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Laura Candler's resources.
Games and activities to teach Mathematics
Where are you?
Prepare a list of questions answered in one or two words. Write the question on one slip at the top but write its answer on some other slip . Write the answer at the bottom of the slip. When the game is to be used distribute the slips at random to the whole class. One student calls out his question .For example “ 34+45 where are you?” . The student who has the answer 79 on his slip says “ 34 + 45 = 79 I am here . 3x4 where are you?” That is he has read the question on his own slip and so the game continues .Card game for finding Highest Common Factor(HCF)
In a box have square pieces of paper with numbers say from 1 to 100. Have piles of prime numbers arranged on a table. Each student is to pick one number from the box and collect the prime numbers that are factors of the number picked up. For eg if you have the number 40, you will need to pick up 2x2x2x5, three 2's and one 5. Next pair up with a classmate. Together sit and find how many prime numbers you have in comon. If the number 40 is paired with 28 (whose prime factors are 2x2x7) they will have two 2's common. Multiply to get the HCF. For the next round, find another partner and find the HCF. The game is meant for drill work and it also facilitates co-operative learning.
Bingo
Have cards for playing this game just like the cards we have for Housie. Instead of calling out the number 'two and two twenty two' give a clue like ' eleven times two' . For thirty six the clue can be 'Six squared'. thus the students have to work the sum and if the number is on their Housie card, they tick the number. Announce winners like 'quick five' the first to get five right answers.
Addition of integers
Introduction: Give each child a number either, positive, zero or negative number. Have them arrange themselves as a number line. If there are more students, this can be done as a competition between two groups.
The teachers says" Since you know what integers and number lines are , we will now see how to add two integers"
Development: Then teacher uses a number line to show how two integers are added. The rules for adding two positive numbers, two negative numbers, one positive and one negative number are emphasized.
Evaluation: Each child gets a number (could be positive or negative). They pair with a partner and together find the sum of the numbers and note it down eg
+3 -5 = -2
Then each child finds another partner and works the sum. do this activity for about three minutes. The winner is the one who has worked most sums correctly. Same idea can be used for subtraction of integers.
Bar Graphs
Have different coloured buttons distributed to students. They have to stack them on paper after grouping them according to colours. The teacher tells them similarly in Mathematics we have representational figures called as Bar Graphs. She then shows how to plot a bar graph.
For evaluation: have students interview others and come up with bar graphs. Eg a graph of pencils each one is carrying a graph showing how many close friends each one has, a graph with number of family members of each student. Let the student decide what he/she wants to plot.
Dr Howard Gardener proposed the Theory of Multiple Intelligences. We can think of different areas of Multiple Intelligences when we plan our Mathematics lessons. Look at these activities planned to teach the topic "Properties of Square."
10. Phrases
like ‘Square drive’ (in cricket), ‘a square meal’ are discussed. (Verbal
intelligence)
Addition of integers
Introduction: Give each child a number either, positive, zero or negative number. Have them arrange themselves as a number line. If there are more students, this can be done as a competition between two groups.
The teachers says" Since you know what integers and number lines are , we will now see how to add two integers"
Development: Then teacher uses a number line to show how two integers are added. The rules for adding two positive numbers, two negative numbers, one positive and one negative number are emphasized.
Evaluation: Each child gets a number (could be positive or negative). They pair with a partner and together find the sum of the numbers and note it down eg
+3 -5 = -2
Then each child finds another partner and works the sum. do this activity for about three minutes. The winner is the one who has worked most sums correctly. Same idea can be used for subtraction of integers.
Bar Graphs
Have different coloured buttons distributed to students. They have to stack them on paper after grouping them according to colours. The teacher tells them similarly in Mathematics we have representational figures called as Bar Graphs. She then shows how to plot a bar graph.
For evaluation: have students interview others and come up with bar graphs. Eg a graph of pencils each one is carrying a graph showing how many close friends each one has, a graph with number of family members of each student. Let the student decide what he/she wants to plot.
Use of Multiple Intelligences in Mathematics
Dr Howard Gardener proposed the Theory of Multiple Intelligences. We can think of different areas of Multiple Intelligences when we plan our Mathematics lessons. Look at these activities planned to teach the topic "Properties of Square."
The teacher introduces the topic by asking students to name some
objects with four sided plane figures eg
surface of a biscuit, surface of a book. (Logical Intelligence). The teacher
tells them that such figures are called as quadrilaterals. Square, rectangle,
rhombus are examples of quadrilateral. The teacher announces ’Today we shall
see some properties of a square.’
Development of the topic:
- The teacher sings the following song and gets students to sing with her. (Musical intelligence)
The Square Song (to the
tune of "You Are My Sunshine")
I am a square, a lovely square
I have four sides; they're all the same
I have four corners, four lovely vertices
I am a square, that is my name!
I have four sides; they're all the same
I have four corners, four lovely vertices
I am a square, that is my name!
2. The
teacher asks simple questions based on the song eg “How many sides does a
square have?” “what is special about
these sides?” “How many vertices does the square have?” (Logical intelligence)
3. The
teacher shows the figure of a square and asks students to name the sides and
the vertices. Students measure the lengths of the sides of the square. (
Logical, kinesthetic intelligences)
4. Students
work in pairs. They are given square papers. Using just paper folding
techniques they show that all sides are equal in length. They show that all
angles are congruent. Using a protractor they measure each angle. They find
the measure of the angle formed by the
intersection of the diagonals without using a protractor. Properties of the
diagonals are also elicited only through folding of the paper. (Logical and
kinesthetic intelligences)
5. Students
trace a sqaure in the air singing this rhyme
Make A Square
(to the tune of "Twinkle, Twinkle, Little Star")
(to the tune of "Twinkle, Twinkle, Little Star")
From the bottom to the top,
Straight across and then you stop,
Straight down to the bottom again,
Across and stop where you began,
If the sides are the same size,
Then a square is your surprise.
Straight across and then you stop,
Straight down to the bottom again,
Across and stop where you began,
If the sides are the same size,
Then a square is your surprise.
6. The
students are asked to name games that use squares eg chess board, carom board
(logical intelligence)
7. Students
are told about flags in the shape of squares.
8. They
are shown the properties of magic squares
9. They
are given a square matrix of dots and asked to create a rangoli design (visual
intelligence)
10. Phrases
like ‘Square drive’ (in cricket), ‘a square meal’ are discussed. (Verbal
intelligence)
11. The teacher
narrates the significance of places like Vijay Chowk (India) , Trafalgar Square
12. Students work
in groups. One student is asked to draw a square, name it and pass the sheet to
their neighbor who will then identify the sides, angles, diagonals. The next
person measures the sides and angles and confirms the properties of a square.
Students look at the picture of square water melons and think of how square melons have more advantages compared to round melons
To wind the lesson the teacher asks them to make a list of things with square surfaces . She gives them some tangrams to work with.
Superb...Maths Club Activities
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