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Activities,Ftit kuljum,For Everyone,
A Pile of Oranges
The brilliance of Maths Eyes tasks began in Ireland in a very tiny community. This particular task targets just that, developing Maths eyes. Through a real life situations, students are encouraged to identify the importance of their numeracy knowledge and skills.
It also offers opportunities to develop self-confidence and competence and support positive attitudes to mathematics.
CAT’S COLOURS
A story telling session with follow up activities for kindergarten age group.
Cube Challenge
During this task students will have the opportunity to explore and learn through play about the three-dimensional properties of a cube. This task also takes visualising as its focus which has an important role to play in problem solving. The task also gives an opportunity to work with the net of a cube in different ways.
Day 59: Which one doesn’t belong? [TIME]
Which is the odd one out? Using our Maths Eyes this task provides space for thought and reasoning. What’s more fun is that there is no right answer considering there are different correct ways of choosing the one that doesn’t belong. Have fun!
Dizzy Dots
Dizzy Dots is a simple enjoyable maths task that helps develop strategic thinking. This task
allows students to work at their own level and provides an opportunity for mathematicians of all ages to think, observe, consolidate, connect and share.
What do you notice? What do you wonder?
Fun Four
During this task students are practising addition and much more. Similar tasks support students in becoming successful, persistent problem solvers by grasping a number of mathematical competencies and drawing on multiple sources of mathematical knowledge.
Hello Piano!
This post is intended to offer learning opportunities around the piano. The child is invited to explore and discover interesting information around this topic of interest while developing their observation and listening skills. The child will become confident to look at the piano keys with interest and with some background knowledge.
Inħobb il-Mużika
Did-darba se nduru mat-tema tal-mużika. Hawn għandkom issibu għaxar opportunitajiet varji, maħsuba biex fi ġranet differenti tqattgħu siegħa żmien fit-tagħlim madwar it-tema. Bl-opportunitajiet ta’ tagħlim li ssibu fis-sezzjoni tar-riżorsi it-tfal se jkunu jistgħu jiskopru x’ toffri l-mużika, kif ukoll kif taffettwana.
Ix-Xemx
Hawn għandek issib varjetà ta’ attivitajiet, storja u għanjiet li jduru mat-tema tax-xemx. Bil-għajnuna tagħkom it-tfal ikollhom iċ-ċans li jipprattikaw b’kunfidenza il-lingwa mitħaddta waqt li jgawdu dawn l-opportunitajiet ta’ tagħlim maħsuba madwar it-tema.
Stamp it!
Tasks similar to this one help in making maths more enjoyable and looking more like a game. This tasks helps develop strategic thinking and allow children to work at their own level.
Sudoku
Sudoku is a very popular puzzle game with numbers. Sudoku puzzles are simple tasks to develop students’ critical thinking skills. It helps with gaining confidence in their abilities to face and complete challenging tasks, which can carry over into many aspects of problem solving tasks.
Task 46: Number Traffic Lights
While engaging in this task junior mathematicians are provided with an opportunity to apply basic concepts of numbers and mathematical operations to reinforce students’ skills and motivate them to progress in mathematical calculations. This task allows students to work at different levels and depths.
Task 47: Halving!
This tasks provides a creative opportunity for students, of all ages, to practice halving. This tasks is designed to allow students to work at different levels.
Task 48: What do you Notice? What do you Wonder? [Bottle Caps]
This task provides an opportunity for mathematicians, of all ages, to notice and wonder about any pattern/s and amount of coloured bottle caps in the picture. It also encourages mathematicians to create their own shapes/patterns using bottle caps.
Task 49: Shapes Task [Low Floor, High Ceiling]
This task provides an opportunity for mathematicians of all ages to engage in a low floor, high ceiling task focusing on shapes. There is no one single starting point… learners can start exploring the task from whichever point they wish… and there is no limit… they can delve deeper too.
Task 50: Around a Table
During this task mathematicians of all ages get the opportunity to solve the given mathematical puzzle; Who is sitting where? Students get the opportunity to practise and distinguish between left and right. This investigation also has elements of logic and reasoning while exploring different possible outcomes. Students are encouraged to find one solution or more than one according to their level.
Task 51: Twirly on the Grid
During this task the students will have the opportunity to fill different grids with any number pattern according to their maths level and have fun moving Twirly around the grid. It will help students gain better understanding of numbers and number patterns and how they work together.
Task 52: 1, 2, 3 GO
During this activity students will have the opportunity to practise positions on a grid. In addition, this activity is a sort of puzzle that doesn’t just give students an understanding of positions, but also helps them develop their problem solving skills.
Task 53: Counting Counters
During this activity students practise and learn to read and create a pictograph to organise and share the data collected. Pictographs are a simple way to represent statistical data.
Task 54: Pascal Triangle
This task provides an opportunity for mathematicians of all ages to explore, write about and talk about patterns.
Task 55: Four GeoBoards
This task provides mathematicians of all ages to think, observe, consolidate, connect and share. What do you notice? What do you wonder?
Task 56: Squares and Squares
This task invites mathematicians of all ages to observe and use their maths eyes and minds to make connections. It seems to be mostly about squares, but there is much more to observe,
Task 57: Triangle Mystery
This can be a head-ache! Four different shapes are arranged in 2 different ways to make up 2 similar triangles…..almost. What do you notice? What is the same and what is different in the two shapes? Can you find another way how the arrange these shapes to solve the mystery?
Task 58: Blocks – What do you Notice? What do you Wonder?
During this task students are challenged to discover the relationship among a set of numbers and the way they are positioned. This engages students in a problem-solving situation in which they practise aspects of: observation, conversation, questioning, testing their ideas and modifying their initial ideas Finally wondering what if…… by creating their own patterns and towers.
Task 60 – Matchsticks Fish Puzzle
Matchstick puzzles are reordering brainteasers where a number of matchsticks or any other sticks are organised as squares, rectangles, triangles or other shapes representing a picture. The challenge to resolve is usually to move a number of matchsticks to make a different picture or reorganise the shape in a different way. However some of the puzzles require creativeness ad inventiveness and are not just about making geometric shapes.
Task 61: Four-Cube Puzzle
The world in which we live is full of constructions created with recognised 3-d shapes. The skill to construct a 3D shape both as a manipulative and in your mind and reason with them is essential for increasing spatial awareness. During this activity students will be building cubes and then challenged with a brainteaser.
Task 62: Triangles and Quadrilaterals
The moment we start asking students to notice and wonder in Mathematics by looking at diagrams and numbers, we are pivoting learning around the students ideas and their prior knowledge. Noticing (observing) and wondering (asking questions) are very intense practices that develop curiosity, perseverance and reasoning among other useful skills.
Task 63: Which One Doesn’t Belong?
Which is the odd one out? Using our Maths Eyes, this task provides space for thought and reasoning. What’s more fun is that there is no one right answer considering there are different correct ways of choosing the one that doesn’t belong. Have fun!
Task 64: What is the SAME? What is different?
What is the same and what is different? Using our Maths Eyes, this task provides an opportunity for thought and reasoning. What’s more fun is that there is no one right answer considering there are different correct ways of choosing the one that doesn’t belong. Have fun!
Task 65: What is the Question?
The problem this task puts forward is not ‘What is the answer?’ but ‘What is the question?’. This task will encourage students to take a different role and think about questions rather than answers. This task will definitely reinforce learning and encourage students to think and reflect about their own knowledge of different concepts. The possibilities are endless…enjoy!
Task 66: The Magic Triangle
This task can be considered a number puzzle as there are a specific set of rules and students have to figure out the pattern being followed and then answer accordingly. Number puzzles are innovative and motivating tasks which also helps you improve your logical thinking and above all these are fun to crack !!!
Task 67: Bottle Caps
Try this one out if you really like exercising your brain and figuring things out! Apart from practising the concept of odd and even numbers, this will help develop mathematical thinking and problem solving.
Task 68: 100 Box
The brilliance of Maths Eyes tasks began in Ireland in a very tiny community. This particular task targets just that, developing Maths eyes. Through this grid 10 x 10 students are encouraged to identify numeracy knowledge and delve deeper by asking more questions and finding answers. It also offers opportunities to develop self-confidence and competence and support positive attitudes to mathematics.
Task 69: The Number Line (Low Floor, High Ceiling Task)
A number line is a very good resource when teaching about numbers in a primary school classroom, unfortunately it not not always used to its full potential . A number line will help us explore and discover the relationship between numbers and deepen out understanding mathematically. This task is aimed to build confidence, fluency, and facility with numbers. Working effectively with a number line model, students can develop powerful intuitive strategies in the number system.
Task 70: Growing Patterns
Growing or increasing patterns are figures and diagrams in which the main feature is that each step you see a constant growth. It is a very important mathematical skill to recognise and create a pattern as it helps students to make predictions based on observations. Understanding sequences and patterns help prepare students for learning complex number concepts and mathematical operations. Patterns allow us to see relationships in numbers and develop generalisations.
Task 71 : Squares and more
This low floor high ceiling task invites mathematicians of all ages to explore shapes , mostly squares.
Task 72: Tessellations
This is a low floor, high ceiling tasks which offers a good challenge to educators of all ages.
Task 73: What do you notice? What do you wonder?
This task engages mathematicians of all ages in a Low Floor High Ceiling Task focusing on Capacity.
Task 74: Curves of Pursuit
This task engages mathematicians of all ages in a low floor, high ceilng task and presents Maths and Art combined.
Task 75: No Left Turn
This task engages mathematicians of all ages in a fun way. Engage and Enjoy.
The Very Hungry Caterpillar by Eric Carle
This is a story about a caterpillar who was so hungry that he ate through many fruits and other food in one week. Listen to the story and join in the follow-up activities.
Which Way to Drive
During this task students will be able to make a bar graph to represent data given. In addition students are encouraged to compare and contrast two options and come up with a rational answer using the same data.