Active Learning in Numeracy

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Active Learning in Numeracy

• Learning and Teaching Scotland
• National Numeracy Project 2006-07
• Dunnottar Primary School
• and
• Newmachar Primary School

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Active Learning in Numeracy

• Intended Project Outcomes
• Increase teacher confidence
• Establish links within and between schools
• Develop activity based contexts for learning
  beyond P3
• Raise profile of activity based approaches in
  numeracy
• Encourage enjoyment and independence in learning
• Support the four capacities of The Curriculum for
  Excellence

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Active Learning in Numeracy

• Desired Outcomes
• Increase enjoyment of maths for learners and
  teachers
• Increase confidence with number skills
• Increase use of mathematical language
• Active involvement in playing maths games
• Apply new strategies to other aspects of maths
  curriculum
• Embed new approaches in classroom practice e.g.
  number lines, reciprocal strategies
• Positive parent comments

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Teaching Number in the Classroom
Many of the games and strategies used during our
project were taken from Teaching Number in the
Classroom with 4-8 year olds by Robert Wright.
  ISBN 9781412907583
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Interactive Approaches

• Create a supportive learning environment
• Develop an interest in oral and
• mental maths
• Select and use effective strategies
• Encourage children to discuss
• the strategies they use
•  

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Understanding the Number System
counting stick
1-100 square
number strips
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Active in the classroom
Understanding the Number System
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The Empty Number Line
examples from classrooms
624 229
or
544 296
We keep the arithmetical order of the numbers
We dont need to observe the spatial distances
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Magimixers
Try to equal the sum of the 2 black dice by
adding, subtracting, dividing or multiplying the
other 5 dice. Fun way to learn maths.
www.redbee.biz/
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Why Maths Games?

• practise and reinforce newly acquired skills
• increase speed and accuracy
• present skills in different contexts
• useful homework tasks
• encourage enthusiasm for maths
• present maths in a relaxed atmosphere
• opportunities to extend mathematical language
• promote cooperation

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The aim of the game is to score the most points
by making high scoring bundles of cards. Shuffle
the cards thoroughly. Place 10 cards face up on
the table. Playing the game   Set a time limit
of 10 minutes for one round. Players look to
make BUNDLES. These are 3 or more cards where
the numbers combine to make an addition or
multiplication fact.
Bundles
23, 34 and 57 make a BUNDLE because
23 34 57 and 57 34 23
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Make the target number using all four numbers on
the card. You can add, subtract, multiply or
divide. You must use all four numbers but use
each number only once
Target Maths
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Count around
Extend knowledge of forward and backward number
word sequences. Suitable for whole class or
groups.
Children stand in a circle and count around, each
child saying the next number in the sequence.
Start the count at one. The child who says the
number 12 sits down. The next child begins the
count again at one. The activity continues until
only one child is left standing. The game can
be developed by choosing different start numbers,
end numbers, counting in multiples, etc.
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Pairs of children take turns to form factor pairs
and cover the product on the game board with a
counter. Players continue alternating turns. The
winner is the first player to cover 4 spaces in a
row, horizontally, vertically or diagonally.
Four's a winner
To use multiplication and division in determining
products.
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Giants

• You need
• 16 counters (two colours) and a 20-sided
  dice/spinner
• Decide who will have which counters and who will
  start.
•  
• When it is your turn, roll the dice and say the
  number.
• Choose where to place a counter
• The number the dice shows, or
• Double the dice number, or
• Half the dice number (if this makes a whole
  number)
• You must go if you can. If you cannot go, roll
  the dice again.
• The game ends when all the counters are used up.

Used with permission from Number Partners
Both players are prisoners in the Giants Castle.
He has agreed to let one of you go free. Can you
be the one to escape by making the longest
vertical or horizontal line of counters?
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Counting Choir
Divide the class into three groups. The teacher
takes the role of conductor holding a baton.
The teacher begins to count e.g.
21,22,23,24,25, and then points the baton at
one of the groups who continue to count in unison
.26, 27, 28, until the teacher points the
baton at another group. This group continues
the counting until the teacher moves on. The
teacher moves randomly from group to group
bringing in sections of the choir. Any starting
number may be used. Counting can be in larger
jumps, forward or backwards.
Illustrations from LTScotland
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Using games effectively

• link to learning

• introduce as a whole class activity

• review during plenary session

• children to teach each other

• encourage children to create their own games

• incorporate into work programme / activity time

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What about mistakes?

• Identify
• what we know

Have a go!
Share what we see / think
How did we get our answers?
Listen discuss
Think out loud
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Comments from Children

• I really enjoyed target maths, it was really
  fun. Being against the clock made
• me go faster (something I didnt know I could
  do!) Im definitely looking
• forward to next time we do it. It was really
  good. Erin
• I really like target maths because you have to
  be quick and I want to do it again. - Innis 
• I enjoyed Fours a Winner because its lots more
  fun and it really gets
• you thinking. Its the best maths game Ive
  played. Scott
• Fours a Winner was fun because you were
  playing a game but also using your times
  tables. Katie
• I thought Fours a Winner was easy because you
  just had to think
• about one type of maths. Alex
• Giants is really fun and very competitive. It
  is quite easy though. You could make it harder
  by using bigger numbers. Hannah and Eleanor 
• It was fun but hard because sometimes you had to
  do sums that
• you did not know. Sharon

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How Did It Go?

• What did children learn ?
• How did they respond to the tasks?
• What was the teachers role?

Hints and Tips

• Be realistic
• Focus, plan, implement, monitor and evaluate
• Share tasks
• Use peoples strengths