By Alan Thwaites
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Extra resources for 100 Ideas for Teaching Primary Mathematics
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. The players take turns to hold the cards and reveal one at a time.
The score is recorded and the second and subsequent players have their turns. The winner is the player with the highest score. IDEA 37 T I D D LY W I N K S KEY AREA DIFFERENTIATION Younger children could use a limited range of numbers, say, 1–4. For a more advanced game make cards with higher numbers, decimal numbers or calculations. 47 IDEA WINNING COUNTERS 38 KEY AREA RESOURCES GROUP SIZE Number Counters 4–8 players of similar ability This is a good game for consolidating current work. Divide the group into two teams and allocate a counter colour for each team.
If incorrect, no square is coloured. The first answer only can be taken. Paths can be blocked which is, of course, part of the strategy. Players can go round a block using adjacent squares. e. two teams of two and a questionmaster. DIFFERENTIATION Select questions at the appropriate level. 51 IDEA DIVIDE AND RULE 41 KEY AREA RESOURCES GROUP SIZE Division Two or three sets of 0–9 number cards Conventional dice Jotting paper or whiteboards Any, but this works well with teams of 2 This game is for reluctant dividers in KS2.
100 Ideas for Teaching Primary Mathematics by Alan Thwaites