Noggle in Class

During the recent spell of 'Remote Learning', we were copied into a Tweet about "Noggle". Now we'd used 'Boggle' many-a-time, but not 'Noggle'. 

🚨Quick & easy virtual learning games🚨

At 9am, we started our Teams meet with #Noggle , to warm up our brains, get us to talk maths but also just...TALK! (Also 👍🏼 for those early birds)

👉🏼Follow the link for @curious_maths great ideas. Our Y5s ❤️ them! https://t.co/4rstLa7Wrn pic.twitter.com/NIzZTYgAyi

— Lydia Davison (@DavisonMiss) January 27, 2021

So, we looked at the information and gave it a go in one of our Google Meet sessions. We used the same layout as Lydia shared as the grid must be formed in a way that has mathematically correct calculations within it. 

We shared the above example with our class; showing a correct calculation and one that is incorrect. 

Our template can be found here.

Feedback from the children was positive and it lead to some great discussions. Going forward, we'll use it again. We may also get children to form their own grids too.

When the yelling from the math classroom across the hall turns out to be a self created competition to find more #noggle combinations than any other class and the phrases heard are things like “come on guys, just 1 more, we’ve got this!” ❤️ #teachershoutout #mathrules pic.twitter.com/OS2Bwn4JBT

— Kati Cahill (@KatiCahill) September 12, 2018

But, not this... 

A reminder that ‘noggle’ is a very old dialect verb for just about managing something, but with difficulty. As in ‘I could barely wake up this morning but I noggled it somehow’.

— Susie Dent 💙 (@susie_dent) October 19, 2018

We hope that's useful.

 

Connect 4 with Multiples

Earlier this year, we came across a blog post by Joe Schwartz entitled, 'I Like This Game Because You Have to Think Hard.'

In his blog post, he gave students a blank 100/120 grid for them to fill in trying to get 4 in a row. We saw the benefits of this activity, but currently working in Upper Key Stage Two, our pupils are pretty proficient with numbers between 0 and 100. So, we adapted the idea to make it about times table facts. 

1. Give the children a blank 12 x 12 grid of squares between two.

2. Ensure each child has a different coloured pen/pencil.

3. Children fill in facts on the grid, taking it in turns and trying to get four in a row horizontally or vertically. 

4. Depending on competence, children could have a times table grid on hand to enable them to check each others facts.

Enjoy!

Place Value and Receipts

As it's the Half Term break, my family and I took in a spot of lunch out earlier today. We were in a well known pub chain that have an app that allows orders to be made from the table...

 

A receipt we received, contained various numbers. All the numbers need to be read in Key Stage Two. Grab a load of receipts. Can the children in Year Four/Five read all the numbers on them?

We've started a collection here.

Vocabulary of Testing

Here's an idea from a colleague...

We do tests (not the official ones) to find out what children do/don't know, to give them practice of what a test is like and to teach test technique.

Good practice is to review the test with the pupils. What did they get right? What did they get wrong? Why?

Something we've recently learned is to ask the children for 'the words they did not understand'. Then, spend some time defining these words and then display them for all to see. Can't do the test if you don't understand the vocabulary...

#Taskmaster - Estimate of Perimeter in...

Calculating perimeter can be a bit, er, repetitive.

Estimating can be a bit, er, repetitive.

And, Taskmaster have come up trumps again!

So, you've been studying perimeter. You've measured, you've done 2(A+B), the trundle wheels have been out, you've costed a new fence for the school field and more...

You've tried and tried to convince your class of the virtues of estimating, but they think you're just balmy.

Well, we like this task!

In the task the contestants have to estimate the perimeter of the caravan in baked beans. So, perimeter of the field in beans, the perimeter of the school hall in paper clips, the perimeter of a maths book in dice and so on...

Same learning, same objectives, but in a different way. Mix things up and get 'em thinking! Let us know how y'all get on...

Sporting Number Bonds

Last month, I was at a football match. The team I support were winning, for a change. As a result, I was clock watching for most of the second half. As time went on, I realised that my Number Bonds to 90 are pretty good.

Too often in school, we focus on Number Bonds to 10 and to 100. This is all good and well, but it's not enough. The children need to know their Number Bonds WITHIN 100. This then aids their addition and subtraction greatly. They need to know all 288 X and ÷ facts, and in the same way, they need to know these sum/difference facts within 100. For example, 5 and what make 13? 15 add 7 is? 23 added to 19? 44 subtract 17?

Here's an idea. 

Like I was, use the scenario of a sporting event to help:
Football: Number Bonds to 45/90
Basketball: Four 12 minute quarters
Cricket: Number Bonds to 6 (overs), 40/45/50 (game length)
Netball: 60 minutes, divided into 15 minute quarters
Ice Hockey: 60 minutes, divided into 20 minute thirds
Rugby Union: Number bonds to 40/80 

Click here for an example resource.

Part Part Whole, Bar Model & Perimeter

Earlier this year, we were calculating perimeter of compound shapes with some missing measurements. Some children were struggling to work out which measurements were missing. 

So, we took to using the bar model to offer some support.

1. Count the sides of the shape
2. Colour horizontal sides one colour and vertical sides another colour
3. Identify which sides have an unknown length
4. Use 'Part Part Whole' bar model (one for horizontal and one for vertical) to help find missing lengths
4a. The bar models can also be colour coded the same as the sides
5. Check the number of lengths found matches number of sides and looks sensible 
6. Add them up...

It worked well for us. Of course, as always with the bar model, it will help work towards an answer, but not give an answer. 

Times Table (Ball Pit) Relay

After seeing something on Facebook, I did a times table relay with my class. On Twitter, Mr Dyson saw it and liked it. He challenged one of his teachers to 'do better'. That set me thinking!

@missnolan91 ...... you have to better this now https://t.co/kjSTKHlY5v

— Chris Dyson (@chrisdysonHT) July 10, 2017

And, today this is what we did...

I got mine and another teacher's times table sticks and the Velcro numbers that go on them;

I filled two recycle bins with ball pit balls;

Outside, I stood the sticks against a wall;

I put the Velcro numbers for a times table in each of the ball pits;

I then got the class, in turn, to run and collect a number, work out the times table and add it in the correct place on the stick. 

It. Was. Great!

Numenko for Maths

Earlier this year I came across Numenko one day on Twitter. You know, things just pop up and you click on them! So, I got in contact with Tom about packs for schools, but initially just decided to buy a set for me to use at home - my money, my game. :-) I fancied getting a game as I really enjoy Bananagrams and rather enjoy maths, so this looked great to me. I played at home and enjoyed it and I took my pack into school and found it useful...

Image credit: numenko.com

This afternoon; Mökkly, a walk and then @numenko with my brother. pic.twitter.com/SigbXlSBNS

— Liam (@ThisIsLiamM) 29 May 2017

The game is good. It gets children doing maths, thinking, playing. So, that was good.

But, it's more than that! Above is algebra: I asked two pupils to create calculations with a :-) (freechoice) tile in them and then get their partner to work them out. can you?

Above and below, I asked two children to make as many calculations as they could that were equal to 9. Not all their calculations were correct and it raised some interesting discussion points.

The key is a multichoice. It's rather useful for discussing maths, making calculations, looking at patterns and raising discussions.

On his site, Tom has a number of free resources you can make use of.

I've found it really useful! You may do too. It's reasonably priced, and there's discount on offer for multiple purchases. If you try something out, let us, and Tom know what you've been up to. 

Did a bit of work with @numenko and a girl in Y5 this morning... pic.twitter.com/7qHDm445BN

— Liam (@ThisIsLiamM) 8 June 2017

Solvemoji & Number Talks

Today we solved our first Solvemoji puzzle.

Once the children had their answers, we carried out a Number Talk.

Was excellent. The end.

Times Table Relay

A little while ago we saw this video on Facebook:

 

Today, we gave it a go with our Year Five Class:




It was good:

- times tables
- team work
- critical thinking
- proof reading
- correcting other's work
- fun in the sun
- #math

Just another way to cover times tables that doesn't involve sitting at desks! Thanks to AnAppleForTheTeacher for sharing.

Count von Count Place Value

Yesterday, I found a new Twitter account that could be useful in maths lessons...

One thousand three hundred thirteen!

— Count von Count (@CountVonCount) May 14, 2017

Each day, or a couple of times a day, the count Tweets a number. Stick it on your board in your classroom:

 - can the children write it in numbers;

- what are its factors? Is it prime?;

- what's half of it? Double it;

- and so on...

One thousand two hundred fifty eight!

— Count von Count (@CountVonCount) April 16, 2017

What Can I Do With My Abacus?

Previously, I successfully asked for some help in making use of the counting stick(s) I have in my classroom. I now make much better use of them. In addition, the crowdsourced document is still there for others to use too. Now, another thing I have in my classroom is my large abacus. I use it a fair amount, but am sure I can use it more and better...

So, if you want ideas for how to use an abacus, or can offer some help, take a look at this document. Thanks in advance!

Musical Notation and Fractions

While planning a unit of work about fractions recently, a colleague (musical one) suggested using musical notation as a way of introducing fractions.

Four beats in a bar: this can be achieved in many many ways! 

A bit of a reminder / teaching about musical notation and off we went...

And then, the children had a go themselves:

The resources were all made using Printable Paper.

Impossible Darts Checkouts

Recently, I was watching a game of darts on the television. I don't watch or play much darts. The commentator mentioned something I'd not realised before. The player at the oche was on a total of 165, resulting in the commentator saying, "That's unlucky, 165 is one of the numbers that can't be made with a three-dart checkout." I immediately thought about how I could use this in a maths investigation. 

With a bit of research, I found this list of possible darts checkouts. And, I made the following resource to explain the investigation. Today, some of my Year Five children successfully completed the investigation and found it to be an 'interesting challenge'.

Calculation Races

Earlier this week, my class and I were undertaking a Number Talk. The question we were using was '19 X 24'. I hoped many children (mixed ability Year Five) would use a mental method or jottings (partitioning, rounding & adjusting and so on). 

However, over 90% of the class used a grid method or expanded column multiplication. Nothing wrong with that, except the focus we'd been having on mental methods and not always defaulting to a written method. We listened to how children had arrived at their answers and then discussed which were the most efficient. As a class, we then solved both 19 X 28 and 19 X 35 using rounding (20 X 28) and partitioning (10 X 35 added to 9 X 35) to remind them of the available less formal / mental / jotting methods available to them.

In order to win over the remaining doubters I still had in the class, I set the children a challenge. They'd solve a question using only mental methods, while I tired to answer it as a written method on the classroom whiteboard. Although I wanted to prove the mental method was quickest, I still tried really (really, really) hard to do my method quicker than the class. However, I 'lost' all three times (19 X 56, 19 X 45 & 29 X 34). I'd only got beyond setting up the method and doing the first part of the calculation. Class. Won. Over.

Read @ThisIsLiamM's article 'Calculation Races' online at https://t.co/qUCzBQYN3T #ukedchat pic.twitter.com/1JKVwOCaZA

— UKEd Magazine (@UKEdMag) March 9, 2016

Will be doing more of it...

In the past, I've used races in maths lessons too (with calculators).

Me and My Counting Stick!

Well, how far I've come in a year!

Made a counting stick today. Used #murmaswed colours. @rm8236 :-D http://t.co/gPHNC734aW
— Liam (@ThisIsLiamM) March 5, 2014

Anyone able to offer any help? "So, I’ve got a counting stick for maths. Now what?” http://t.co/LbkYnhSCUe
— Liam (@ThisIsLiamM) May 14, 2014

5th March 2014, our staff meeting was to paint a counting stick. I had no idea what to do with it! This document (still open for edits) helped and the stick is now TWO sticks. They have their own place on the wall when not in use. 

Here you go @MrWaldram, (I now have a second one too!): pic.twitter.com/OIydpNSRcN
— Liam (@ThisIsLiamM) December 14, 2014

Take a look at the crowdsourced document. Take some ideas from it and add some of your own if you have any. For me, it's gone from a painted piece of wood to an invaluable teaching too.

Looking for Sport's nth Term

I noticed that in the 2014 FIFA World Cup there are 32 participating nations and 64 matches. That's half participants to matches. 1:2 if you like. I noticed that as a possible pattern and wondered if it'd continue for a competition of 16 teams and therefore 32 matches. However, I didn't investigate. I'm going to get my class to...

Click here for our resource.

Feel free to edit and adapt for your own class.

Averaging Speed in Maths

Driving along, observing the speed limit and I entered a section of road covered by average speed cameras. I understand how these work and therefore know a driver should drive at a constant speed, at or under the speed limit, in order to avoid encountering a conviction. However, I observed a young lady speeding in between cameras and then slowing for each one. She clearly did not understand the term 'average'. This lead me to think about how 'average' could be taught using these cameras as a real life context.

I have two possible methods for carrying out this investigation:

One: Using the formula for calculating speed: Speed = Distance ÷ Time. Give the children a set of data. The data being that for time taken for drivers to travel the distance between cameras. The data can be put into the formula and then the children work out which motorists are within the limit and those who are not.

Image credit: www.walesonline.co.uk

Two: Giving the children the driver's speed in between each camera on a road and then the children calculate an average of those speeds. Again, from this the children work out which motorists are within the limit and those who are not.

The first idea is more in line with how the system actually works. However, the second would work better in a primary classroom for calculating averages. We've made a resource to accompany the latter.

Also: See Stuart's very useful and helpful suggestions below. 

Update: February 23, 2015

Television - Beaming Ideas into your Livingroom!

"Don't watch the TV, it'll make your eyes square!"

"Sitting there all day will do you no good."

Indeed those are good points. Although, the first may not be scientifically accurate. We blogged a while ago about using an idea from a BBC show and we're confident most classes have had a go at the Countdown numbers or letters game.

Recently, we've made use of some ideas from School of Hard Sums. This was aided by some excellent resources from Stuart:

Langford Kebabs

World Cuisine

This made us thinks a little more. How about a classroom activity using Blankety Blank, Pointless, Eggheads Catchphrase and more...

Give it a go and as always. Let us know how you get on.