Year 3 & Year 4

This activity provides an opportunity for junior mathematicians to practice addition and subtraction through a non-routine task.

This activity provides an opportunity for junior mathematicians to learn more about 2D shapes through a non-routine task, hands-on, minds-on task.

This activity provides an opportunity for junior mathematicians to solve questions related to mass. (weight).

This task provides an opportunity for junior mathematicians to: calculate the total cost of different treat bags; examine and continue a pattern (made of chocolate bars); practice fraction of a quantity (pictorial – assorted chocolate) and practice x2 and x3 tables when designing gift boxes for chocolates.

This activity provides an opportunity for junior mathematicians to capture mathematics at home. They will be encouraged to walk around their house to find objects which match given statements in the activity sheet and take a photo of each object they find.

This task provides an opportunity for junior mathematicians to read and learn more about different Guinness World Records and do the mathematical tasks elicited from these records..

This task presents a crossword which provides an opportunity for junior mathematicians to practice number properties and number operations.

This task provides an opportunity for junior mathematicians to become mathemagicians while practising addition and subtraction, halving and doubling.

This task provides an opportunity for junior mathematicians to help SuperM work out addition and subtraction questions to get to a given answer. SuperM needs help because some of the keys on his calculator are broken.

This task presents two tasks which provide an opportunity for junior mathematicians to colour, cut, flip and/or rotate shapes to cover a given area. Moreover students will also be given the opportunity to draw the line of symmetry on a given shape and finally to create their own symmetrical shape.

This task provides an opportunity for junior mathematicians to engage in three different, yet related activities. The first is a cooking session and students will follow a recipe to make 24 carrot muffins. Then students will also be asked to work out different maths questions on the carrot muffin’s recipe and then find the answer in a word search, and finally to halve the ingredients in the carrot recipe (from one that makes 24 muffins to one that makes 12 muffins).

This task presents four cross puzzles which will provide an opportunity for junior mathematicians to think logically while engaging in number work. Students will also be asked to create their own cross puzzle.

Crack the Code provides an opportunity for junior mathematicians to engage in three different non-routine tasks, involving mainly number work and a lot of reasoning.

This task, including two activities, provides an opportunity for junior mathematicians to turn a plain bottle in a measuring bottle (such process is called calibrating) and to have fun with water, while exploring capacity further.

This task provides an opportunity for junior mathematicians to engage in two different activities using dice. In the first activity students will engage in number work and number operations. In the second activity students will investigate the data when rolling the dice for 60 times. They will record data in a table (also using tally) and on a bar graph.

Through this hands-on, minds-on task junior mathematicians will have the opportunity to explore tetrominoes and patterns (tessellations).

This task provides junior mathematicians with an opportunity to reinforce the time concept by engaging in a time cards’ challenge in which they need to tick the correct time statements and turn the incorrect time statements into correct statements.

This task provides junior mathematicians with an opportunity to engage in the planning of an Easter party for their family and friends.
The students are asked to decide whether they should rather buy party supplies individually or by the box/packet. There are 10 children invited for the Easter themed party. Students are encouraged to provide an explanation for every decision they make and to act as responsible consumers.

This task provides young mathematicians with an opportunity to engage in an Easter-themed activity. Valerie and Danny, the two characters in the task, are doing 20 traditional figolli. They are decorating the figolli in different ways, but there is a pattern as to how each figolla is to be decorated. The main objective of the task is to be in a position to describe the decoration of each figolla.

This task provides junior mathematicians with an opportunity to do an Easter Bunny Napkin Origami by following clear steps. At different points throughout this procedure, the students are asked questions on various mathematics concepts which are related to what they are doing.

The task provides the opportunity to junior mathematicians to engage in two activities to reinforce use of mathematics symbols and mass (weight) facts . In the first activity the students use numbers and symbols to make six true number statements, each time using two numbers and a sign such as 2 kg = 2000 g. In the second activity the students engage in an equation balance (with numbers, then shapes).

This task provides the opportunity for young mathematicians to build a model out of recycled material. Each material or usage of particular equipment comes at a cost (the costs are listed on the sheet). The budget for the completion of the task is €1. The students are to write the project costings on a given sheet so that the budget is not exceeded.

This task provides the opportunity for junior mathematicians to engage in a hands-on, minds-on project using paper/magazine pages/ newspaper/coloured paper to learn more about length.

This task provides an opportunity for junior mathematicians to engage in various activities with Lego bricks to consolidate and revise various mathematics topics in a fun hands-on, minds-on manner. Topics included are number work (inc. number operations), patterns, bar graphs and symmetry. Furthermore. in one of the activities the students are asked to be creative and show any other mathematics concept they learn using Lego bricks.

In this task, junior mathematicians will read and interpret a frequency table and tally chart. Also, in the third task, students are encouraged to find different items in the kitchen cupboard, look for the best before date or the use by date and represent the data collected in a table.

In this task, junior mathematicians are to recognise shapes with no, one and two lines of symmetry. Also they are asked to identify and draw lines of symmetry in simple 2D shapes.

In this task, junior mathematicians are given the opportunity to perform addition and subtraction on the number chart. Also, students are encouraged to solve a coded number chart puzzle using their prior knowledge of place value.

In this task, junior mathematicians will be able to recognise, name, draw and describe the triangle. In the last task, students are encouraged to find a pattern to list all the possible combinations of 3 sets of numbers to make 20.

In this task, junior mathematicians are given the opportunity to work with fractions through the African flag project. In the given tasks, students are asked to identify fractions of shapes and quantities. Also, they are encouraged to create their own flag using the clues given.

In this task junior mathematicians are given the opportunity to work with patterns. They are expected to match, recognise and extend simple pictorial patterns. Also they are asked to create their own patterns and use varied strategies to work out problem solving tasks.

In this task junior mathematicians are given the opportunity to work with patterns. They are encouraged to recognise, extend and recreate simple patterns. Also, students are given a problem solving task related to the topic, in which they can adopt a variety of problem solving strategies to get to a solution.

In this task, junior mathematicians are given the opportunity to work with 3D shapes. In the task, they are going to count the number of faces in the 3D Shape given and put them in a row according to the clues given. In the second part of the task, children are going to be introduced to the concept of plans and elevations by allowing them to visualise a 3D shape in 2D by looking at it from different angles and drawing the view on a grid.

In this task, junior mathematics are given the opportunity to recognise and measure angles of 90°, using an ‘Angle Eater’ created by themselves, through a practical task around their home. In order to complete the task, students are expected to be able to make and describe right angle turns including turns between the four compass points.

In the first part of this task, junior mathematicians are given the opportunity to work through situations involving addition and subtraction to complete the magic squares. In the second part of the task, they are expected to do a 2D shape collage to fill in the squared space given without having any gaps.

In this task, junior mathematicians are given the opportunity to practise estimation of height, length, mass and capacity. In order to complete the task, students are expected to identify and circle the correct estimate in order to determine who is the winner in the Mathstimate competition challenge.

In this task, junior mathematicians are given the opportunity to work with unit fractions to calculate the real height of wild animals.

In this task, junior mathematicians are going to practise addition of pairs of 3 digit numbers to get the requested numbers.

In this task, junior mathematicians are going to think of how the given numbers relate to the concept of time. This is done through a timed game and 2 points for every correct statement/fact are awarded. The winner is the individual with the largest amount of points.

In this task, junior mathematicians will revise reading, writing and ordering number sequences.

In this task, junior mathematicians have to use logical reasoning (one of the problem-solving strategies) to work out the given problem-solving challenges.

In this task, junior mathematicians are going to round whole two-digit number to the nearest ten and three-digit number to the nearest one hundred.

In this task, junior mathematicians are going to work out tasks related to time. Students are going to read time and find the duration of time while carrying out the short tasks to reveal the thief’s name, the day, date and place of the robbery.

In this task, junior mathematicians are going to associate division to equal grouping while playing a card game where they have to find pairs of numbers which divide into each other without leaving any remainder.

In this task, junior mathematicians are going to associate division with equal grouping and recognise that division is the inverse of multiplication. while playing a division race board game. Students are given a number of word problems involving division. They have to match the corresponding working on the board game and actually work it out.

In this task, junior mathematicians are going to read numbers in figures. While recognising the place value of the digits in whole numbers up to Hundreds / Thousands, they are going to compare pairs of whole numbers by using symbols for greater than and smaller than.

In this task, junior mathematicians are going to work through situations involving rounding to the nearest ten, multiplying by 10 and 100, finding the halfway number between two given numbers and addition of pairs of multiples of 10. At the end, if the task is completed successfully, pupils will find out who stole the ice-cream.

In this task, junior mathematicians are going to work with multiplication arrays, common multiples and duration of time to complete the two challenges given to them.

In this task, junior mathematicians are expected to use different problem solving strategies to solve the given challenges.

In this task, junior mathematicians will practise reading and forming the time on an analogue clock to the hour or half hour. They will also calculate the duration of time to complete given tasks.

In this task, junior mathematicians will apply their knowledge of duration of time to complete a time schedule using digital time.