By Alan Thwaites
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Additional resources for 100 Ideas for Teaching Primary Mathematics
Immediately, the players must go to an appropriate stop. Any player not at a bus stop after a given time is out. If ‘odd numbers only are running’ is called in this example, then buses 25, 35 and 55 should be the only numbers with a queue. Anyone waiting at the other numbers would be out. A limit is placed on the number at the bus stop depending on how many players are left in the game at the time and how many different correct choices can be made. As the number of players dwindles, remove buses from service until only one or two winners are left.
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. Player A turns the top card and player B decides whether the next will be higher or lower, given that 7 is in the middle, the ace is low and jack, queen, king ascend in that order.
You will have to decide if ‘quickest’ refers to the fewest throws or the quickest player or team irrespective of the number of throws. 40 Game 3 – advanced Same basic rules as game 2 but with a menu of modifications from which to choose: Use three dice, allowing a second function in the calculations. Extend the required count from 1–10 to 1–20. The two functions cannot be the same in any given throw. DIFFERENTIATION Use the appropriate game, adapting as necessary. 41 IDEA N O U G H T S A N D C R O S S E S 2 : C O O R D I N AT E S 33 42 KEY AREA RESOURCES GROUP SIZE Coordinates Clearly visible whiteboard or flipchart Any Draw a 3 × 3 noughts and crosses grid on the whiteboard or flipchart.