Diamond Maths

Today X took for the first part of the lesson while we were getting the computer sorted for our mental Maths.  He asked the class questions like ‘can you give me a multiple of 4 that is bigger than 57.  We had to work hard counting in 4s to solve that one.

After our assessment, Y asked if we could do Diamonjd Maths.  I asked if she would like to take the lesson.  She said yes.  With a little input from me and Z. here is what our board looked like at the end of the lesson.  Great thinking everyone;.  We will record it in our learning logs tomorrow or Friday.

 

Oatcake Algebra

Some Questions to Answer on Thursday or Friday

For each question, draw a DIAGRAM, write an EQUATION and a SENTENCE answer.

How many oatcakes are there in the red box?

r = 7+7+7+7

r=28

There are 28 oatcakes in the red box.

How many oatcakes are there in the green box?

G=4×6

G=24

There are 24 oatcakes in the green box.

How many oatcakes are there in the purple box?

p=

How many oatcakes are there altogether?

r + g + p =

How many more oatcakes are there in the red box than the green box?

g + ? = r

How many fewer oatcakes are there in the purple box than the green box?

g – ? = p

How many oatcakes in half the red box?

1/2 x r =

How many oatcakes are there in a quarter of the green box?

1/4 x g =

How many oatcakes in half the red box and half the green box?

1/2 r + 1/2 g =

Make up and answer more questions of your own.

Fraction Equations?

MATHS FOR MONDAY

What is an EQUATION?

it has an = sign. EQUALS.

Two things are EQUIVALENT.

7+7=14.

14=7+7.

28=7+7+7+7.

Missing number ones?

Equations with fractions – make with paper plates.

1=1/2 +1/2.

What about with quarters and halves, what equations, EQUIVALENCES. can we make?

Doubling, quadrupling. halving, quartering

IDEAS for Weds lesson.

28 in a box. 4 packs.

7+7=14. 14+14=28.

1/2 of 28 = 14.  1/2 of 14=7.

4×7=28 so 1/4 of 28=7. Let’s record using a NUMBER BOND DIAGRAM and EQUATIONS.

Can you do this with the box of 24 oatcakes?

What about the third box?  How many could be in there?

It would need to be a MULTIPLE of 4.

Play Give me a multiple of 4 which is less than 24 / more than 28 etc.

Use number bond diagrams and calculations to record your thinking.

Our questions (and ANSWERS)]

Are we giong to eat them? (MAYBE LATER – we agreed that if we ate them now there would be nothing more to investigate!  (Some children thought they would like to try them, some not, we didn’t record how many.  Maybe we should and we could make a graph?)

Are there really any oatcakes in there? (YES! – we checked!)

Why do we have oatcakes on the table? Why did Mr Porteous bring the oatcakes in? A suggested it might be to help our learning.  This prompted further questions – how would it help our learning?? – ideas welcome!

How many oatcakes are in the boxes? B suggested we open them and stack them up and count them.  We did.  We opened the red box first.  It had four plastic packets inside.  We thought about opening these but decided the oatcakes might get dirty.  C suggested counting them in the packet and did so.  There were 7.  How many altogether.  Some began counting in 7s.  We quickly got to 28.  How could we record how we worked that out? Double 7 is 14. A explained how to do 14+14. Split each 14 into 10+4.  Add the tens (10+10=20), add the units (4+4=8) so total: 20+8=28. We can record using a number-bond diagram.

We opened the green box.  Again four packets.  We counted again. This time there were only 6 in each packet. D explained what to do.

Discussion about why different? E suggested that the red box might be bigger. We checked. It was the same length. But it was WIDER or THICKER. This fitted with fact that it held more oatcakes.

How many cracked ones are there?  NONE SO FAR…

Do you have to cook oatcakes? NOT ANSWERED YET. (Questions about how oatcakes are made would be interesting to investigate!)

Nest step:s:

(1) recording our thinking –  number bond diagrams, calculations, sentences,.

(2) How many oatcakes in total? (A has already explained this privately with a clear strategy for adding 24 + 28. – can others work this out?)

(3) What other questions could we investigate? (Tom)

how big are the oatcakes?

Oatcake Investigation

We are starting a new investigation tomorrow with my P4 group. I’ve bought three packets of oatcakes and will be asking the children to suggest questions that they could investigate. Watch this space!

New Year Maths Tip #2

Tip #2
333 (ages 8-12) – training children as autonomous learners
Impact: A class who can work both collaboratively and independently without your help, freeing you up to work with small groups. You also get all your jotters handed in ready marked and corrected before you look at them!
Find out more…

Why don’t we teach the half times table?

Actually.  Why not?  Suppose we did…  Let’s investigate.

1 x a half = 1 half = 0.5, if you use decimals

2 x  a half = 1 whole = 1 , which you can also write as 1.0

3 x a half = 1 and a half = 1.5

4 x a half = 2 wholes = 2.0

5 x a half = 2 and a half = 2.5

6 x a half = 3.0

Notice anything?