. Split the class into a few groups and play jeopardy. This whole group math game is a great way to review before a unit test or even state testing in the spring. This list of whole group math game ideas that you can play with any grade level.
This article offers you practical ways to investigate aspects of your classroom culture. It also offers suggestions to help you develop the culture further so that students are encouraged to develop as independent mathematicians with strong problem-solving skills. This is important as we know that independent problem-solving skills are ...
In our mathematics lessons, our curriculum challenges teachers to develop fluency, reasoning and problem-solving skills, and trying to find a balance within a particular lesson can be a challenge (this is an aspect we explore more fully in this article by Clare Lee and Sue Johnston-Wilder). By choosing LTHC activities, learners can easily get ...
Here are five strategies to help students check their solutions. 1. Use the Inverse Operation. For simpler problems, a quick and easy problem solving strategy is to use the inverse operation. For example, if the operation to solve a word problem is 56 ÷ 8 = 7 students can check the answer is correct by multiplying 8 × 7.
Openers. Transform the first 5 - 10 minutes of math class into a pedagogical powerhouse. These openers promote rigorous thinking and discourse, and shift classroom culture toward student engagement and meaningful work. A perfect prerequisite for using rich tasks, and fantastic for every age. NEW!
Play these fun and engaging 26 math games with your pre-kindergarten to 8th grade students. These engaging, low-stakes games provide students with the opportunity to practice new math skills and consolidate their learning. Designed to be versatile to allow for use during different topics and different levels of ability. Each game can be used ...
The answer is 345. Use these numbers to work out a number of questions — 10, 3, 4, 5, 2, 1, 100. Balance an even group of numbers using addition. Use addition to balance these numbers so both sides are equal — 56, 38, 22, 16, 6, 40, 24, 27, 19, 32. Make a number using different methods and provided numbers. Make 126.
The content of this article is largely drawn from an Australian publication by Peter Gould that has been a source of many successful mathematics lessons for both children and student-teachers. It presents a style of problem-solving activity that has the potential to benefit ALL children in a class, both mathematically and socially, and is readily adaptable to most topics in mathematics curricula.
Teaching through a problem-solving approach that focuses on student understanding can help students learn math. Whole class discussions to support student learning are essential in NCTM standards-based programs (Kazemi & Stipek, 2001; Stein, Engle, Smith, Hughes, 2008). My goal in this book is to share effective whole class
14. Use a problem-solving rounds activity. Put all those word problem strategies and skills together with this whole-class activity. Start by reading the problem as a group and sharing important information. Then, have students work with a partner to plan how they'll solve it. In round three, kids use those plans to solve the problem ...
What students practice: Addition and number bonds. Choose a target sum between 10 and 20. Then, aim and shoot the center number ball at one of the balls circling the track to make the target sum. Repeat until all the balls are gone. Play it: Number Bonds at Math Playground.
problem-solving club pilot scheme, with the aim to set up a new mathematics or computing focused problem-solving club for their students. Each club developed its own programme of activities, and teachers were encouraged to explore opportunities to embed the problem-solving activities they ran into the curriculum.
We conclude that scaffolding learning to solve mathematical problem together in a whole-class context is feasible with suitable technologies. This study also provides insights on the Whole-Class Scaffolding theory and on the ways group learning could enhance students' ability to solve mathematical problems individually. ... 2.1 Math problem ...
Date Maths. Using only the numbers in that day's date (eg. 16/02/12) the students (in pairs or as a class) must make a number sentence for all the numbers 1 to 20. Nil. 3 to 6. Follow My Directions. Ask a student to stand outside of the room. Now hide an object within the room. Student returns.
Exploring Fractions. Introduction. At NRICH, our aim is to offer rich tasks which develop deep understanding of mathematical concepts. Of course, by their very nature, rich tasks will also provide opportunities for children to work like a mathematician and so help them develop their problem-solving skills alongside this conceptual understanding.
of math content when planning lessons. Prepare problems and use them in whole-class instuction How to carry out the recommendation Potential roadblocks 1. Teachers are having trouble finding problems for the problem-solving activities. 2. Teachers have no time to add problem-solving activities to their math instruction. 3. Teachers are not sure ...
This thesis builds on six papers. The papers are based on three intervention studies and on one study of a mathematics teacher proficient in conducting problem-solving class discussions. Video recordings of observed whole-class discussions as well as audio-recorded teacher interviews and teacher meetings constitute the data that are analyzed.
The 5th grade math problems on the sheets are longer math problems designed to encourage children to use a range of math skills to solve them. The skills the problems will help to develop include: systematic working. logical thinking. number fact knowledge. fraction problems. trial and improvement strategies. working backwards.
Problem Primary curriculum Secondary curriculum Egyptian Rope The ancient Egyptians were said to make right-angled triangles using a rope with twelve equal sections divided by knots.
Leading whole-class discussions in mathematics instruction in a productive way is identified as a core practice. However, productive discussions are rarely seen in classrooms. ... (Citation 2008) suggested that making the connection between students' contributions is a key practice in whole-class discussions on problem-solving tasks.
Throughout Maths Week, Scoilnet hosted the PDST Numeracy Brainteaser Challenge. ... Suggestions for use: Whole class discussion by projecting onto whiteboard. Alternatively, set brainteaser challenge to groups with each group explaining the reasoning behind their problem solving solution. Alternatively, set as an independent brainteaser whereby ...
Within the context of open-ended mathematical tasks, it is useful to group questions into four main categories (Badham, 1994). These questions can be used be the teacher to guide the children through investigations while stimulating their mathematical thinking and gathering information about their knowledge and strategies. 1. Starter questions.
Small live classes for advanced math and language arts learners in grades 2-12 ... online school Class Schedule Recommendations Olympiad Courses Free Sessions/Math Jams Video Classes books tore . Middle/High School Elementary School Online Books ... Art of Problem Solving is an ACS WASC Accredited School. aops programs. AoPS Online ...