Embed Size (px)
Citation preview
| NSW Department of Education - Parents and carers guide
Week 6 - Package 1 - Year 3 and 4 Mathematics - Colour in fractions
Things you need Have these things available so your child can complete this task.
Ideal ● Colour in fractions video ● 2 copies of fraction wall game board (Activity sheet 1) ● Labelled spinners (Activity sheet 2) ● Paper clip ● Pen ● Coloured pencils or markers.
Back up ● Read the instructions about how to play the game. ● A spinner is suggested to be used instead of the dice shown in the video.
Why is this activity important? This activity offers your child the opportunity to represent fractions, develop a sense of the relative size of fractions, practise the language associated with fractions and explore the concept of equivalence.
Before you start Make sure your child has the required resources ready. Create the spinners by using the spinner templates (activity sheet 1), a pen and paper clip.
education.nsw.gov.au
Check that the video is working and the audio settings are correct for your child.
What your child needs to know and do This game encourages your child to explore fractions. They should also look for patterns and think of strategies to beat their opponent.
What to do next View the Colour in fractions video.
How to play ● Players take turns to have a spin on their spinners. They make a fraction, the 1 - 4
spinner being the numerator and the * spinner being the denominator. ● They then colour the equivalent of the fraction shown on their fraction wall game
board. For example, if a player rolls a 2 and *4 (or spins 2 and quarters) then they can colour in:
○ 2/4 of one line, or ○ 4/8 of one line, or ○ 1/4 of one line and 2/8 of another, or ○ any other combination that is the same as 2/4.
● For each spin, the player should use a different colour pencil or marker. ● If a player is unable to use their turn, they ‘pass’. ● Players continue to take it in turns to spin and make fractions, marking them on
their fraction wall game board. ○ If the fraction or its equivalence cannot be shaded, they miss a turn. This
becomes more frequent later in the game. ● Players are not allowed to break up a ‘brick’. ● In finishing off the game, the player must have had 18 turns or have filled their
fraction wall game board. A larger fraction is not acceptable to finish.
© NSW Department of Education 1
● The first player who colours in their whole wall is the winner, but the other player is encouraged to keep going (with the support of the first player) to fill their fraction wall, or the greatest number of ‘wholes’.
○ If after 18 turns neither player colours in their whole wall, the player with the greatest number or wholes wins!
Options for your child Activity too hard? Encourage your child to watch the video again. They may like another opportunity to think about the mathematical ideas explored in the video.
Discuss, in the fraction a/b, b is the name or size of the part (for example, fifths have this name because 5 equal parts can fill a whole) and a is the number of parts of that name or size (Clarke and Roche, 2014).
Activity too easy? Ask your child to explore their game board to investigate equivalent fractions. Then record something interesting that they discovered when exploring equivalent fractions.
© NSW Department of Education 2
Follow-up questions to ask your child ● What are you hoping to spin? ● If you played the game tomorrow, what would you do differently? ● If you were giving some hints to a younger brother or sister or friend who was about
to play the game, what would you say to him or her to help them win?
Extension/additional activity Play colour in fractions again and investigate equivalent fractions on the game board.
What is something interesting that you discovered when exploring fractions today?
This activity was adapted from D. Clarke and A. Roche, Engaging Maths: 25 Favourite Maths Lessons (2014).
© NSW Department of Education 3
Activity sheet 1: Fraction game wall board (From: D. Clarke and A. Roche, Engaging Maths: 25 Favourite Maths Lessons, 2014)
© NSW Department of Education 4
Activity sheet 2: Spinners
© NSW Department of Education 5
| NSW Department of Education - Parents and carers guide
Week 6 - Package 2 - Year 3 and 4 Mathematics - Broken calculator
Things you need Have these things available so your child can complete this task.
Ideal ● Broken calculator video ● Activity sheet 1: Broken calculator ● Pencil or pen
Back up Read the instructions about how to play the activity.
Why is this activity important? This activity is designed to get your child to practise and apply their knowledge of numbers and operations. It encourages them to think and problem solve like a mathematician.
Before you start Make sure your child has the required resources ready.
Check that the video is working and the audio settings are correct for your child.
What your child needs to know and do For this activity, explain that on a calculator the buttons +, the decimal point, 0, 4 and 3 are broken.
education.nsw.gov.au
What to do next View the Broken calculator video.
Complete the task on Activity sheet 1 found below. This activity encourages your child to think about some other ways we can get to a total of 33 on this broken calculator?
Options for your child Activity too hard? Encourage your child to watch the video again. They may like another opportunity to think about the mathematical ideas explored in the video.
Activity too easy? What if the subtraction button was also broken?
What if you could use the decimal point?
Follow-up questions to ask your child ● What did you find challenging?
○ How did you overcome the challenge? ● Share your thinking about how you worked around these broken keys.
Extension/additional activity Write some of your own challenges for your family, classmates or teachers!
This activity was adapted from mathforlove.
© NSW Department of Education 1
Activity sheet 1: Broken calculator
What are some other ways we can get to a total of 33 on this broken calculator?
© NSW Department of Education 2
| NSW Department of Education - Parents and carers guide
Week 6 - Package 3 - Year 3 and 4 Mathematics - youcubed math cards
Things you need Have these things available so your child can complete this task.
Ideal ● youcubed number cards ● Pair of scissors ● Clear space to place the cards
Back up
Watch the video from youcubed to see one way of playing with the number cards.
Why is this activity important? This activity offers your child the opportunity to develop their understanding of multiplication without time constraints. This activity encourages your child to make connections between different representations of numbers and gain flexibility with multiplication.
Before you start Make sure you have the required resources ready. This activity can be played individually, with a partner or with a group of people.
What your child needs to know and do This activity encourages your child to make connections between different representations of numbers and gain flexibility with multiplication.
education.nsw.gov.au
What to do next How to play:
● This game is like memory or concentration. Using the youcubed number
(downloaded and printed), you are aiming to match cards with the same value
shown through different representations.
● Use the printed youcubed math card handout and cut out the individual cards.
● Lay all the cards down on a table and then take turns to pick them up, looking for a
match.
○ For example, 9 fours can be shown with an area model, a set of objects such
as dominoes, and the number sentence (equation) as well as the product,
36.
● When players match the cards they should explain how they know that the different
cards are equivalent in value.
Options for your child Activity too hard? Encourage your child to watch the video again. They may like another opportunity to think about the mathematical ideas explored in the video.
Have a look at the cards on page 1 and discuss how the representations relate. Then use the first 3-5 pages of the math cards.
© NSW Department of Education 1
Activity too easy? Ask your child to think of other ways to show a representation of the number fact represented.
Follow-up questions to ask your child ● How are you deciding that these cards go together? ● What does that card mean? ● Why are those two representations the same? ● How many dominoes can you see?
○ How many are represented on each domino? ○ What’s the total on that card?
● Can you explain your thinking a little more?
Extension/additional activity Encourage your child to create their own cards to use in this game.
You can find out more about youcubed number visuals at youcubed from Standford University.
© NSW Department of Education 2
| NSW Department of Education - Parents and carers guide
Week 6 - Package 4 - Year 3 and 4 Mathematics - Cube and net exploration
Things you need Have these things available so your child can complete this task.
Ideal ● 6 paper squares or 6 pieces of A4 paper ● Pair of scissors ● Pencil or marker
Back up Instead of creating a cube, your child could use a rubik's cube to explore the net of a cube.
Why is this activity important? This activity offers your child the opportunity to explore how a net requires each face needs to be connected to at least one other face. It also encourages your child to investigate and make the variety of nets that can be used to create a cube.
Before you start Make sure your child has the required resources ready.
Also check that the video is working and the audio settings are correct for your child.
What your child needs to know and do View instructions to make a square if your child does not have square pieces of paper.
education.nsw.gov.au
This activity encourages your child to explore the nets of a cube. There are 11 ways to make a cube of a net.
What to do next ● View Origami cube to learn how to make a modular origami cube. ● Make 1 or 2 (more more if you like) cubes.
© NSW Department of Education 1
Instructions to make a cube, as shown in the video.
1. Fold one piece of square paper in half to make a crease and then open.
2. Fold the bottom edge to the crease you just made.
3. Do the same with the top edge.
© NSW Department of Education 2
4. Fold each section inwards.
5. Fold in half, create the crease, then reopen.
6. Fold the top left corner down.
© NSW Department of Education 3
7. Fold the bottom right corner up.
8. Once the creases have been made unfold the piece of paper.
9. Using the existing crease the small triangles in the top right corner and bottom left corner.
© NSW Department of Education 4
10. Fold the top edge back down and then the top left corner along the existing crease.
11.Create a little pocket and slide the bottom right corner into this pocket.
12.Turn the paper over.
© NSW Department of Education 5
13. Fold the corners in to create a square.
14.Follow these steps five more times, so you end up with 6 pieces.
15. Interlock the pieces together to create a cube.
© NSW Department of Education 6
Congratulations you have made a cube!
View net exploration.
Use the cube created to make the net in the video and then use the cube to explore and make the other 10 nets.
© NSW Department of Education 7
Options for your child Activity too hard? Your child will need to use their observational skills and may also need patience to create the cubes. Remind your child that they can make the origami cube as they watch the video and to pause the video if needed.
Activity too easy? Ask your child to think about other nets of three-dimensional objects that they could create.
Follow-up questions to ask your child ● What helped you find the possible nets? ● What do you notice about these nets?
Extension/additional activity View the episode about cubes from Look Kool on ABC iview.
© NSW Department of Education 8
| NSW Department of Education - Parents and carers guide
Week 6 - Package 5 - Year 3 and 4 Mathematics - Dot card talk 2
Things you need Have these things available so your child can complete this task.
Ideal ● Dot card talk 2 video ● Activity 1 sheet ● Pencils or markers
Back up ● Paper ● Collection of items
Why is this activity important? This activity is designed to get your child thinking about different ways we can think about numbers in particular multiplicative situations. It supports the ideas that quantities can look different but have the same value and that they can be represented in different ways.
Before you start Make sure your child has the required resources ready.
Check that the video is working and the audio settings are correct for your child.
What your child needs to know and do This activity encourages your child to imagine and explore collections reforming them into arrays.
education.nsw.gov.au
What to do next View the Dot card talk 2 video and pause to complete the task on Activity sheet 1.
Options for your child Activity too hard? Have your child view Sharon’s example on the video after the task is posed.
Activity too easy? Encourage your child to investigate other square numbers, like in Sharon’s example in the video.
Follow-up questions to ask your child ● Can you convince me that this array (point to your child’s thinking) shows that
collection of… (Lucy’s, Sharon's or Michael’s)? ● What do you notice about how quantities can be shown? ● How does an array help us understand multiplicative situations?
Extension/additional activity How do people in your family see the representations?
© NSW Department of Education 1
Activity sheet 1 Imagining these collections from Michael, Sharon and Lucy reforming into arrays. Draw what they would look like.
© NSW Department of Education 2
