Number Flexibility Games
Peter introduces activities for foundation to year six students focus on developing flexibility with numbers through engaging games. Students use dotted dice to enhance fluency and reduce classroom disruption. This approach builds confidence in recognizing totals without counting individual dots, making mathematics a fun part of their world.
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1. Flexibility with numbers to 10 using 10 dice (Foundation and 1)
Peter introduces activities for foundation and year one students focus on developing flexibility with numbers through engaging games. Students use dotted dice to enhance fluency and reduce classroom disruption. The games promote number recognition and quick calculations, allowing students to iden...
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2. Flexibility with numbers to 120 using 10 dice (Levels 1 and 2)
Activities focus on developing fluency in number recognition through the use of dice. Students work with 10 dice to create random calculations, which promotes engagement and ownership of their learning. They group dice to total 10, practice ordering numbers, and create pairs for addition, enhanci...
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4. Flexibility with fractions using 10 dice (Levels 4 and 5)
Peter Sullivan introduces engaging activities for teaching fractions to level four and five classes. Using 10 dice, students learn to create and understand proper fractions, recognize their order, and explain their reasoning. The session also explores improper fractions and mixed numbers, enhanci...
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3. Flexibility with numbers to 1100 using 10 dice (Levels 2 and 3)
Peter Sullivan presents engaging activities for level two and three students to improve number fluency using 10 dice. Students roll dotted dice to create and arrange three-digit numbers, focusing on even numbers and multiples of five and four. They explore the largest and smallest numbers, calcul...
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5. Flexibility with number operations and fractions using 10 dice (Levels 5 and 6)
Peter Sullivan introduces engaging activities for levels five and six that enhance curriculum fluency using 10 dice. Students create their own problems through fraction creation, recognizing equivalent fractions, and comparing sizes. They also form equations to reach specific totals, generate thr...