29_maths_Y2

Supporting the effective use of ICT across the primary curriculum

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Mathematics Year 2: All line up!

Introduction: This lesson is about ordering numbers in conjunction with a random number generator. It uses numbers up to 100 but can easily be extended to any other number range. The lesson is in the form of a game where the children have to make some basic strategic decisions. The random number generator can be accessed from: http://www.mape.org.uk/activities/index.htm Resources • One PC linked to a data projector and interactive whiteboard for whole class work • Six A4 whiteboards (not electronic!)

• A random number generator – this can be accessed from: http://www.mape.org.uk/activities/index.htm There is no need to download the program – just run it on-line. Set the minimum number to 1 and the maximum to 100. Set the font size to 200 and ask for one number at a time.

Previous learning The children should have experience of place value in numbers up 100 They should be able to compare the relative size of two numbers.

Learning Objectives • The children will learn to recognise the relative size of numbers.

• They will decide where to position numbers on a number line.

• They will begin to think strategically so that the number line meets a given criterion.

What to do One child comes out to the front of the class. He/she copies the number from the random number generator on to his/her whiteboard and stands and faces the rest of the class. The next four children do the same, but they have to create a number line in ascending order, so they have to decide exactly where to stand.

We now have a number line of 5 children.

At this point the teacher sets an additional target. For example: a) create a number line with the largest (or smallest) range – that is the difference between the maximum and minimum number b) create a number line of only odd (or even) numbers c) create a number line so that every number is less than 75 d) create a number line that is only multiples of 3 or 5 e) create a number line so that the gap between adjacent numbers is never more than 10 The game continues as follows: The sixth (and every subsequent child) copies the new number from the random number generator and joins the line, but they have to send away the child to the left or right of them (ie. the line never gets longer than 5 numbers).

Who they choose will depend upon the criterion they are working to from the list above. If they join one or other end of the list, they can send away the child next to them or the one at the opposite end of the line (ie. imagine the children standing in a circle).

The teacher should try to encourage the children to decide in advance what number they may be hoping for next.

For example 12

32

57

66

89

If they are trying to meet target c) above, then they might suggest that a number bigger than 66 and less than 75 © ictopus ltd

lessons2go

Maths Y2: All line up May 2008

would suffice or a number less than 12 would also do (either way they can ‘dismiss’ the 89) One of the key aims of the lesson is mathematical dialogue, encouraging children to predict and to make clear their reasoning. Each random number must be used; it can’t be discarded Differentiation In effect the children are practising their ordering skills in a games situation whilst also thinking about the size of numbers. They have to think carefully about whom to send back to their seat. They might also have ideas for changing the rules of the game to make it easier or harder. If the game proves too hard, then the random number generator could be set to generate pairs of numbers and the children have a choice of one or other. Alternatively the range could be reduced from 1 – 100 to 1 – 50 or 1 - 20 The role of ICT This task could be completed without the use of ICT but the process is more motivating with pupils hoping for particular numbers and watching the screen and wondering what will come up next. Children should be encouraged to predict what their ‘ideal’ number might be.

Follow-up suggestions This is a one off activity. It could be followed up with similar activities where the range of numbers is extended (ie. 1 to 1000). On the other hand, for less able pupils the range could be simplified. The notion of randomness could also be explored. Did the children think some numbers came up more often than others?

Assessment How did the children decide whom to send back to their seat? Did they manage to work out beforehand which number they were hoping would come up? Were some criteria easier to work with than others? Did some prove to be virtually impossible?

This lesson idea was first published as part of the Becta Direct2U subscription service for teachers, (c) Becta, 2005-2006

© ictopus ltd

lessons2go

Maths Y2: All line up May 2008