Supporting the effective use of ICT across the primary curriculum
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Mathematics Year 2: Four in a row Introduction: This lesson is about addition and subtraction of numbers up to 20. However, it could be about all 4 operations and numbers up to 100 depending on what settings are chosen. The object of the program is to get four numbers in a row, using a calculator that has just three working keys (chosen randomly). The program is a two person game. Load the Number board program from the ictopus website: www.ictopus.org.uk Resources One PC per two children for group work, or one PC and a data projector for whole class work Children may need paper and pencil to help them with their calculations Previous learning Children should be able to add and subtract 3 numbers, generating answers in the range 1 to 20 Children should have a basic familiarity with a calculator Learning Objectives To perform calculations using an on-screen calculator with only three working keys. The answer should match one of the 16 numbers on a 4 x 4 grid. To develop a strategy for how best to achieve 4 numbers in a row (vertical, horizontal or diagonal) What to do Explain to the class that this program is a game for two children (or the class versus the teacher) where the children have to perform addition and subtraction calculations with numbers up to 20 and match the results to one of the numbers on a 4 x 4 number grid. The game is very effective when run as a whole class activity with an interactive whiteboard – this could be used as the introduction to the lesson. Once the children understand the rules of the program then play the game themselves, working in pairs. The aim is to see who can complete the game first. Each child should be encouraged to record each calculation on paper so that you can review their work after the game is completed. Differentiation In order to play the game, different children will need different levels of support. Some may need counters to help with the calculations and some may need to record their moves in order to help them to explain their strategy. Other children will be able to play the game straight away without any additional support By editing the settings you can easily raise the difficulty of the game to match the ability level of the children. More able children could move away from the computer and using the digits 1, 2, 3, and 4 (each once only and all 4 must be used) plus any of the 4 operations to make each of the numbers 1 – 20. For example: 4 / (3+2 -1) = 1 or 3 x 2 - 4 -1 = 1 or 3 / 1 – 4 / 2 = 1 The role of ICT This task could be completed without the use of ICT by using number grids on paper and using 3 dice to give the three numbers. However, if children are working on paper and with dice there is no check as to whether their work is accurate. The computer offers a check on accuracy, greater motivation, and greater flexibility and control of the different parameters that can be applied. Follow-up suggestions This is a one-off activity; one of a variety of different ways of enabling children to practice work with number bonds. The strength of the program is that it is easy for you to reset the parameters so as to make the task harder for the © ictopus ltd
lessons2go
Maths Y2: Four in a row September 2008
children. Simply by ticking radio buttons, you can set: The type of calculator to simple or algebraic (note: a simple calculator will give the answer to 6 + 4 x 3 to be 30, whilst an algebraic calculator will give an answer of 18 to the same sum (recognising that multiplication and division take priority over addition and subtraction)) The range of numbers on the 4 x 4 grid Which operators are to be used (i.e. addition and subtraction only, or all 4 operators) Whether or not all 3 digits on the calculator must be used Whether or not to allow two digit input (for example, if the calculator displays a 5, 3 and 8, is 8 + 35 to be allowed?) Whether or not to display bracket keys Whether the lowest value key is to be 0, 1 or 2 (ie. this is the smallest value working key on the calculator keypad) Assessment Children should be asked to reflect on which part of the activity proved the hardest. If, for example, they were looking to make 24; then how many calculations did they do before finding out how to reach the target number? The children should also be encouraged to explain what strategy they adopted for winning. Were they content to use the three keys to make any number on the grid or did they select specific numbers to target? How valuable is it to ‘capture’ one of the corner squares?
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: Four in a row September 2008