Embedded Files
Please note: Activities marked with * were created to support distance learning
Please note: Activities marked with * were created to support distance learning
Number
Number
Fractions
Fractions
Fraction Splat by Steve Wyborney
Fraction Splat by Steve Wyborney
Fraction Splat is a problem-solving activity taken from Steve Wyborney’s maths blog which can be accessed here. In this activity, pupils must use their reasoning skills to investigate what is hidden underneath the splat. In the example shown, pupils can see that the total amount must equal 7 and must use the information that they can see to talk about the different possibilities that could be hidden under the splat e.g. I can see two whole circles and five quarters, this is the same as three and one quarter so there must be three and three quarters hidden underneath the splat. Encourage pupils to suggest different ways that the number underneath the splat could be shown.
The following questions could be used:
How many circles can you see?
What do the fractions that you can see add up to? How did you do this?
What is the total of the circles and fraction pieces that we can see?
What number is hidden under the splat?
How could this be shown? Could it be shown in a different way?
The splat activity can be used in a number of different ways, for example, using numbers, fractions, decimals, percentages etc. For further examples of how splats can be used click here.
Any Three Items*
Any Three Items*
This activity will require pupils to find three items at home which add to a total height of a common tulip from the garden which is approximately 30 centimetres. Pupils record their findings by drawing the items, labelling with the measurements in centimetres, and showing how the three lengths were added to make a total of 30 centimetres. This activity can be extended using different total lengths/heights over other plants.
PDST Measures Manual p.61 PDST Tomhais Lámhleabhar an Mhúinteora lch.62
Going the Distance*
Going the Distance*
Did you know that a fully-grown cheetah can run 10 metres in one second from a standing start? Did you know that a kangaroo can jump approximately 2 metres with each jump? How do your pupils measure up to these animals? Pupils can measure their distance in metres and record in a format of their choice e.g. I ran 3 metres 50 centimetres in 10 seconds which is 3.5 metres.
A sample grid is displayed which could be given to pupils to record their results.
Money
Money
Money - Cash is King*
Money - Cash is King*
Present pupils with this investigation by explaining that the winning prize in a competition is a choice of one of the prizes below.
60 grams of 20 cent coins
15 centimetres of 50c coins (lying flat and touching)
30 grams of €1 coins
Encourage your pupils to reason and justify their choice of prize. This activity can be easily adapted for other combinations.
PDST Measures Manual p.148 PDST Tomhais Lámhleabhar an Mhúinteora lch.170
I Scream for Ice Cream*
I Scream for Ice Cream*
On a hot summer’s day, most of us love an ice-cream to cool down. In this activity, pupils will examine an ice-cream menu and price list and choose the ice-cream flavour/s they want as well as whether they want it as a cone/cup etc. Pupils must calculate the total cost of their chosen ice-cream as well as they change they would get from €10. This can be extended further by including extra friends/family in the order as well as an increased budget.
Encourage others in your household to do the same. What is the price difference between their choice and yours?
Weight
Weight
Bags of Weight*
Bags of Weight*
Invite pupils to either find or create a weight of 100g. Next ask the pupils to choose from a variety of substances such as rice, porridge, pasta, peas, etc. Pupils will then estimate how much of each substance they will need to make a 100g weight by filling individual bags/tubs. Pupils will weigh their estimates and can add/remove weight accordingly to reach the 100g target. When all bags weigh 100g consider the following questions:
Do all the bags look the same? Why/Why not?
What was the difference between your estimate and the actual result.
This activity can be adapted to use different target weights.
PDST Measures Manual p.145 PDST Tomhais Lámhleabhar an Mhúinteora lch.166
Time
Time
Just a Minute*
Just a Minute*
In this task, pupils explore all the different activities that can be completed in a minute. Invite pupils to estimate how many times they think they could write their name in a minute. Next, pupils will play the music which is linked in the image and write their name as many times as they can until the music stops. Pupils will then count how many times they wrote their name and compare with their estimate. Encourage pupils to think of other activities that they can try and complete in a minute e.g. jumping jacks, hops etc. All estimates and results should be recorded. Further reading on this can be found in the newspaper article at the link below.
PDST Measures Manual p.237 PDST Tomhais Lámhleabhar an Mhúinteora lch.278
Algebra
Algebra
Number Patterns and Sequences
Number Patterns and Sequences
Clapping Times*
Clapping Times*
This problem from the NRich website uses body percussion to explore number patterns and sequences. Find a partner and click on the link below.
For a further challenge, try Music to My Ears, also from NRich.
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