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Home > Stage 2 > Additive relations > True or false
Suggested content:
Suggested content:
Use the principle of equality
Recognise equal differences and record them in number sentences
Use the equals sign to mean 'the same as', rather than to perform an operation
Apply the associative property of addition to forming multiples of 10 (Reasons about relations)
Equipment
Equipment
Marker cones
Number equations on cards
Activity set-up
Activity set-up
Set out the playing area (25 students = approximately 25m x 25m).
Divide the playing area with a centre line.
How to play
How to play
Players decide if a number equation is true or false by running towards the appropriate baseline.
All students line up along the centre line.
Explain to students that the marked line to left of the centre line is 'true and the line to the right of the centre line is 'false'.
The teacher calls out or shows a number equation and asks if it is true or false, eg. 4 + 7 = 11, 4 + 7 = 7 + 4, 4 + 7 = 5 + 6
Students must run to get to the corresponding destination as fast as possible deciding if the equation is true or false.
Variations
Variations
Vary the starting positions (e.g. standing on one leg or crouching down).
Increase or decrease the distance to the baseline.
Vary the locomotor movement used.
Use different operations.
Have students provide reasons for their thinking.
Include money values.
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