Use the number line as a strategy to solve addition or subtraction questions.You could practise skip counting by jumping along the number line by 2s, 3s, 5s and the list goes on.(Tip: Always ask students ‘What number would be the halfway point in this number line?’) Mix it up by changing the start and end number. Next use sticks, rocks or toys to plot values along the line, you might count by ones, twos or fives. Set a start and end number for your number line such as 0 and 20.Then practise counting forwards and backward. Create a number line going up by ones encouraging equal spacing.These are some ways you can use your number line: At the end of the game, ask them to multiply their score by the number they have been using to find their final total.Ĭreate a long line using chalk or a skipping rope.
Every time they get one in, they score a point. Ask students a times table, they find the answer and stand on the number, then either kick a goal or shoot a hoop from that position. Randomly write all the answers on the pavement around the ring or goal. Choose one times table to focus on (for example, 8 times tables). You will need a basketball ring or soccer goal for this one. (This would also work brilliantly with the alphabet drawn out and have kids spell out words too). Grades 5-6 – Times tables, subtraction from 100, identifying numbers with 6 or more digits, adding or subtracting fractions Grade 3-4 – Adding and subtracting numbers within 100, times tables, combinations that add to 100. Grade 1-2 – Find partners that add to 10, doubling and halving numbers, adding 10 more. Kindergarten / Prep – Find the number that is one less, one more. Depending on the age of the child, this game can be adapted:Įarly learners – Identifying numbers or matching numbers and words. (You can use a ball, beanbag or whatever you have available). Ask a maths question, for example, “What is 5 + 6?”, and kids give the answer by throwing a ball at the correct number. This game is a good one for focussing on subtraction or division questions because the answers tend to be smaller.Ī daptation for early learners: Ask them to complete the circuit the number of times that matches their age.ĭraw numbers on the ground or a wall in chalk (these numbers will be the answers to the questions).
For example, the teacher says, “What is 10 – 4?”, then the students say, “6” and complete the circuit 6 times). Create a circuit (or ask a team of students to create the circuit) – think balancing, jumping, skipping, star jumps, over and under, ball throwing and catching, hopping etc.Īsk students to answer an algorithm/question, the answer is the number of times they must complete the circuit.
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