For school or home, based on the classic playground favourite, 'fortune teller' game. Print out the pdf, then a bit of cutting, followed by a bit of folding (origami style), leads to an interactive and fun Christmas themed activity.
Christmas Chatterbox 1
Thursday, 8 December 2011
Saturday, 13 August 2011
The Weird and Wonderful Language of Cricket
England v India at Edgbaston. Have been following the coverage via the BBC for the last four days - and thoroughly enjoying it. Not just the fact that England are playing so well, but the rather marvellous language and turns of phrase being used by the commentators.
Although the knowledge and understanding of the rules of cricket is perhaps denied to 99% of the planet's population, anyone can marvel at - or be puzzled by - the wonderful commentary. I have collected a small selection of the comments made during the fourth day of the match between England and India (India are batting). Enjoy!
The ball is turning for the twirlers and the forecast looks 85% fine and dandy for the remaining two days.
Anderson's first delivery of the morning, angled across the left-handed opener, drawing a nervous little push, the edge flying low to second slip's left. What a start for England...
Mmm, lovely gentle drive away through square by Tendulkar for his first four of the day.
Four slips in for Broad as Laxman waits, Bell under the lid at short leg - spitting up just shy of a length, hammering into the thigh pad, snagged by the diving Bell to hopeful yells from the crowd.
An arc of four slips curved round to the right of Matt Prior, and they rise back off their haunches as Tendulkar drives Anderson sweetly through the leg-side for his second four.
Laxman being peppered like a German steak out there - short from Broad, right up into the body; short again, fizzing past the snout.
Tendulkar push-drives Anderson straight for an elegant four and then runs another away through third man off the open face.
Another ball so good you want to elect it president, coming in, climbing away, taking the edge of the hapless Laxman.
Bresnan goes full to Tendulkar, and what a shot that is - driven past Umpire Taufel with utter ease for his seventh four. Creamed away through cover, with supreme timing.
Bresnan howls as Dhoni's thick outside edge squirts just past gully for two. Mishra the latest domino to be placed on the table. Packed again at Edgbaston, sun shining, beverages a'quaffing.
Dhoni scampers a brace as he turns Swann away off his pads through midwicket
Edged by Mishra, past the diving Bres for a streaky four. The ball 40 overs old now, much less swing visible there than when the cherry was ripe.
Slashing drive, high to Broad's left at mid-off - oh, excellent catch... He ran hard, reached up and snaffled with both hands.
Kumar seems to have recovered relatively well - four, smashed way over Swann's head for a one-bouncer, and then - KABOOM! six more, deep into the crowd beyond long-on. Chap there tried to catch it in his pint glass - the ball smashed straight through the receptacle, soaking him with the fizzy contents.
Dhoni now throwing caution in the dustbin - four, smashed back over Anderson's head, four more, pulled off the chest down to long leg.
Ah, it's all over for the plucky slogger. Change of bowling, Broad with a short one, adrenalised waft, easy snag at cover. England need two wickets for the match, series and number one ranking.
That's a lovely pull shot for four, and another to a scampering Bopara at deep midwicket for two more. Slashing, slicing drive over the slips, four more.
Sreesanth wears a brutal Broad snorter in the ribs. Good old-fashioned rough-house tactics. He holds his bat in front of his face to prevent another one from re-arranging his dentistry and then laces a beauty of a drive away through cover for four.
Remember being thrashed at home by New Zealand? Remember being humilated by Australia all over the place? Remember collapsing, and being flayed to all corners, and being laughed at, and having to laugh at ourselves in order to cope with the misery of it all? It's over. England are the best team in the world.
Although the knowledge and understanding of the rules of cricket is perhaps denied to 99% of the planet's population, anyone can marvel at - or be puzzled by - the wonderful commentary. I have collected a small selection of the comments made during the fourth day of the match between England and India (India are batting). Enjoy!
The ball is turning for the twirlers and the forecast looks 85% fine and dandy for the remaining two days.
Anderson's first delivery of the morning, angled across the left-handed opener, drawing a nervous little push, the edge flying low to second slip's left. What a start for England...
Mmm, lovely gentle drive away through square by Tendulkar for his first four of the day.
Four slips in for Broad as Laxman waits, Bell under the lid at short leg - spitting up just shy of a length, hammering into the thigh pad, snagged by the diving Bell to hopeful yells from the crowd.
An arc of four slips curved round to the right of Matt Prior, and they rise back off their haunches as Tendulkar drives Anderson sweetly through the leg-side for his second four.
Laxman being peppered like a German steak out there - short from Broad, right up into the body; short again, fizzing past the snout.
Tendulkar push-drives Anderson straight for an elegant four and then runs another away through third man off the open face.
Another ball so good you want to elect it president, coming in, climbing away, taking the edge of the hapless Laxman.
Bresnan goes full to Tendulkar, and what a shot that is - driven past Umpire Taufel with utter ease for his seventh four. Creamed away through cover, with supreme timing.
Bresnan howls as Dhoni's thick outside edge squirts just past gully for two. Mishra the latest domino to be placed on the table. Packed again at Edgbaston, sun shining, beverages a'quaffing.
Dhoni scampers a brace as he turns Swann away off his pads through midwicket
Edged by Mishra, past the diving Bres for a streaky four. The ball 40 overs old now, much less swing visible there than when the cherry was ripe.
Slashing drive, high to Broad's left at mid-off - oh, excellent catch... He ran hard, reached up and snaffled with both hands.
Kumar seems to have recovered relatively well - four, smashed way over Swann's head for a one-bouncer, and then - KABOOM! six more, deep into the crowd beyond long-on. Chap there tried to catch it in his pint glass - the ball smashed straight through the receptacle, soaking him with the fizzy contents.
Dhoni now throwing caution in the dustbin - four, smashed back over Anderson's head, four more, pulled off the chest down to long leg.
Ah, it's all over for the plucky slogger. Change of bowling, Broad with a short one, adrenalised waft, easy snag at cover. England need two wickets for the match, series and number one ranking.
That's a lovely pull shot for four, and another to a scampering Bopara at deep midwicket for two more. Slashing, slicing drive over the slips, four more.
Sreesanth wears a brutal Broad snorter in the ribs. Good old-fashioned rough-house tactics. He holds his bat in front of his face to prevent another one from re-arranging his dentistry and then laces a beauty of a drive away through cover for four.
Remember being thrashed at home by New Zealand? Remember being humilated by Australia all over the place? Remember collapsing, and being flayed to all corners, and being laughed at, and having to laugh at ourselves in order to cope with the misery of it all? It's over. England are the best team in the world.
Thursday, 28 July 2011
Car Number Plate Maths
For children of all mathematics ability, working with their parents in a fun and relaxed way, free from the peer pressures they encounter in the classroom, can only be a good thing! In fact, any mathematics done outside the classroom is invaluable for a child's development. It's about looking for opportunities.
Up to the age of about 11, a majority of children are taken to school either walking, or via the 'school run' - and then trips to cinema, shopping, holidays, etc. As a way of practising and reinforcing the various maths objectives, use the numbers found on car number plates as a starting point. Example - AT 16 DTP
Read that number. Can you count on in ones? in steps of two? 3? 5? ......
Read that number. Can you count back in ones? in steps of two? .....
What do you add to 6 to make 10? 20? 100?
What is 10-6=? 20-6=? 100-6=?
What is double 6? half of 6? three times 6? ten times 6? 100 times 6?
What is 6+7=? 6+9=? 6+5=? .......leading to 6+8=? 6+18=? 6+28=? ...6+78=? etc
What do you add to 16 to make 20? 50? 100?
What is 20-16=? 50-16=? 100-16=?)
What is double 16? half of 16? ten times 16? 100 times 16?
What is 6 divided by 10? by 100?
What are the factors of 6? 16? (or is it a prime number?)
In all these examples, regular practice makes perfect - your child will become very proficient and gain huge self-esteem. And hopefully, you will have fun at the same time. These are just a few questions, covering some of the important maths objectives which you can ask your child. There is a high probability that you will think up many of your own - when you get into the habit!
For young children.
If your child is very young, and doesn't yet understand the abstract concept of number, it will be helpful if you ask questions in a more 'concrete' manner. For example; I have 6 apples, how many more do I add to have 10 apples? If you have 6 apples, and share them equally between you and your friend, how many will you each have?
Up to the age of about 11, a majority of children are taken to school either walking, or via the 'school run' - and then trips to cinema, shopping, holidays, etc. As a way of practising and reinforcing the various maths objectives, use the numbers found on car number plates as a starting point. Example - AT 16 DTP
Read that number. Can you count on in ones? in steps of two? 3? 5? ......
Read that number. Can you count back in ones? in steps of two? .....
What do you add to 6 to make 10? 20? 100?
What is 10-6=? 20-6=? 100-6=?
What is double 6? half of 6? three times 6? ten times 6? 100 times 6?
What is 6+7=? 6+9=? 6+5=? .......leading to 6+8=? 6+18=? 6+28=? ...6+78=? etc
What do you add to 16 to make 20? 50? 100?
What is 20-16=? 50-16=? 100-16=?)
What is double 16? half of 16? ten times 16? 100 times 16?
What is 6 divided by 10? by 100?
What are the factors of 6? 16? (or is it a prime number?)
In all these examples, regular practice makes perfect - your child will become very proficient and gain huge self-esteem. And hopefully, you will have fun at the same time. These are just a few questions, covering some of the important maths objectives which you can ask your child. There is a high probability that you will think up many of your own - when you get into the habit!
For young children.
If your child is very young, and doesn't yet understand the abstract concept of number, it will be helpful if you ask questions in a more 'concrete' manner. For example; I have 6 apples, how many more do I add to have 10 apples? If you have 6 apples, and share them equally between you and your friend, how many will you each have?
Friday, 15 July 2011
Counting and Sequencing for Very Young Children - and Not So Young
As a primary teacher (ages 7-11), I've found that invariably the most confident and able of my young mathematicians are those who have a good understanding of pattern and sequencing of numbers. This allows them to master their number bonds and times tables more quickly - the foundation on which to build.
In School many hours are devoted to the learning of number patterns, but how can parents support and aid this learning inside and outside the home, and perhaps also give their children a head start?
In principle the answer is easy - knowing which sequences are important, looking for opportunities to practise with your child - and making this a habit!
If you put your mind to it, there are endless opportunities, but perhaps the most useful are in conjunction with walking, counting each step. So teaching your little one in earnest can begin as they make their first steps!! But also hopefully continue into their school years. Climbing the stairs at home, walking from the car to the front door, steps in the shopping mall, underpass, walking the length of the supermarket aisle, garden, etc, etc.
I must stress here that although your 18 month old child may be able to count perfectly to 20 or beyond! they are most unlikely to be understanding the whole concept of number. But it is this repetition and memory of sequences that will enter their sub-conscious - to be understood at later stages of their development.
1,2,3,4,5,6,7.......Don't stop there!
The first sequence to be mastered is counting in ones; 1, 2, 3, 4, 5, 6, 7,
and just about every parent in the world does this. But don't stop there! You will usually be the best judge, so when you feel the time is right, encourage and help your child to;
Count in steps of two; 2, 4, 6, 8, 10, 12, (reinforce even numbers and 2x tables)
Count in steps of ten; 10, 20, 30, 40, 50, (important to pass the 100 point)
Count in steps of five; 5, 10, 15, 20, 25, (has a nice rhyming feel to it)
Count in steps of two to recognise odd numbers; 1, 3, 5, 7, 9, 11, 13, etc
As your child gets older, help to recognise patterns in the various times tables by counting on in different jumps; three, four, six, seven, eight, etc. Whenever possible, keep the sequences going to pass the 100 point.
Challenge! On longer walks - can they continue the sequence past 1000?
It's also very beneficial to count backwards down to zero from a particular point in these sequences.
Other important sequences could include.....
Square numbers; 1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144
Prime numbers; 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, etc
Triangular numbers; 1, 3, 6, 10, 15, 21, 28, 36, 45, 55, 66, etc
Fraction sequences; zero, half, one, one and a half, two, etc
zero, one third, two thirds, two, two and one third, etc
Decimal sequences; 0.5, 1.0, 1.5, 2.0, 2.5, 3.0, 3.5, 4.0, etc
0.1, 0.2, 0.3, 0.4, 0.5, 0.6, 0.7, 0.8, etc
Have fun!
In School many hours are devoted to the learning of number patterns, but how can parents support and aid this learning inside and outside the home, and perhaps also give their children a head start?
In principle the answer is easy - knowing which sequences are important, looking for opportunities to practise with your child - and making this a habit!
If you put your mind to it, there are endless opportunities, but perhaps the most useful are in conjunction with walking, counting each step. So teaching your little one in earnest can begin as they make their first steps!! But also hopefully continue into their school years. Climbing the stairs at home, walking from the car to the front door, steps in the shopping mall, underpass, walking the length of the supermarket aisle, garden, etc, etc.
I must stress here that although your 18 month old child may be able to count perfectly to 20 or beyond! they are most unlikely to be understanding the whole concept of number. But it is this repetition and memory of sequences that will enter their sub-conscious - to be understood at later stages of their development.
1,2,3,4,5,6,7.......Don't stop there!
The first sequence to be mastered is counting in ones; 1, 2, 3, 4, 5, 6, 7,
and just about every parent in the world does this. But don't stop there! You will usually be the best judge, so when you feel the time is right, encourage and help your child to;
Count in steps of two; 2, 4, 6, 8, 10, 12, (reinforce even numbers and 2x tables)
Count in steps of ten; 10, 20, 30, 40, 50, (important to pass the 100 point)
Count in steps of five; 5, 10, 15, 20, 25, (has a nice rhyming feel to it)
Count in steps of two to recognise odd numbers; 1, 3, 5, 7, 9, 11, 13, etc
As your child gets older, help to recognise patterns in the various times tables by counting on in different jumps; three, four, six, seven, eight, etc. Whenever possible, keep the sequences going to pass the 100 point.
Challenge! On longer walks - can they continue the sequence past 1000?
It's also very beneficial to count backwards down to zero from a particular point in these sequences.
Other important sequences could include.....
Square numbers; 1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144
Prime numbers; 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, etc
Triangular numbers; 1, 3, 6, 10, 15, 21, 28, 36, 45, 55, 66, etc
Fraction sequences; zero, half, one, one and a half, two, etc
zero, one third, two thirds, two, two and one third, etc
Decimal sequences; 0.5, 1.0, 1.5, 2.0, 2.5, 3.0, 3.5, 4.0, etc
0.1, 0.2, 0.3, 0.4, 0.5, 0.6, 0.7, 0.8, etc
Have fun!
Thursday, 31 March 2011
Asking Questions
A good teacher is not one who can ask lots of questions (admittedly this is important), but one who can elicit their students to ask lots of questions. The main purpose of a question is to elicit a verbal response - from both the teacher and the student. It is therefore in the teacher’s best interests, to teach how to ask relevant questions and to differentiate between the types of questions available.
Asking and answering questions are important parts of effective learning and teaching. The types of questions you ask should capture the students’ attention, arouse their curiosity, reinforce key points, and encourage active learning. Here is a list of question types based on Benjamin Bloom’s six cognitive levels:
Knowledge (identification and recall of information):
• “Who, what, when, where, how…?”
• “Describe…”
Comprehension (organization and selection of facts and ideas):
• “Retell…”
• "Summarize..."
Application (use of facts, rules and principles):
• “How is…an example of…?”
• “How is…related to…?”
• “Why is…significant?
Analysis (separation of a whole into component parts):
• “What are the parts or features of…?”
• “Classify …according to…”
• “Outline / diagram…”
• “How does…compare / contrast with…?”
• “What evidence can you list for…?”
Synthesis (combination of ideas to form a new whole):
• “What would you predict / infer from…?”
• “What ideas can you add to…?”
• “How would you create / design a new…?”
• “What might happen if you combined…?”
• “What solutions would you suggest for…?”
Evaluation (development of opinions, judgments, or decisions):
• “Do you agree…?”
• “What do you think about…?”
• “What is the most important…?”
• “Place the following in order of priority…”
• “How would you decide about…?”
• “What criteria would you use to assess…?”
Asking and answering questions are important parts of effective learning and teaching. The types of questions you ask should capture the students’ attention, arouse their curiosity, reinforce key points, and encourage active learning. Here is a list of question types based on Benjamin Bloom’s six cognitive levels:
Knowledge (identification and recall of information):
• “Who, what, when, where, how…?”
• “Describe…”
Comprehension (organization and selection of facts and ideas):
• “Retell…”
• "Summarize..."
Application (use of facts, rules and principles):
• “How is…an example of…?”
• “How is…related to…?”
• “Why is…significant?
Analysis (separation of a whole into component parts):
• “What are the parts or features of…?”
• “Classify …according to…”
• “Outline / diagram…”
• “How does…compare / contrast with…?”
• “What evidence can you list for…?”
Synthesis (combination of ideas to form a new whole):
• “What would you predict / infer from…?”
• “What ideas can you add to…?”
• “How would you create / design a new…?”
• “What might happen if you combined…?”
• “What solutions would you suggest for…?”
Evaluation (development of opinions, judgments, or decisions):
• “Do you agree…?”
• “What do you think about…?”
• “What is the most important…?”
• “Place the following in order of priority…”
• “How would you decide about…?”
• “What criteria would you use to assess…?”
Saturday, 26 March 2011
Easter Chatterbox Activities
It's approaching Easter, if you're a teacher looking for something different for your little darlings, try these.
Based on the timeless childrens' playground game - the 'Fortune Teller', these worksheets involve a bit of cutting, followed by a bit of folding - origami style, leading to a fun interactive activity with the children asking and answering questions.
Easter Story http://embedit.in/C8Ltt5yWqK.swf
Easter Jokes http://embedit.in/5jfMEGo3tr.swf
Based on the timeless childrens' playground game - the 'Fortune Teller', these worksheets involve a bit of cutting, followed by a bit of folding - origami style, leading to a fun interactive activity with the children asking and answering questions.
Easter Story http://embedit.in/C8Ltt5yWqK.swf
Easter Jokes http://embedit.in/5jfMEGo3tr.swf
Thursday, 24 March 2011
Kids in the 50's, 60's and 70's
One of my favourite articles from a while back.
According to today's regulators and bureaucrats, those of us who were kids in the 50's, 60's, 70's and early 80's probably shouldn't have survived, because...
Our baby cots were covered with brightly coloured lead-based paint, which was promptly chewed and licked. We had no childproof lids on medicine bottles, or latches on doors or cabinets and it was fine to play with pans. When we rode our bikes, we wore no helmets, just flip flops and fluorescent 'clackers' on our wheels. As children, we would ride in cars with no seat belts or air bags. Riding in the passenger seat was a treat.
We drank water from the garden hose and not from a bottle - tasted the same. We shared one drink with four friends, from one bottle or can and no one actually died from this.
We ate dripping sandwiches, bread and butter pudding and drank fizzy pop with sugar in it, but we never got overweight because we were always outside playing.
We would spend hours building go-carts out of scraps and then went top speed down the hill, only to find out we forgot the brakes. After running into stinging nettles a few times, we learned to solve the problem.
We would leave home in the morning and play all day, as long as we were back before it got dark. No one was able to reach us all day and no one minded.
We did not have Playstations or X-Boxes, no video games at all. No 99 channels on TV, no videotape movies, no surround sound, no mobile phones, no personal computers, no Internet chat rooms. We had friends - we went outside and found them.
We played conkers, bulldog and street rounders, and sometimes that ball really hurt.
We fell out of trees, got cut and broke bones and teeth, and there were no lawsuits. They were accidents. We learnt not to do the same thing again.
We had fights, punched each other hard and got black and blue - we learned to get over it.
We walked to friend's homes.
We made up games with sticks and tennis balls and ate live stuff, and although we were told it would happen, we did not have very many eyes out, nor did the live stuff live inside us forever.
We rode bikes (some made from old frames from a local tip) in packs of 7 and wore our coats on by the hood.
Our actions were our own. Consequences were expected. The idea of a parent bailing us out if we broke a law was unheard of. They actually sided with the law. Imagine that!
This generation has produced some of the best risk-takers and problem solvers and inventors, ever.
The past 50 years have been an explosion of innovation and new ideas. We had freedom, failure, success and responsibility, and we learned how to deal with it all.
And you're one of them. Congratulations!
Our baby cots were covered with brightly coloured lead-based paint, which was promptly chewed and licked. We had no childproof lids on medicine bottles, or latches on doors or cabinets and it was fine to play with pans. When we rode our bikes, we wore no helmets, just flip flops and fluorescent 'clackers' on our wheels. As children, we would ride in cars with no seat belts or air bags. Riding in the passenger seat was a treat.
We drank water from the garden hose and not from a bottle - tasted the same. We shared one drink with four friends, from one bottle or can and no one actually died from this.
We ate dripping sandwiches, bread and butter pudding and drank fizzy pop with sugar in it, but we never got overweight because we were always outside playing.
We would spend hours building go-carts out of scraps and then went top speed down the hill, only to find out we forgot the brakes. After running into stinging nettles a few times, we learned to solve the problem.
We would leave home in the morning and play all day, as long as we were back before it got dark. No one was able to reach us all day and no one minded.
We did not have Playstations or X-Boxes, no video games at all. No 99 channels on TV, no videotape movies, no surround sound, no mobile phones, no personal computers, no Internet chat rooms. We had friends - we went outside and found them.
We played conkers, bulldog and street rounders, and sometimes that ball really hurt.
We fell out of trees, got cut and broke bones and teeth, and there were no lawsuits. They were accidents. We learnt not to do the same thing again.
We had fights, punched each other hard and got black and blue - we learned to get over it.
We walked to friend's homes.
We made up games with sticks and tennis balls and ate live stuff, and although we were told it would happen, we did not have very many eyes out, nor did the live stuff live inside us forever.
We rode bikes (some made from old frames from a local tip) in packs of 7 and wore our coats on by the hood.
Our actions were our own. Consequences were expected. The idea of a parent bailing us out if we broke a law was unheard of. They actually sided with the law. Imagine that!
This generation has produced some of the best risk-takers and problem solvers and inventors, ever.
The past 50 years have been an explosion of innovation and new ideas. We had freedom, failure, success and responsibility, and we learned how to deal with it all.
And you're one of them. Congratulations!
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