Junior:
Games
Cover Up
Game for two players.
Player one rolls the 2 dice and uses the numbers in any way (add,
subtract, multiply or divide-in senior classes) and then covers/ shades
the answer on the number-line.
Player two now plays.
If you cannot cover /shade any number you miss that go
The first player to cover/ shade all their numbers wins.
Strand:
Number
Strand unit:
Operations
Objective:
Skill:
Solve one-step, two step problems involving addition and or/ and subtraction
Applying & problem solving; Communicating & Expressing; Integrating & Connecting;
Reasoning; Implementing; Understanding & recalling
(Advisor needs two dice per pair and cut this game sheet into three – one for each pair)
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9 10 11 12
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9 10 11 12
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9 10 11 12
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9 10 11 12
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9 10 11 12
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9 10 11 12
Junior:
Open ended investigations
3 Block Towers
How many different towers can you make using one red, one blue and one
yellow block?
How many can you make if you have a green block as well?
Record your findings.
Strand:
Algebra
Strand unit:
Extending patterns
Objective:
Skill:
identify, copy and extend patterns in colour, shape, size and number (3-4 elements)
Applying & problem solving; Communicating & Expressing; Integrating & Connecting;
Reasoning; Implementing; Understanding & recalling
THREE BLOCKS
FOUR BLOCKS
Junior:
Practical Task
Coins
Using 10 coins make an equilateral triangle which
points downwards.
Now, can you move just 3 coins to make the
triangle point upwards?
Strand:
Shape and Space
Strand unit:
2D shape
Objective:
Skill:
solve and complete practical tasks and problems involving 2-D shapes.
Applying & problem solving; Communicating & Expressing; Integrating & Connecting;
Reasoning; Implementing; Understanding & recalling
Junior:
Project
A project on Feet
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Over an extended period the following tasks could be completed to create a
project on feet.
The project makes use of both linkage and integration.
The teacher and children can decide how to record and report the projects.
Strand:
Objective:
Skill:
Measures/ Data
Strand unit: Length, Represent and Interpret Data
Measures - estimate, compare, measure and record length using non-standard units
solve and complete practical tasks and problems involving length
Data - represent, read and interpret simple tables and charts
Applying & problem solving; Communicating & Expressing; Integrating & Connecting;
Reasoning; Implementing; Understanding & recalling
Feet
Record every child’s shoe size and presenting this as a graph.
· Measure footprints from a size 8 shoe,a size 9 shoe…teacher’s
shoe… using unifix cubes,multilinks, [cm 2]…recording…drawing
what you imagine a giant’s footprint would be and measuring this…
· Estimating and then measuring the length of classroom,
playground…in long steps…in short steps and then using metre stick…
· Talk about different types of footwear we wear and why, graphs of
different types/colour shoe.
· Creatures with 2 feet,4 feet,8 feet…centipede…millipede…no feet
[science]…children composing their own problems…how many feet
would 4 dogs have?
· Stories where feet were important…Cinderella, Jack and the
beanstalk…
Junior:
Puzzles
Sealed Solution
8
A set of ten cards, each showing one of the digits from
0 to 9 , is divided up between five envelopes so that
there are two cards in each envelope. The sum of the two
numbers inside it is written on each envelope.
What cards are in each envelope?
Strand:
Number
Strand unit:
Operations
Objective:
Skill:
14
7
13
3
Construct number sentences and number stories; solve problems involving addition within 99
Applying & problem solving; Communicating & Expressing; Integrating & Connecting;
Reasoning; Implementing; Understanding & recalling
Junior:
Mathematical Trails
Trail along the school corridor
To begin, assign roles within your group to include:
a) Reader and Recorder
b) Time keeper
c) Manager
Then complete the maths trail provided.
Strand:
Strand unit:
Mathematical trails can be created to compliment any strand/strand unit and objective
Objective:
Skill:
Applying & problem solving; Communicating & Expressing; Integrating & Connecting;
Reasoning; Implementing; Understanding & recalling
Mathematical Trail Along the school corridor
Have a Shapes Chart on display.
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Have some Measuring Charts on display: a
vertical height chart showing metres and
centimetres, a horizontal metre stick, some
cards with benchmarks…
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Look at the floor, what shape are the tiles?[
refer to chart maybe]
Can you see anything else the same shape as
the tiles?
How many corners on each tile?
How many tiles across the corridor?
How many tiles from one end of the corridor
to the other?
Which is farther from our classroom to the
hall or from our classroom to the hall? How
will we find out?
What shape are the windows? How many
windows are there along the corridor?
What shape are the doors?
What shape is the corridor?
Can you see anything that is a circle?[look at
chart]
Find 3 circles in the corridor.
Ask a friend to measure you using the height
chart.
If the water at the shallow end of the
swimming pool was 1 metre where would it
come to on you?
Find something along the corridor that is about
1 metre high, something more than a metre less
than a metre.
How many hand-spans in a metre [measure on
horizontal metre stick]
How many hand-spans needed to measure the
radiator?
Is the radiator more than a metre wide?
Displays
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Children’s art work.
How many ducks are swimming on the pond?
What shape are the sails on the boat?
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Prints by famous artists.
How many sunflowers did Van Gogh paint?
A simple school timetable :
9.20 a.m. School starts.
11.00a.m. Playtime.
11.10 a.m. Playtime ends.
12.30 p.m. Lunchtime.
1.00 p.m. Lunchtime ends.
2.00 p.m. Infants go home.
3.00 p.m School ends.
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What time does school start?
How long is lunchtime?
What happens at half past 12 ?…