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Have you got Maths Eyes? Here are some suggested questions to get pupils thinking and talking mathematically about this picture.
Suggested Questions:
Describe what you see
What shapes can you see? How many of each shape can you see?
Describe the lines that you see (straight, curved, parallel, perpendicular, oblique)
What size/kinds of angles can you see?
Can you find any lines of symmetry? (Perhaps focus pupil attention on one part of the playground at a time)
Have you got Maths Eyes? Here are some suggested questions to get pupils thinking and talking mathematically about this picture.
Suggested Questions:
Describe what you see
What shapes can you see? How many of each shape can you see?
Describe the lines that you see (straight, curved, parallel, perpendicular, oblique)
What size/kinds of angles can you see?
Can you find any lines of symmetry? Are there tiles that have more lines of symmetry than others?
Look at the middle tile in the top row, how many pieces are there? Can these be represented as a fraction? Why/Why not?
You have decided to add some decking to a part of your garden/outdoor space, each tile measures 30cm squared, how many tiles will you need?
Each tile costs €59.95, how much will the decking for your garden//outdoor space cost?
Ag Plé le Pictiúir
Ag Plé le Pictiúir
Same but Different
Same but Different
Would you Rather?
Would you Rather?
Odd One Out
Odd One Out
Headline Stories
Headline Stories
"Mathematics can be viewed as a language in itself with its own vocabulary and grammar" (Primary Mathematics Curriculum Guidelines, 1999, p. 19). Pupils' engagement with word problems can often highlight the challenges of this as they try to read, comprehend and solve what is being asked.
The Primary Mathematics Curriculum Guidelines, 1999 outlines that "Children can invent problems for others to solve, and discuss the the results" (p. 36). A headline story offers all pupils an opportunity to engage with creating mathematical problems.
A headline story is a set of information presented in words or pictures, providing the setting for a problem without the actual problem. Pupils are challenged to create mathematical questions, which can be posed and solved, based on the information presented. By creating their own questions, pupils have an opportunity to use mathematical language in a meaningful context. The questions pupils create can be a useful assessment tool. Through effective questioning, the teacher can support and extend pupils’ thinking.
Take a look at the short clip from our ‘STEM in a Bubble’ webinar which explores headline stories further.
Headline stories could be shared with pupils on your school's communication platform with pupils' responses recorded using voice note, text or a photograph of their work. This approach would also work as part of a live lesson with teacher presenting a headline story with pupils devising questions based on the text/image. Consider choosing to solve some of the questions created as part of the lesson or subsequent lesson.
Below you will find some statements and visuals to get you started. You will also find pupil work samples. Note the range of questions pupils created from one simple stimulus. For further statements see our Scoilnet page (linked on the right).
This approach compliments Oral Language Learning Outcome 7 - Requests, Questions and Interactions/Teanga ó Bhéal Toradh Foghlama 7 - Iarratais, Ceisteanna agus Idirghníomhuithe in the Primary Language Curriculum/Curaclam Teanga na Bunscoile. The Primary Language e-bulletin 6 linked above focuses on some learning experiences and activities which may be used to bring this outcome to life in the classroom or in an online space.
Counting Activities
Counting Activities
"Counting is important because the meaning attached to counting is the key conceptual idea on which all other number concepts are based. Using counting to solve number problems shows children that counting can be used meaningfully in a variety of situations. This helps them understand and appreciate counting as more than a rote procedure" (NZ Maths, 2020).
Voice and screen recording software can be utilised in order to continue to develop pupils' counting while engaging in remote learning. These activities can be adapted for counting across all class levels.
Click on the buttons and video clips below for samples of counting in action using voice and screen recordings suitable for the remote learning environment.
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