By Alan Thwaites
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Extra resources for 100 Ideas for Teaching Primary Mathematics
Option 3 (Better played simply for the satisfaction of obtaining correct answers rather than in competition) Play as a class with nominated child/ren throwing the dice. Time the calculations as before, with the children completing them on whiteboards. VARIATION Try the same game but find square – or cube – numbers. 29 IDEA W H AT ’ S T H E H I G H E S T ? g. a throw of 2, 4 and 5 could be multiplied together in any order to make 40. It becomes much more interesting, however, when a 1 is included in the throw.
G. 3 × 4, 8 × 4, 40 ÷ 4, and so on. The caller calls random multiples and dividends. NB – Whichever way the game is played there will be some numbers which can be used either as a multiple or a dividend; in this example, 0, 4, 8 and 12. This is only significant in the lower order tables and can be overcome, if thought necessary, by ruling that only one or two of such numbers are permissible. DIFFEREN TIATION Vary the times table chosen. 18 RESOURCES GROUP SIZE Probability Pack of cards Pairs Shuffle the cards.
Time the calculations as before, with children completing them on whiteboards. 30 VARIATION Play the same game but the object is to find the smallest possible number, using any of the four rules. g. 1 – 4 – 5 = –8 but it is perhaps more challenging to make the object to achieve 0 or to get as near as possible to it. In this example 0 can be reached with 5 – 4 – 1. Using the example of a 6, 3, 2 throw and the range of four rules, this could be: 6 – (3 × 2) = 0 or 6 ÷ 3 – 2 = 0. The winners, if scores are kept, would be those with the lowest number of points.