Bingo in the classroom

Maths Games - and now for something completely different

It is always a struggle to find innovative or new ways to practise multiplication tables. I know there are plenty of computer games but it is not always possible to get organise and sometimes you may just want a brief recap before tackling something else

Kids love playing games, even maths games, and this activity has endless variations on the game of bingo, the only limit is your imagination. It can be used to reinforce a previous lesson, warm up the class before a new lesson or just bit of fun if the lesson is flagging or boredom and irritability sets in on a wet Friday afternoon.

Click on the link below for a great source of ideas for starter lessons '101 red hot starters', take a look. This book will give you a source of ideas for years to come; a snappy start to any lesson. As one reviewer said,

 'This book is an excellent start for developing your own collection of maths starters.'

Virtually no preparation is required to start using this in the classroom. It can be bought for as little as 1p from Amazon - if that is not a bargain I don't know what is.

Maths starters

Step 1

I would ask the pupils to draw a grid in the back of their books 4 x 4, leaving a lot of space in each cell. Looking at multiplication tables I would ask them to fill in numbers bewteen say 10 and 40 it is their choice. No repeats allowed. Alternatively for example, we were practising identifying different types of triangles I would ask them for the names of the triangles and get them to recall their properties. So in random cells they would write I (Isosceles), E (Equilateral), S (scalene).

Step2

I would then tell them we are playing times table bingo or shape bingo, the winner is the one who has a complete line or get a full house, whatever suits your purpose. Ask a multiplication question or  read out a description of the triangle in question, for example, ‘two equal sides and the base angles are equal’ or you could show them a picture of the triangle. They have to cross out the answer or what they think is the name of the triangle. Keep a record of what you have done.

I found it best to have 6 cards with either the description or picture on, I would shuffle the cards and use them to pick the question. Once all six have been used reshuffle and start again until a winner has been found.

This is so popular that often I have walked into a classroom and they have asked for this as a starter, not often do you get kids begging for Maths questions. Just like Oliver Twist 'More please Sir'

Yo: A Math Teacher's Blog: Is this going to be on the test?

Yo: A Math Teacher's Blog: Is this going to be on the test?

Area, equations and that frog again

Those of you who read my post about how to use a frog to solve equations might want to use this before that lesson. It can also be used independently before starting to find the areas of complex shapes. It is deceptively simple, but powerful.

 

All you need to do I draw two lines and on one put its length, say 10cm, and on the other x cm and 8cm. Explain that the two lines are the same length. Two frogs have a jumping competition, they agree to jump over the same course of 10 cm. The first jumps the full 10 cm. Fred the frog jumps but only a distance of  x cm but then covers the rest of the course, which is 8 cm. How far is x cm?

As you know this is really x + 8 = 10. Depending on the level of pupils you can continue with further examples, make the link to algebra or move on.

 

The next step (or jump if you are a frog) is to draw similar lines  such as one which is 10 cm and the other which is x cm, x cm and 3 cm or whatever appeals to you. Again you can use the story of the two frogs one jumping the full 10 cm the other Fred covering x, cm then x cm then 3 cm. Emphasise that both x cm are the exactly  the same distance. Then ask how far is x cm?

 

Of course the pupils are solving 2x + 3 = 10. You can judge how far to take this idea it really does depend on the class or pupil. Use in its simplest form before doing complex shapes as pupils often fail to grasp how to find a missing dimension.

 

If you are wondering about previous mentions of Fred the frog see my previous post ‘solving equations with a frog’.

 

 

If anyone has used the ideas that I have given you over these last few blogs how did it go? Were they successful? How did you improve them? (I'm sure you can). Please leave a comment.

Numeracy stops here

History and Maths

If you have ever read the book ' What is History?' by E. H. Carr you may have come across the idea that 'History stops here.' What this mans is that some historians in the past believed that the History that they wrote was the definitive view; there was no other interpretation. Of course History is constantly being rewritten in the light of current ideas, attitudes and data.

The way I was taught is the only way, 'numeracy stops here'. This is the view of many parents and teachers. They believe how they learnt to add, subtract, multiply and divide is the only correct method to use, anything else is ‘strange’, not ‘proper’ or at worst some kind of  trick being played upon their child. None of this is true of course. Each child has his or her own way of learning and remembering things and once confidence is gained using their own method they should continue using it.

 Subtraction

Jim, like many pupils could happily subtract when the sum which looks like this.

However as soon as we introduce something more complicated anxiety sets in, he had convinced himself that he couldn’t and never would be able to remember how to in his own words ‘do it when the number on top was smaller’. Such as in the example below. We have all been there as teachers or parents with our pupils or children wanting to subtract 7 from 3 because they can’t remember or don’t know why they have to do in effect 13 minus 7.

A succession of teachers had tried and failed to teach Jim how to do subtract using the traditional method and failed, his parents despaired also having failed to teach Jim how to subtract. He was now 16. Jim is a bright lad, a visual learner, he wanted to subtract so that he could pass his exams.

 

Open number line

Jim was very comfortable with the open number line, so I decided to show him how to use it to subtract. First I drew the line like the one below and explained that we were at going to go from 17 to 43. I marked on the two numbers.

 

 

 

Now I asked Jim to jump to the nearest 10 from 17, he happily drew a line from 17 to 20.

 

How about jumping to the nearest 10 to 43 I asked. ‘What 40?’ he queried. He then drew the next jump and without prompting he then drew the final leap.

 

So how far have you jumped I asked him to which he replied 26. It was then only a small step to make the connection between this method and the subtraction su  set out in the traditional way. Jim was thrilled at being able to do subtraction with, as he termed it, ‘difficult take aways’. He successfully continued to use this method with ease and success, passed his exams and reduced his fear and anxiety when tackiling Maths.

 

Many of you may dismiss using this method as not being correct but it worked for Jim. It may not work for everyone but he was successful and solved problems so who is to deny him, or anyone that but adherence to other methods just because that was how they were taught.

 

Why not follow me on Twitter at @croftsr1

 

 

Choose three numbers and ...

Ever felt that sinking feeling as you are about to tackle fractions again? You can imagine what the pupils think, well you probably knoe when they say ‘We’ve done this.’ Or ‘Not again’. Here is an idea tht will give a different slant to the fearsome task of teaching factions.

 

Step 1

Ask for 3 numbers between 2 and 9 inclusive. Write them on the board. Now ask the pupils in pairs to make as many different fractions as they can in 2/3 minutes. At the end of the allotted time collect the results on the board, the chances are they’ve forgotten to repeat the numbers with same numerator as denominator. Add any they have missed.

 

Step 2

Again in pairs or groups ask them to put the fractions into groups that appear the same. Collect the results, hopefully you will get top heavy fractions, equivalent fractions and ‘normal’ fractions. Ask them how they could be displayed in a table. Again some paired or group work.

 

Step 3

Now demonstrate that probably the most effective way of showing the results is in a table like that below. So for example if the numbers chosen were 2, 3 and 7 the table would look like this.

 

 

Step 3

You can now start to ask questions such as what is special about the diagonal with the entries 2/2, 3/3, 7/7? What do they equal? What other numbers can equal these?

 

What is different about 3/2, 7/2, 7/3? What are these type of fractions called? Hw can we change them?

 

I am sure you get the idea, the variations are endless and where you go depends on the class, their prior learning and what you want to achieve. This can also be extended to 4 numbers or where ever you want.

 

This idea was taken from the book ‘Starting points’ by Banwell, Saunders and Tahta published in 1972. A vision of how maths education could have gone. It would be interesting to compare it to today’s practice in classrooms throughout the world.

If anyone has used the ideas that I have given you over these last few blogs how did it go? Were they successful? How did you improve them? (I'm sure you can). Please leave a comment.