Hundreds of Fun maths Activities - With Solutions

I came across a great collection of challenging maths tasks for students of all ages and ability. There are literally hundreds to choose from and the best thing is there are also detailed solutions provided too. Fun Math Facts is located here.

Kevin Cummins | Post a Comment | Email Article | Print Article tagged challenge, fun, maths, mudd math facts

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The Maths Problem Solving Toolbox - Every Teacher Should Have it

We have been using a resource known at my school as the maths toolbox to show students strategies to deal with unknown and difficult math problems for a number of years.  There are 12 in all and in the next few days I will be adding a presentation explaining how and when to use each of these.

I have just put together some posters for you to download in an A3 and A4 format that I would strongly recommend sticking in your classroom and your students workbooks to quickly refer to when unsure of how to attack a difficult problem.

These concepts can be pitched at any age and are a must have for all teachers to add to their own tool kit.  I'd love to hear of any other great resources that you have to share also.



Maths Challenge tasks to Extend your Brighter Maths Students

I am currently trying to find a good series of maths tasks that I can give to my upper maths students to really challenge them at home and am not really having a great deal of luck.  I did however come across a great site here that has some extension activities correlated to everyday maths curriculum. 

Hold the Phone I just found 2 more good ones

mathschallenge.net

University of Washington Challenge of the week

And here are 2 more additions

http://mathematicsstarters.wordpress.com/challenges/

http://mathbits.com/caching/mathcachedirectionsopen.html

I would love to hear of any that you know of and will definitely share them here.



Who’s No. 1? Investigating the Mathematics of Rankings

By PATRICK HONNER and HOLLY EPSTEIN OJALVO

Jay Pickthorn/Associated PressThe No. 13 N.C.A.A. seed, Oakland, with Travis Bader and Coach Greg Kampe, makes a tempting pick against No. 4, Texas, in the second round.Go to related FiveThirtyEight blog post » | Go to related article »

Overview | Rankings and ratings can have considerable, and serious, implications. How do we determine that a student, team, school, teacher or policy is better than another? And what does “better” mean? In this lesson, students explore the use of quantitative ratings by examining how Division I college basketball teams are ranked, and how specific mathematical decisions can have significant consequences.

Materials | Computers with Internet access; Simple Spreadsheet software (optional)

Warm-up | Tell students to pair up and work with their partners to answer the following questions:

How can we determine the top student in school? Would you use a single variable, like grade point average? Or would you create a ranking system based on multiple variables, like G.P.A. and standardized test scores, activity participation and perhaps other factors? How might you begin to create a fair composite ranking system using quantifiable measures?

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Target 100 - Maths Card Game from Michael Ymer

Thanks to Michael Ymer for this great game

Introduction / objectives

This is a card game that provides the students with the opportunity to investigate a variety of mental computation strategies when adding and multiplying numbers. It is quick and easy to organise and is lots of fun, even for adults who play it. The less able student can win, as there is an element of chance involved. A terrific number sense game to use as a warm up activity, or a focus lesson for young children.

Equipment [for each pair of students]

100 number board, 10 x 10 tables chart and two counters.

Deck of cards. All number cards have face value. Ace = 1. 2 = 2 etc.

Picture cards = 10

Joker = wild [can have the value of any other card in the deck].

1	2	3	4	5	6	7	8	9	10
11	12	13	14	15	16	17	18	19	20
21	22	23	24	25	26	27	28	29	30

Procedure

Two students compete against each other to see who can get closest to 100 without busting. One student deals cards out to his/her opponent who adds or multiplies the cards. This continues until the student decides to stop.

Example Player A is going first and having cards dealt by partner.

Card 5 is dealt first so player A moves counter to 5 on number board. Card 6 is the next card dealt. This could be 5+6 and the counter is moved to 11 or it could be 5x6 and counter is moved to 30. Let’s assume that Player A decides to move to 30. The next card is a KING so the student adds 10 and moves the counter to 40. Next card is 2. Student decides to multiply and moves to 80. Next card is Ace. Student decides to multiply and stay on 80, hoping that the next two cards are 10’s and he/she can hit exactly 100. Next card is a 5. Student adds and moves to 85. Next card is 9. Student moves to 94 and decides to stop fearing that the next card flipped will be bigger than a 6and she / he would bust.

Player B now has the cards dealt to him / her and tries to better 94 without busting. Once this game is completed, play again but player B goes first.

Teacher tips

• Card familiarisation activities are a good idea if students haven’t been exposed to decks of cards before. Perhaps alder students could tell you the value of a deck of cards based on the values listed in this game. Younger students should do sorting activities to help them discover that there are four of each card. How many cards in the deck?

• Transparent counters help students see the numbers on the board.
• Children find shuffling cards difficult so keep working through the deck of cards until you run out. Then shuffle or ask the teacher to help.
• Children only deal a card out when the partner says, ‘Card please ‘. This eliminates the problem of students dealing the card while the other student is still deciding their move. If the card is flipped without being asked for the receiver has the option of using it or having a fresh one dealt out.
• Try modelling the game to students using an overhead, transparency of 100 number board, transparent counters and overhead miniature playing cards. A very effective way to demonstrate the game and strategies that you need to discuss.
• Vary the game if needed. Perhaps only add for young children or play hit exactly 100 for older students. For this game students can use any operation with winner being the student who hits 100 in the least amount of cards.
• Vary the game by making it more challenging. Use any operation to hit exactly 100 in fewer cards than your partner.
• When introducing the game, tell the children that while the game is lots of fun, the point of the game is to make decisions and become a smarter mathematician by taking short cuts when adding or multiplying. The overhead gives you the opportunity to discuss some of the strategies listed later in the article.