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Activities

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ACTIVITIES OVERVIEW


Activities

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3Intro

Table of Contents

4English Language

16Games

17Life Skills

31Mathematics

52Science

60Social Studies

28Core Words


Activities

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ActivTable includes a wealth of educational activities for learners ages 4 - 11, many of which are linked to core and national standards and some with multiple activity options.

Most activities are designed for younger learners and are focused on pre-K through Grade 2, although there are some activities for Science and Social studies aimed at upper elementary and middle school students.

A section entitled Life Skills has been designed specifically for high school special education students. At the sub-folder level within Life Skills we are adding more activities designed for students with special educational needs. In addition, there are some generic activities and templates that may be applied to many curriculum areas and grades.

We recognize that in the majority of cases the ActivTable will not be used to teach and achieve Common Core, State Standards or National Curriculum, but more to reinforce the children’s learning of those standards. However, where pertinent, we have identified both the grade and the standards where the activity has been designed to compliment.

Over 230 activities are supplied with the ActivTable and additional activities can be downloaded for no charge from the ActivTable Activity Store.

We encourage teachers to visit www.ActivTable.com to learn more about how they can use the ActivTable Activity Builder to create and customize their own ActivTable activities based on existing themed templates and starter activities.

US English Activity Categories UK English Activity Categories

English Language Arts English LanguageGames and Activities Games and ActivitiesLife Skills GeographyMath HistoryScience Life SkillsSocial Studies MathematicsTemplates for Activities ScienceUser Training Activities Templates for Activities

User Training Activities


Activities - ENGLISH LANGUAGE

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ALPHABET CASE DOMINOES

Subject area: ELA

Age range: 4-6

Activity type: Collaborative

Children work together to create a domino chain recognizing uppercase letters and matching them with their lowercase pairings and keeping correct alphabetical order. Use the timer to make this a challenge!

ALPHABET DOMINOES

Subject area: ELA

Age range: 4-6


Match pictures to letters. Children can work together, individually or take turns to match the dominoes from start to end.

ALPHABET EGG 1

Subject area: ELA

Age range: 4-6


Children work together recognizing uppercase letters and matching them with their uppercase pairings. Level 1 provides additional support by matching colors and keeping alphabetical order.



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ALPHABET EGG 2

Subject area: ELA

Age range: 4-6


Children work together recognizing uppercase letters and matching them with their uppercase pairings. Level 2 keeps alphabetical order, but removes matching colors. Choose which one of two spaces for your letters. Using the timer can make this a real challenge!

ALPHABET EGG 3

Subject area: ELA

Age range: 4-6


Children work together recognizing uppercase letters and matching them with their uppercase pairings. Level 3 keeps alphabetical order, but removes matching colors. Choose which one of two spaces for your letters. Using the timer can make this a real challenge!

ALPHABET EGG 4

Subject area: ELA

Age range: 4-6


Children work together recognizing uppercase letters and matching them with their uppercase pairings or correctspaces, while keeping them in correct alphabetical order. Level 4 removes additional support by removing most letters except A,Z,M and N, but retains alphabetical order.



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ALPHABET STREET

US COMMON CORE/NATIONAL STANDARDS CCSS.ELA-Literacy.L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

CCSS.ELA-Literacy.L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

This activity is one of the sequencing template activities available on the ActivTable Activity Builder, www.ActivTable.com. The ActivTable Activity Builder provides example activities that can be modified online to create new activities which you may download and install on your ActivTable. Students will deliver mail to the correct house by sequencing the envelopes alphabetically according to the first three letters of the name. Each time the activity runs, students will work with a different set of names.

WASHING LINE 1

Subject area: ELA

Age range: 4-6


Children work together recognizing lowercase letters and matching them with their uppercase pair. Level 1 provides additional support by matching colors and patterns.

WASHING LINE 2

Subject area: ELA

Age range: 4-6


Children work together recognizing lowercase letters and matching them with their uppercase pair. Level 2 provides support by matching colors and patterns, but items are no longer in alphabetical order.



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WASHING LINE 3

Subject area: ELA

Age range: 4-6


Children work together recognizing lowercase letters and matching them with their uppercase pair. Level 3 has no matching colors and patterns and items are not in alphabetical order.

ANTONYMS BINGO

US COMMON CORE/NATIONAL STANDARDS L.4.5.C / L.5.5.C

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDS KS2 ENGLISH: Morphology: En3 4g / En3 4i

This activity focuses on word meanings and on antonyms of vocabulary words. This activity can be used during a unit on vocabulary, antonyms, and synonyms.

BEGINNING SOUNDS

US COMMON CORE/NATIONAL STANDARDSL.2.1. / L.2.3. / SL.2.4. / SL.2.5. / SL.2.2. / RL.2.2. / RL.2.3. /RL.2.6. / RL.2.7. / L.3.1. / L.3.3. / SL.3.4. / SL.3.5. / SL.3.2. /RL.3.2. / RL.3.3. / RL.3.6. / RL.3.7. / L.4.1. / L.4.3. / SL.4.4. /SL.4.5. / SL.4.2. / RL.4.2. / RL.4.3. / RL.4.7 / L.5.1. / L.5.3. / SL.5.4. / SL.5.5. / SL.5.2.

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS2 ENGLISH: Group discussion and interaction: En1 3a / En1 3b / En1 3e / En1 3f Reading for information: En2 3a / En2 3c Literature: En2 4c Composition: En3 1a / En3 1b / En3 1c / En3 1d / En3 1e Planning and drafting: En3 2a /En3 2b / En3 2c / En3 2d / En3 2e / En3 2f Punctuation: En3 3KS2 ICT: Finding things out: 1b / 1c Developing ideas: 2a

In this activity, students will use words and pictures to tell a story. They will collaborate on planning, writing, editing, and publishing an original story.

Students will: • Know meanings of vocabulary words. • Recognize antonyms of vocabulary words. • Demonstrate knowledge of synonyms. • Identify synonyms of vocabulary words.

Students will: • Work together to create a plan for the story characters, settings, and plot. • Collaborate to write and illustrate an original story. • Review and edit each other’s work. • Publish a complete, illustrated story to a flipchart. • Multiple random storylines can be selected.



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FRY WORDS PARKING

Subject Area: ELA Age Range: Grade 1

Activity Type: Collaborative, Ordering

A Fry words sorting activity. A random selection of Fry words appear on 20 cars.

HAIKU

Subject area: ELA

Age range: 5-10


A haiku is an unrhymed three-line poem. It is based on a traditional Japanese poetic form. Though there are different ways to write haiku, the traditional pattern in English is to write the first and last lines with five syllables each, and the middle line with seven syllables.

READING: Literature; Foundational Skills; Informational Text

WRITING: Text Types and Purposes; Production and distribution of writing; Research to Present and build knowledge

LANGUAGE: Conventions of Standard English; Knowledge of Language; Vocabulary Acquisition and Use

Students will: • Drag the cars from the road and into the parking lot. • Sort and order the cars alphabetically from A to Z.

Students will: • Work collaboratively. • Type the first (7 syllable) line of a Haiku. • When everyone is ready, touch the “content swap” icon on their keyboards. • Now everyone adds a second (five syllable) line to the Haiku they have just received. • Complete the Haiku after another content swap.



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Students will: • Recognize and name long vowel sounds using sight and sound cues. • Match long vowel sounds using sight and sound cues. • Recognize long vowel sounds in one- syllable words with common vowel teams. • Work as a team to help classmates recognize, think of, and spell one- syllable words with long-vowel sounds.

MAKE A STORY 1Words on the ActivTable are provided as an idea for a story starter. Students work together and decide which words to drag together into chains of connected words. Each chain forms a sentence. They can make more than one sentence.Students may use the keyboard to add more words or use the copier tool to duplicate words. Touch the start of each sentence to hear it read aloud.

LONG VOWEL CONCENTRATION

US COMMON CORE/NATIONAL STANDARDSRF.K.3/ RF.1.2 / RF.1.3 / RF.2.3

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS1 ENGLISH: LISTENING: En1 2fWORD RECOGNITION: En2 1a / En2 1b / En2 1c / En2 1d/ En2 1e / En2 1f

This activity can be used during a unit on vocabulary and word recognition.

This activity focuses on recognizing and naming long vowel sounds in one-syllable words.

Subject area: ELA

Age range: 4-8


READING: Foundational Skills

WRITING: Text Types and Purposes; Production and distribution of writing

Students will:• Work collaboratively to arrange words into sentences that tell a short story.• Write a short story based on the sentence(s) they have made.



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MAKING COMPOUND WORDS This activity encourages students to combine simple words into compound words and recognize their meanings.

US COMMON CORE/NATIONAL STANDARDSL.2.4

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS2 ENGLISH:GROUP DISCUSSION AND INTERACTION: En1 3a / En1 3 b SPELLING STRATEGIES: En1 4e / En1 4f READING FOR INFORMATION: En2 3e COMPOSITION: En3 1b MORPHOLOGY: En3 4i

This activity can be used during a unit on root words and their meanings. It can also be used to practice deciphering and using compound words.

Students will: • Read simple root words.• Combine two root words to form a compound word.• Use the compound word in a sentence.

MAKE A STORY 2Words on the ActivTable are provided as an idea for a scary story starter. Students work together and decide which words to drag together into chains of connected words. Each chain forms a sentence. They can make more than one sentence.Students may use the keyboard to add more words or use the copier tool to duplicate words. Touch the start of each sentence to hear it read aloud.

Subject area: ELA

Age range: 4-8


READING: Foundational Skills

WRITING: Text Types and Purposes; Production and distribution of writing




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MAKING WOW WORDSThis activity focuses on forming and recognizing descriptive or WOW words.

MAKING CVC WORDS

US COMMON CORE/NATIONAL STANDARDSRF.K.2 / RF.K.3 / RF.1.2 / RF.1.3

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS1 ENGLISH: Word Recognition: En2 1a / En2 1b / En2 1e

Students will: • Recognize consonant and vowel- consonant sounds.• Form consonant-vowel-consonant (CVC) words.• Match CVC words to corresponding images using sight and sound cues.• Work as a team to help classmates recognize, think of, and spell CVC words.

This activity focuses on forming, sounding out, and recognizing consonant-vowel-consonant words.

Subject Area: ELA

Age Range: Grades 1, 2, 3

US COMMON CORE/NATIONAL STANDARDS RF.K.2 / RF.K.3 / RF.1.2 / RF.1.3

Students will: • Match descriptive words to pictures.• Create their own WOW words.• Work as a team to help classmates recognize, think of, and spell WOW words.

NEWSPAPER MAKER This activity allows students to work together to create a 3-page newspaper article. Each student is provided with a different role to play, including researcher, writer and designer. Students are provided with a range of tools to create the article.

Subject Area: ELA

Age Range: 6 -11

Activity Type: Design, write, edit, research, presentation



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PHONICS MONSTERS (4 ACTIVITIES)These activities focus on distinguishing initial sounds along with long and short vowel sounds in one- and two-syllable words, including those with common vowel teams.

US COMMON CORE/NATIONAL STANDARDSRF.K.2/ RF.K.3/ RF.1.3 / RF.1.3 / RF.2.3

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS1 ENGLISH: Listening: En1 2f Word Recognition: En2 1a / En2 1b / En2 1c / En2 1d / En2 1e / En2 1f / En2 1h Spelling Strategies: En3 4b / En3 4d / En3 4e

These activities focus on distinguishing initial sounds along with long and short vowel sounds in one- and two-syllable words, including those with common vowel teams.

Students will: • Recognize initial sounds using sight and sound cues.• Distinguish long and short vowels in regularly spelled one and two-syllable words.• Recognize common vowel teams.

PARTS OF SPEECH SHEEPStudents group words by ‘part of speech’: noun, verb, or adjective. This is an example template activity from www.ActivTable.com.

Subject area: ELA

Age range: 6-8

Activity type: Sort and categorize

US COMMON CORE/NATIONAL STANDARDSCCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.




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SYNONYMS SCRAMBLE (5 ACTIVITIES)This activity requires students to recognize synonyms for common words.

US COMMON CORE/NATIONAL STANDARDSL.4.5.C / L.5.5.C

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS2 ENGLISH: MORPHOLOGY: En3 4g / En3 4i

This activity can be used during a unit on synonyms. This activity may also be used to build vocabulary.

SHORT VOWEL CONCENTRATION This activity focuses on recognizing and naming short vowel sounds in one-syllable, consonant-vowel-consonant (CVC) words.

US COMMON CORE/NATIONAL STANDARDSRF.K.3/ RF.1.2 / RF.1.3 / RF.2.3

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS1 ENGLISH: LISTENING: En1 2fWORD RECOGNITION: En2 1a / En2 1b / En2 1c / En2 1d / En2 1e / En2 1f

This activity can be used during a unit on vocabulary and word recognition.

Students will: • Recognize and name short vowel sounds using sight and sound cues.• Match short vowel sounds using sight and sound cues.• Recognize short vowel sounds in regularly spelled one-syllable CVC words.• Work as a team to help classmates recognize, think of, and spell one- syllable CVC words containing short vowel sounds.

Students will: • Read a word at the top of each column that has 11 synonyms.• Scan a group of words around the edge of the ActivTable to find synonyms.• Match words with their synonyms.



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WRITING A HAKAIThis is a fun and creative group activity. Writing a Hakai has become popular in the west in recent years. You don’t need to be a poet to play! The idea is for the group to write a 12-verse hakai. Unlike a Haiku, each hakai consists of alternating three- and two-line verses.

Students will: • Collaborate to write a Hakai.

SYNONYMS DOMINOES This activity requires students to recognize synonyms for common words.

Students will:• Read a word.• Scan a group of words to find synonyms.• Match words with their synonyms.

US COMMON CORE/NATIONAL STANDARDSL.4.5.C / L.5.5.C

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS2 ENGLISH: MORPHOLOGY: En3 4g / En3 4i

This activity can be used during a unit on synonyms. This activity may also be used to build vocabulary.

WORD MORPH (ONE TO TEN)Word morphs are a fun way of vocabulary building. Students morph one word into another by adding, deleting, replacing, or rearranging letters. For example, if an m is added to cap you get camp.

This is a very easy word morph. The starting word and finishing word is given. In two steps, by dropping a letter and changing a letter in step 1, adding a letter and changing a letter in step 2, morph the word one, to the word ten.



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WORD MORPH (FIVE TO TEN)Word morphs are a fun way of vocabulary building. Students morph one word into another by adding, deleting, replacing, or rearranging letters. For example, if an m is added to cap you get camp.

This is another easy word morph. The starting word and finishing word is given. In three steps, by changing a letter in step 1, dropping a letter and changing a letter in step 2, changing a letter in step 3, morph the word five, to the word ten.

WRITING POETRYThis is a creative activity. You don’t need to be a poet to play!For outside inspiration, insert a USB containing images or use the Content Browser from the Tool Store.

Students will: • Select an image that they wish to write a poem about and then select a

blank page from the lazy river. • Drag their chosen image to the left side of the page.• Choose your keyboard and drag your page on to the keyboard to start

typing your poem.


Activities - GAMES

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3 X 3 MATH PUZZLEThis puzzle is a magic square. Using numbers one through nine, once only, each line and each diagonal should add to 15.

When all squares have been filled this activity will auto-check if correct.

The target may be adjusted for more advanced students.

GAME PACK INCLUDING CHESS, CHECKERS, LUDO/PARCHEESI, PAIRS, SNAKES & LADDERS, SUDOKU, PEG SOLITAIRE, TANGRAMS

This is a game pack providing students with an opportunity to compete using a variety of traditional games. Students can go head to head, or pairs of students could work together to compete against their opponents.

JIGSAW This activity is a game to encourage collaboration. Students will complete image and video jigsaws from a simple 4 piece to more difficult 16 piece jigsaws.

MUSIC MAKER This activity provides students with an opportunity to experiment with musical instruments, working together.

Subject Area: MusicAge Range: AnyActivity Type: Presentation

Students select musical instruments, practice then play together.


Activities - SPECIAL EDUCATION - LIFE SKILLS

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SPECIAL EDUCATION - LIFE SKILLSThis section of Activtable activities is focused on students with special needs. Clearly many of these activities may be used right across age ranges and curricula. In the same way many of the other activities in the other curricular categories may also be used with special needs children of all ages.

Life skills are essential for everyone, and they must be included in instruction for students with special needs. These students possess the potential to live and work in the community if they receive appropriate life skills instruction. A life skills curriculum approach blends academic, daily living, personal/social, and occupational skills into integrated lessons designed to help students learn to function independently in society.

What are Life Skills?Life skills include a wide range of knowledge and skill interactions believed to be essential for adult independent living. Many students with handicaps and special needs require education and support to learn these necessary behaviors. For example, they must be able to dress and groom properly, use appropriate table manners, make decisions about money, and use transportation to get to work. Many of these areas can be addressed using collaborative ActivTable touch technology with activities focused on both daily living and personal/social skills.

COLORS 1This activity is designed to help students learn colors. Students learn the colors with audio feedback.

Subject area: Color identification Age range: 3-5Activity type: Collaborative learning

BOXED LUNCHESThis activity helps students to collaborate in creating boxed lunches, reading from an ingredients list.

Students will: • Follow the menu cards to fill the lunch boxes with the correct items. • Need to ask other students for different food items.• Drag the foods and drop them into the correct lunch box.

COLORS 2This activity is designed to help students recognize colors. Students recognize the colors with audio feedback.

Subject area: Color identification Age range: 3-5Activity type: Identification



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KNOW YOUR COLORSThis is a simple sorting exercise. Children drag the colored objects on to the matching color boxes.

Subject area: Color identification Age range: 4-5Activity type: Collaborative

COLORS 3Students work together to match word labels to colored boxes. Students should recognize color names to match the labels to colored boxes. All objects have sounds attached.

Subject area: Color identification Age range: 3-5Activity type: Identification; Matching

NAME THE COLORSThis is a simple sorting exercise. Children drag the color name text labels to the color squares on the ActivTable.

Subject area: Color identification Age range: 4-5Activity type: Collaborative

SPLATTERS 1This activity is designed to help students learn colors. Students learn colors with audio feedback.

Subject area: Learning Colors Age range: 3-5Activity type: Identification



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SPLATTERS 3This activity is designed to help children learn and recognize colors.Children can work together, individually or take turns to match the splatters by dragging them to the shapes by the matching paint can. This time children use text labels to make the match.

Subject area: Color identification Age range: 3-5Activity type: Identification; Drag & drop

SPLATTERS 2Children can work together, individually or take turns to touch the color splatters and hear the audio and see text of the color name. Match the paint splatter to the paintbrush.

Subject area: Color identification Age range: 3-5Activity type: Identification; Drag & drop

EMOTIONS - 3 ACTIVITIESThis is a memory game (sometimes called Concentration). The aim is to flip two cards to find a matching pair. Students work with their teammates to find pairs of matching facial expressions. Then, take turns flipping two cards at a time.Drag matching pairs to the gutter. If both faces are not the same, flip the cards back over. The next student should repeat these steps trying to find a match.The game is over when they have found all 16 matches.

Game 1 – recognize the same facial expressionsGame 2 – match the facial expressions to a word describing itGame 3 – match facial expressions of two different people

FACE AND BODY PARTSThis simple activity requires drag and drop labeling of facial and upper body anatomy.

Subject area: Health and physical education Age range: 4-16Activity type: Collaborative, Sorting



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BUILD A BURGERBurger orders are pinned to the side of the conveyor belt.Follow the orders to build each burger on the plate with the correct items. You will need to ask other students for different food items.Drag the foods and drop them on to the correct bun.

BOXED LUNCHESStudents have to work together to fill the boxes with food items on the menu cards. You will need to ask other students for different food items.Drag the foods and drop them into the correct lunch box.

BUILD YOUR OWN PIZZAThere are enough ingredients to make four loaded pizzas!Students can build pizzas with their favorite layers of ingredientsDrag the layers and drop them on to the pizza base.When they have finished, they should describe their pizza and tell others why they like this pizza best.

MAKE YOUR OWN BOXED LUNCHStudents have to work together to fill the boxes with food items that they would enjoy most for lunch. They need to ask other students for different food items.Drag the foods and drop them into the lunch box. When they have finished, they should describe their choices and tell others why they like this lunch menu the best.



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FOOD TYPES WITH AND WITHOUT SOUND - 2 ACTIVITIESThis activity is designed to help students learn different types of food. Students must group randomly selected food items together into various labeled containers. A second activity is provided without audio prompts.

Subject Area: Life Skills, Health and physical educationAge Range: 4-16Activity Type: Collaborative, sorting

FOOD GROUPSThis activity is designed to help students practice sorting foods into different types of food groups. Students must group randomly distributed food items together into various labeled containers.

Subject Area: Health and physical education Age Range: 4-16Activity Type: Collaborative, Sorting

HEALTHY FOODSA Life Skills activity for all ages to recognize (and name) healthy foods.

Subject area: Life Skills, Health and physical education Age range: 4-16Activity type: Collaborative, Sorting

Students will: • Use the Q&A tool to answer 20 questions.• Drag the pictures from the ActivTable into the

Q&A tool to answer each question.



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LET’S GO SHOPPING

US COMMON CORE/NATIONAL STANDARDS MD 8

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDS KS1 Mathematics: Problem solving: Ma2 1c Solving numerical problems: Ma2 4a Breadth of study: 1b / 1f KS2 Mathematics: Decimals: Ma2 2i / Ma2 2j Number operations and the relationships between them: Ma2 3aCalculator methods: Ma2 3k Solving numerical problems:Ma2 4a / Ma2 4c Breadth of study: 1b / 1g / 1f

Students will: • Recognize common denominations of money / compare amounts of money to determine which items cost more, or less.• Make combinations of money that add up to a given total.• Count to determine correct change.• Use subtraction to determine correct change, the total amount of money earned and total amount of money spent.

JOB INTERVIEWBy discussion and choosing images, students decide if an interview is going well or going badly

This activity encourages role-play and collaboration to model the use of money in a store setting. This activity can be used during a unit on money. This activity may also be used to practice social interactions in real-world situations involving money.



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COUNT CENTS TO 5The aim is to match all the coins with the gray circles on each card. There are five cards in total. Student instructions may be accessed from the first page of the activity.

CENTS TO FIVEChildren may work solo or with guidance from an adult.The aim of this activity is to help students count to five. Each penny outline has a sound attached. Drag and drop the pennies in sequence to five.This may also be used to identify numbers. “Drop the penny on number three”.When all outlines are covered children will see a score tab. Drag upwards to reveal.

FACESThe aim of the game is to touch the face that answers the question on each page. There are nine pages and 27 cards in total. Student instructions may be accessed from the first page of the activity.

MODERATE INTELLECTUAL DISABILITYThis section contains some simplified activities for basic skills. In most cases students would be working with the help of an adult.



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COUNTING COINS - 4 ACTIVITIESThis is a simple coin counting exercise. These four games (there are two levels counting pennies), promote counting in ones, fives and tens.

These four activities are best suited for two teams of two or four players each team, but could accommodate up to six players with three in each team. Students should be able to correctly identify pennies, nickels, dimes and quarters.

Using the ActivTable students work together counting the coins on each card.

COIN COORDINATESThis is a coin recognition and counting exercise disguised as a coordinates game.

It is an activity best suited for four players or four teams of two players per team.

Students should be able to correctly identify nickels, dimes and quarters. Using the ActivTable students work together collecting coins from the central card using the coordinates generated by the spinners.

COINS BINGOThis is a coin recognition exercise. It is a Bingo game for four players.

Before students can count coins, they have to be able to correctly identify at least the most common denominations: pennies, nickels, dimes and quarters. Using the ActivTable students work together in a game format to match them to the values on a Bingo card.

A text label on each coin provides additional help.

MONEY, MONEY, MONEY



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COUNTING MIXED COINS This is a summary coin counting and adding exercise. Using mixed coins; pennies, dimes and quarters.

It is an activity best suited for two teams of two or three players per team.

Using the ActivTable students work together totaling the coins on each card.

MY MONEY, YOUR MONEYThis is a coin counting and adding exercise in a game play format that involves communication between players.

It is an activity best suited for four players.

Students should be able to correctly identify pennies, nickels, dimes and quarters.

Using the ActivTable students work together totaling the coins on each card to progress to $1 million dollars.



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SET THE TABLE 1Students work in pairs at opposite sides of the table to set the table for breakfast for two.

Drag the silverware, plates, glass, cups and napkins into place on the outline of the place settings.

When they have finished, scroll the background to see a second set of chairs, without place setting outlines.

This time set the table without help from the place setting outlines.

SAFETY SIGNS 2Looking at the three cards on each screen, students complete the safety sign by dragging a picture or text into position on the card.

SAFETY SIGNS 1Each page contains three signsRead the question or tap the label to hear the questionTouch a sign to find the correct answer!

SET THE TABLE 2Work in pairs at opposite sides of the table to set the table for dinner for four.This is a little more complex than setting the table for breakfast.

Drag the silverware, plates, glass, cups and napkins onto place settings.



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SORTING THE WASHING 1This is a simple sorting exercise. Drag clothes from the “lazy river”, decide if they are light or dark colored.

Drag them to the appropriate washing machine.

SORTING THE WASHING 2This is a sorting exercise. Four laundry baskets are available to sort types of clothing according to their washing instructions. The washing instructions are contained on the care labels of each garment.

Clothing is placed in front of each user token. Drag the items of clothing away from the token. Touch each item once to reveal its care label, to decide the appropriate washing basket to sort the items.

A key to the care label symbols is available in one user’s toolstore.

TIMES OF DAYThis activity allows students to practice matching activities that occur at certain times of day with actual clock times.

US COMMON CORE/NATIONAL STANDARDSMD.3 / 2.MD.7

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS1 Mathematics: Communicating: Ma3 1d Understanding Measures: Ma3 4a

Students will: • Read clocks in analog format.• Determine the time of day that certain events occur.• Match daily activities with appropriate clock times & sequence events.• Tell the time to the nearest five minutes using a.m. and p.m.

US STATESThis simple activity enables students to touch a blank state area to see and hear the state name as it is filled in in color.


Activities - CORE WORDS

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CORE WORDS 238 words are randomly arranged on the ActivTable. There are upper case, lower case and mixed case variants of the same word.Students use the QnA tool from your tool store to answer all 38 questions by dragging the words from the ActivTable into the QnA tool to answer each question. Correct answers get a smiley face response, (circled 1) move to the next question using the forward arrow (circled 2).If the answer is wrong, reject the picture using the orange eject button, (circled 3) before trying again.

CORE WORDS 1A AND 1BStudents match the pictures from the lazy river to the word boxes randomly arranged on the ActivTable.They use the QnA tool from your tool store to answer 18 questions Students drag the pictures from the ActivTable into the Q&A tool to answer each question. Correct answers get a smiley face response, (circled 1) move to the next question using the forward arrow (circled 2).If the answer is wrong, reject the picture using the orange eject button, (circled 3) before trying again.

COLOR WORDSThis is a simple sorting exercise.Three varieties of the same color name word are moving around the “lazy river”.Students drag the color names (the text labels) to the matching color rectangles on the Activtable.There is a Check button to see how many they got correct.



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NUMBER NAMES 1-10The aim of the activity is to match all the number words with the numeral. For example match three with 3. Each number word is written in a different form; for example; three; Three and THREE.Students touch the white card to hear the number sound, then find a matching number word in the Lazy River and drag it into the space on each card.

CORE WORDS, FOOD AND DRINK14 unique food and drink related words are randomly arranged on the ActivTable. However, they are upper case, lower case and mixed case variants making 42 in total.

Students use the QnA tool from your tool store to answer all 42 questions by dragging the words from the ActivTable into the QnA tool to answer each question.

CORE WORDS, FRUITMatch the fruit pictures from the lazy river to the word boxes randomly arranged on the ActivTable.Now use the QnA tool from your tool store to answer 15 questions Drag the pictures from the ActivTable into the QnA tool to answer each question.



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NUMBER NAMES 10-100The aim of the activity is to match all the number words with the numeral. For example match ten with 10. Each number word is written in a different form; for example; ten, Ten and TEN.Students will look for a matching word or number in the Lazy River and drag into the space on each domino.

NUMBER NAMES 11-20The aim of the activity is to match all the number words with the numeral. For example match twelve with 12. Each number word is written in a different form; for example; twelve, Twelve and TWELVE.Students will look for a matching word or number in the Lazy River and drag into the space on each domino.

POSITIONAL WORDSStudents choose words describing the position of a basketball relative to the backboard and drag them into the outlined spaces. At the end of the activity the total correct score is displayed.


Activities - MATHEMATICS

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COORDINATES 1This simple coordinates activity uses letters (a-f) in the x-axis and numbers (1-4) in the y-axis. Cards have coordinates on the back and flip to reveal a portion of a photograph.

Students work together to complete the photograph of the White House.

US COMMON CORE/NATIONAL STANDARDSCCSS.MATH.CONTENT.5.G.A.1

A SQUARE ROOT CLOCKStudents work together and decide which of the randomly distributed square roots should be positioned in sequence on the blank clock face. A counter will increment every time a square root is contained. When 12 square roots are positioned a slider will appear along one long edge of the table. Drag the slider up to reveal how many are positioned correctly. You can remove and swap out any square roots that you think may be incorrect.

COORDINATES 2This exercise uses Cartesian coordinates with numbers (0-6) in the x-axis and numbers (0-4) in the y-axis. Cards have coordinates on the back and flip to reveal a portion of a photograph.

Students work together to complete the photograph of the White House.

US COMMON CORE/NATIONAL STANDARDSCCSS.MATH.CONTENT.5.G.A.1



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Students will: • Evaluate numeric expressions and match them with the same numeric expression described in words. • Use what they have learned about order of operations, effect of parentheses in numerical expressions, and mathematical

properties (associative, commutative, and distributive) to evaluate expressions.• Interpret numerical expressions without performing calculations to evaluate them.

This activity encourages review and collaborative discussion of mathematical concepts in order to match equivalent expressions.

US COMMON CORE/NATIONAL STANDARDS5.OA.1 / 5.0A.2 / 5.NBT.3

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS2 Mathematics: PROBLEM SOLVING: MA2 1B CALCULATIONS: MA2 3A / MA2 3C CALCULATOR METHODS: MA2 3K SOLVING NUMERICAL PROBLEMS: MA2 4B / MA2 4C BREADTH OF STUDY: 1F

This activity can be used during a unit on relational thinking and equivalent expressions.

EQUIVALENT EXPRESSIONS

Students will: • Evaluate numeric expressions and match them with equivalent numeric expressions.• Use what they have learned about order of operations, effect of parentheses in numerical expressions, and mathematical

properties (associative, commutative, and distributive) to evaluate expressions.• Interpret numerical expressions without performing calculations to evaluate them.

This activity encourages review and collaborative discussion of mathematical concepts in order to match equivalent expressions.


ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS2 Mathematics: PROBLEM SOLVING: MA2 1B CALCULATIONS: MA2 3A / MA2 3C CALCULATOR METHODS: MA2 3K SOLVING NUMERICAL PROBLEMS: MA2 4B / MA2 4C BREADTH OF STUDY: 1F

This activity can be used during a unit on relational thinking and equivalent expressions.

EQUIVALENT EXPRESSIONS NUMERIC



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Students will: • Recognize base-ten and expanded notations of numbers with up to 3 decimal places.• Compare base-ten and expanded notations of numbers with up to 3 decimal places.• Compare decimal amounts to thousandths using <, >, and =.

This activity focuses on place value and recognizing numbers with up to 3 decimal places both in base-ten and expanded notations.


ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS2 MATHS: INTEGERS: Ma2 2c DECIMALS: Ma2 2iBREADTH OF STUDY: 1a / 1f

This activity can be used during a unit on decimals and fractions.

EQUIVALENT EXPRESSIONS NUMERIC

Students will: • Determine whether a number is prime or composite.• Identify all factor pairs for composite numbers between 4 and 100.

This activity focuses on differentiating prime and composite numbers and, for those numbers that are composite, identifying factor pairs.

US COMMON CORE/NATIONAL STANDARDS4.OA.4

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS2 MATHS: COMMUNICATING: Ma2 1i NUMBER PATTERNS AND SEQUENCES: Ma2 2b BREADTH OF STUDY: 1f / 1g

This activity can be used during a unit on prime and composite numbers. It can also be used in a unit on evenly divisible numbers.

FACTOR PAIRS



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ADDING FRACTIONS 3Students can work together, individually or take turns to work out the answers to the fraction sums, using number pad and workpad tools. Denominators=2,3,4,5s

Subject Area: Mathematics Age Range: 8-10Activity Type: Collaborative

ADDING FRACTIONS 2 Students can work together, individually or take turns to work out the answers to the fraction sums, using number pad and workpad tools. Denominator=5s


ADDING FRACTIONS 4Students can work together, individually or take turns to work out the answers to the fraction sums, using number pad and workpad tools. Denominators=2,4,6,8


ADDING FRACTIONS 1Students can work together, individually or take turns to work out the answers to the fraction sums, using number pad and workpad tools. Denominator=2’s




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FRACTIONS SUMMARY 1This activity includes addition, multiplication and division of fractions. Students can work together, individually or take turns to work out the answers to the fraction sums using number pad and workpad tools. Numerators = 1,2. Denominators = 3,4.


FRACTION MATCHINGThis activity helps students develop understanding of fractions as numbers. Students compare fraction values to bars and pies.


US COMMON CORE/NATIONAL STANDARDSM.3.nf.a.1/2/3

FRACTIONS SUMMARY 2This activity includes addition, multiplication and division of fractions. Students can work together, individually or take turns to work out the answers to the fraction sums using number pad and workpad tools. Numerators = 1,2,3,4. Denominators = 4,5,6,8.


ADDING FRACTIONS 5Students can work together, individually or take turns to work out the answers to the fraction sums, using number pad and workpad tools. Denominators=3,5,7,9




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SHAPE FRACTIONSA random selection of fraction problem cards are placed as a pile on the Activtable.Students work as two teams (Yellow and Blue).They use a number pad to create answers by adding one number to the top and one number to the bottom of each fraction.They may use the timer to see which team completes the most cards in the shortest time.

FRACTION DOMINOESThis game helps students recognize and match fractions in written form, numeric form and picture form.This game is suited for two teams or three players. 27 dominoes appear face down on the ActivTable and each player takes 7 dominoes. Move unused dominoes to one side of the playing grid.The aim of the game is to connect all the dominoes end to end so that equivalent value ends connect.

SHAPE FRACTIONS – CIRCLESA random selection of fraction problem cards are placed as a pile on the ActivTable.Students work as two teams (Yellow and Blue).They use a number pad to create the answers by adding one number to the top and one number to the bottom of each fraction. Don’t simplify the fractions – use 2/4, not ½.Drag the completed card to the colored basket.Teams may use the timer to see which team completes the most cards in the shortest time.

A FRACTION CLOCKStudents work together and decide which of the randomly distributed fractions should be positioned in sequence on the blank clock face. They can remove and swap out any fractions that they think may be incorrect. When they have 12 positioned, they can send their work to their teacher.



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TENTHS

FRACTIONS & PERCENTAGES: EIGHTHSStudents will match the picture of the pizza to both the fraction and the percentage, then drag all three images to the correct spaces on the cards.

MATH MATCH UP - 2 ACTIVITIES These activities encourage students to compare and match different mathematical meanings.Students work together to find objects that have the same mathematical meaning and group them together.

Subject Area: Mathematics Age Range: 10-11Activity Type: Sort, Group

SIMPLIFYING FRACTIONS Simplifying simple fractions: Students will calculate the lowest common factors for the fractions provided, then use the number pad to generate simplified fractions


STANDARDS - Understand numbers, ways of representing numbers, relationships among numbers, and number systems [Pre-K - 8]. Recognize and generate equivalent forms of commonly used fractions, decimals, and percents [3 - 5]


This activity includes matching fractions and percentages using tenths.Students will match the picture of the chocolate bar to both the fraction and the percentage, then drag all three to the correct spaces on the cards.

STANDARDS - Understand numbers, ways of representing numbers, relationships among numbers, and number systems [Pre-K - 8]. Recognize and generate equivalent forms of commonly used fractions, decimals, and percents [3 - 5]. Matching fractions and percentages using tenths.




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Students will: • Solve for an unknown when one part and the whole are known, using addition or subtraction (for example, 15 + ___ = 25).• Solve for an unknown whole when two parts are known, using addition or subtraction (for example, 17 - 5 =____).• Solve for unknowns using strategies such as grouping place values, making a ten, extending basic facts, and using the

Commutative and Distributive Properties to solve equations.

This activity focuses on solving mathematical equations where the unknown quantity appears in various positions in the equation. The addition and subtraction equations challenge students to use what they know about grouping numbers, extending basic facts, and using place value to solve for the unknown.

US COMMON CORE/NATIONAL STANDARDS2.NBT.8 / 2.NBT.5 / 2.NBT.6 / 2.OA.2

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS2 MATHS: NUMBER OPERATIONS AND THE RELATIONSHIPS BETWEEN THEM: Ma2 3a MENTAL METHODS: Ma2 3e CALCULATOR METHODS: Ma2 3k BREADTH OF STUDY: 1f / 1g

This activity can be used during a unit on addition and subtraction equations.

MATH MONSTERS 1-100

Students will: • Solve for an unknown when one part and the whole are known, using addition or subtraction (for example, 15 + ___ = 25).• Solve for an unknown whole when two parts are known, using addition or subtraction (for example, 17 - 5 =____).• Solve for unknowns using strategies such as grouping place values, making a ten, extending basic facts, and using the

Commutative and Distributive Properties to solve equations.

This activity focuses on solving mathematical equations where the unknown quantity appears in various positions in the equation. The equations challenge students to use what they know about grouping numbers, extending basic facts, and using place value to solve for the unknown.

US COMMON CORE/NATIONAL STANDARDS4.NBT.4 / 4.NBT.5 / 4.NBT.6

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS2 MATHS: PROBLEM SOLVING: MA2 1b NUMBEROPERATIONS AND THE RELATIONSHIPS BETWEEN THEM: Ma2 3a / Ma2 3c MENTAL METHODS: Ma2 3e / Ma2 3h CALCULATOR METHODS: Ma2 3kBREADTH OF STUDY: 1f / 1g

This activity can be used during a unit on addition and subtraction equations.

MATH MONSTERS 100-1000



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Students will: • Estimate angles seen in real life images and record their estimations.• Work together to sort the images according to angle size.• Measure the angles using protractors and confirm their grouping of the images.• Record the actual angle measurements of each image.

This activity encourages role-play and collaboration as students estimate and measure angles found in real images as preparation for a museum exhibit.

US COMMON CORE/NATIONAL STANDARDS4.MD 5 / 4.MD 6

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSSHAPE, SPACE AND MEASURES: Ma3 1h / Ma3 2a / Ma34b / Ma3 4cBREADTH OF STUDY: 1f

This activity can be used during a unit on estimating and measuring angles. This activity may also be used to practice social interactions in real-world situations involving angles.

ANGLES IN THE REAL WORLD

Students work from paper 1 through to 5, following the instructions on each paper.Touch the pencils to self-mark. If correct, the smiley face is shown on the back of the pencil.

COMPARING LENGTHS

Subject Area: Mathematics, Measuring Age Range: 4-10Activity Type: Collaborative

Standards: MD A.1, MD A.2

Children must work together to arrange the objects in order of size (height).

Subject Area: Mathematics, Measuring, ComparingAge Range: 4-6Activity Type: Collaborative

Standards: MD A1_2 Length 2; Units of Length (Animal height)

HOW TALL IS IT 1?



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LENGTH 1Directly compare objects with a measurable attribute in common - length.Children will sort the objects in order of shortest to longest, think about their sizes in real life, and then use the orange squares to compare lengths.

Subject Area: Mathematics Age Range: 4-6Activity Type: CollaborativeStandards: MD A1_2

HOW TALL IS IT 2?Children work together to arrange the objects in order of size (height).They use the orange squares to make relative size comparisons to decide which is taller, which is smallest. How much bigger/smaller/taller/shorter? Use the “ruler” from the tool store.

Standards: MD A1_2 Length2

LENGTH 2Directly compare objects with a measurable attribute in common - length.Create chains on opposite sides of the Activtable. What is the same about them? What is different? Do you notice anything else about these two trains/chains?

Subject Area: Mathematics Age Range: 4-6Activity Type: CollaborativeStandards: MD A1_2

HOW WIDE IS IT?Children must work together to arrange the objects in order of size (width).

Subject Area: Mathematics, Measuring, ComparingAge Range: 4-6Activity Type: Collaborative

Standards: MD A1_2 Length 1; Units of Length (Animal width)



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SORT BY SIZEChildren will think about their sizes in real life and sort the animals in order ofsmallest to largest. Drag and drop the animals into the holes on the board, then place the smallest animal in the smallest hole and the largest animal in the largest hole.

Subject Area: Mathematics Age Range: 4-6Activity Type: Collaborative, ComparingStandards: MD A 1_2

MEASURING ANGLESThis activity allows collaboration in measuring and labelling angles of a variety of shapes using virtual mathematics tools.

Subject Area: Mathematics Age Range: 6-11Activity Type: Measure

ADDITION WITHIN 20Students practice addition within 20 to sequence a set of sums.

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

This is an example template activity from www.ActivTable.com.

MEASURING LENGTHS This activity allows collaboration in measuring and recording lengths of a variety of shapes using virtual mathematics tools.

Subject Area: Mathematics Age Range: 6-11Activity Type: Measure

Subject Area: Mathematics Age Range: 6-7 Activity Type: Collaborative Standards: CC 1.OA.C.6



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EXPLORE NUMBERSThis range of (14) arithmetic activities allow students to work together to complete simple additions, subtractions, multiplications and divisions. Activities work with numbers in tens up to 100. The activities include auditory prompts and responses. All activities are designed to be extended by the students themselves, creating a truly challenging and collaborative working environment.

Subject Area: Mathematics Age Range: 6-11 Activity Type: Label, Test

These activities are designed to help students create and answer mathematical problems. Students have calculators, number pads and keyboard tools to add further information to the ActivTable.

COUNTING ON THE FARM - 3 ACTIVITIESThis includes 3 activities with increasing levels of difficulty. It is a collaborative activity for children to practice counting farm animals and matching numbers of animals on each card.

Subject Area: MathematicsAge Range: 4-6Activity Type: Collaborative, Matching

Standards: CC A 1_2

HOOK A DUCK SEQUENCINGTwenty ducks float around the ActivTable (Numeric values on ducks change each time the activity runs).Students take turns to hook a duck, drag it to the boards and flip it.Choose a total of 10 ducks and sequence the ducks from low to high.

Subject Area: Mathematics Age Range: 5-8 Activity Type: SequenceStandards: CCSS.MATH.CONTENT.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

COUNT TO 100Collaborative activity for children to practice counting to 100 by ones and by tens. Starting at 1 or 100, order the jumble of numbers along the chain created by the blue squares.

Subject Area: MathematicsAge Range: 4-6Activity Type: Collaborative

Standards: CC A 1_2



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MISSING NUMBERS - COUNT UPStudents collaborate to complete a 3 number sequence counting up. Children will use the Q&A tool to answer 20 questions. Drag the numbers from the ActivTable into the Q&A tool to answer each question.

Subject Area: Mathematics Age Range: 4-6Activity Type: CollaborativeStandards: CC A 1_2

MISSING NUMBERS - COUNT DOWNStudents collaborate to complete a 3 number sequence counting down. Children will use the Q&A tool to answer 20 questions. Drag the numbers from the ActivTable into the Q&A tool to answer each question.


DOMINO DOTS 1 - COUNTChildren work together counting domino dots and matching them with their correct number.

Subject Area: Mathematics, Counting and CardinalityAge Range: 4-6Activity Type: CollaborativeStandards: PK. CC A 1_2

MAILBOX MATHStudents deliver mail to the correct houses by adding the two numbers on the front of each envelope. Scores can be checked on completion.


Standards: CCSS.Math.Content.2.NBT.B.5; Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.



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NUMBER SHOPSAn activity for children to practice counting to 100 by ones and by tens.Numbers to 100 are divided into tens, ten to each shop. Children sort each group of 10 into order for each shop.


NUMBER DOMINOES - 4 ACTIVITIES Four Activities: 1-12; 10-21; 0-100; 10-100Students read the word or number at both ends of the domino chain. Look for a matching word or number on one of the dominoes in the Lazy River. Connect the dominoes to make a domino chain.

Subject Area: Mathematics, Counting and CardinalityAge Range: 4-6Activity Type: CollaborativeStandards: PK. CC A 1_2, 3a,3b

FINGER COUNTINGThis activity is designed to help students recognize numbers and relate them to counting on their fingers.Number cards may be matched and finger cards may be matched with each other, but the objective is to match fingers with numbers.

Subject Area: MathematicsAge Range: 4-6Activity Type: CollaborativeStandards: CC A 1_2

DOMINO DOTS 2 - ADDChildren work together counting domino dots, adding them together and then matching them with their correct number.

Subject Area: Mathematics, Counting and CardinalityAge Range: 4-6Activity Type: CollaborativeStandards: PK. CC A 1_2, 3a,3b



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UFO NUMBER TANGLE - 5 ACTIVITIES

Students will: • Brainstorm and strategize methods of selecting numbers to decrease game time.• Compare numbers 1 – 999 using the terms less than, greater than, and equal to.• Compare the hundreds, tens, and ones digits of two three-digit numbers.

5 Activities: 1-20; 10-99; 100-499; 300-399; 500-999This activity engages children in a physical game while they compare numbers.

US COMMON CORE/NATIONAL STANDARDS1. NBT.2 / 1. NBT.3 /2.NBT.1 K.CC.7 /1. NBT.2 / 1.NBT.3 /2.NBT.1 /RELATED TO 2.NBT.4

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS1 Mathematics: Problem solving: Ma2 1a Counting: Ma2 2a / Ma2 2cBreadth of study: 1c / 1f KS2 Mathematics: Integers: Ma2 2c

This activity can be used to practice comparing numbers. This activity may also be used to discuss strategies and how they can be used while playing games or solving problems.

Addition 1-9. This activity is designed so children answer mathematical problems using the Q&A tool. Children drag the correct response from the ActivTable into the Q&A tool.

NUMBER TEST 1

Subject Area: Mathematics Age Range: 4-6Activity Type: Test; Label

Standards: CC A 1_2

Subtraction 10-1. This activity is designed so children answer mathematical problems using the Q&A tool. Children drag the correct response from the ActivTable into the Q&A tool.

Subject Area: Mathematics Age Range: 4-6Activity Type: Test; Label

Standards: CC A 1_2

NUMBER TEST 2



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THREE IN A ROWChildren will complete the cards to create a sequence of 3 consecutive numbers between 2 and 99. They use the number tool to generate numbers to complete the card sequences. When all pre-formed cards are complete, they may create their own.


SMALL NUMBERSUnderstand the relationship between numbers and quantities; connect counting to cardinality.

Subject Area: Mathematics, Counting and CardinalityAge Range: 4-6Activity Type: CollaborativeStandards: CC B.4

SKIP COUNTING SNAKE - 2 ACTIVITIESTwo Activities: Skip Counting by 5s and 10s. This is a collaborative activity for children to practice counting to 100 by tens. Students practice skip counting by 5’s and 10’s. (CCSS.Math.Content.2.NBT.A.2 - Count within 1000; skip-count by 5s, 10s, and 100s) UK - Students practice counting in 2s, 5s and 10s from different multiples to develop their recognition of patterns in the number system.

Subject Area: MathematicsAge Range: 4-6Activity Type: Collaborative

This is an original and a modified activity from the example template at www.ActivTable.com.



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PLACE VALUE PARKING LOTStudents compare and sequence multi-digit numbers based on meanings of the digits in each place. A second activity mirrors this but uses decimals.


Subject Area: Mathematics Age Range: 9-10Activity Type: CollaborativeStandards: CC 4.NBT.A.2

4 PENTAStudents need to complete the seven Penta 4 rectangles using the pentominoes from their shape store. The specific pentominoes to be used for each Penta are identified. Pentominoes may be rotated by touch control and those without rotational symmetry may be “flipped” with a finger tap.

Subject Area: MathematicsAge Range: Grade 3-8+Cognitive Levels: Application (apply): solve, apply, calculate, select, manipulate. Evaluation (evaluate): estimate, predict, test

3 PENTAStudents need to complete the seven Penta 3 rectangles using the pentominoes from their shape store. The specific pentominoes to be used for each Penta are identified. Pentominoes may be rotated by touch control and those without rotational symmetry may be “flipped” with a finger tap.

Subject Area: MathematicsAge Range: Grade 3-8+Cognitive Levels: Application (apply): solve, apply, calculate, select, manipulate. Evaluation (evaluate): estimate, predict, test

PENTOMINO PUZZLES: TWO MATHEMATICS PUZZLES, JUST FOR FUN!

OPTIMAL PRIMETwo Activities: Prime numbers to 97. In the first activity, prime numbers are identified on the game board. In activity 2, the prime numbers are not identified. Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.

Subject Area: Mathematics Age Range: 9-10Standards: CC 4. Operations & Algebraic Thinking: Gain familiarity with factors and multiples.



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PRIME NUMBER BASKETBALLFind all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.

Subject Area: Mathematics Age Range: 9-10 Standards: CC 4.OA.B.4

Students will:• Identify Prime and Composite numbers.• Drop numbered basketballs into the correct hoops for a maximum score of 15 points.


RACE CAR MATH - 3 ACTIVITIES

Students will: • Solve math word problems presented in the context of a car race.• Use the four operations to solve word problems involving money, elapsed time, distances, liquid volumes, masses of

objects, including problems involving simple fractions and decimals.• Solve two-step word problems using the four operations, including the use of mental computation and estimation

strategies including rounding.• Solve word problems involving addition and subtraction of time intervals in minutes and hours.• Multiply or divide to solve word problems involving multiplicative comparison.• Solve word problems involving addition and subtraction of fractions, multiplication of a fraction by a whole number,

and with unlike denominators.

This activity uses a traditional board game format and collaboration to present mathematics word problems. It may be used during a unit on word problems. This activity may also be used to illustrate the application of mathematics in the world beyond the classroom.

US COMMON CORE/NATIONAL STANDARDS3. MD 1./ 3.NBT.2. / 4. OA 2. / 4. OA 3. / 4. NF 3. / 4.NF 4. 5. NF 2. / 5.NBT 6. / 5.NBT 7.

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS2 Mathematics: Problem solving: Ma2 1a / Ma2 1b Communicating: Ma2 1h Fractions, percentages, and ratio: Ma2 2d / Ma2 2g Decimals: Ma2 2i Number operations and the relationships between them: Ma2 3a / Ma2 3bMental methods: Ma2 3e / Ma2 3h Calculator methods: Ma2 3k; Solving numerical problems: Ma2 4a Breadth of study: 1a / 1f / 1g



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REKENREK NUMBERS - 2 ACTIVITIES2 Activities: 1-10; 1-20. This activity is designed for 4 users or 4 teams of 2. Each team/user has its own rekenrek. Question cards drift around the “lazy river”. Questions are revealed on a touch-flip. The cards are designed to host the small red and white spheres. The spheres are placed on to the cards to represent methods of showing the number total displayed on the right hand side of each card. Those numbers are drawn at random from 1 to 10 (20) and may repeat. If numbers repeat then the teams need to collaborate to ensure they show the sphere distribution is different from others showing the same number. In this activity the rekenreks are used only to model the answers.Once complete, the card may be dropped into the blue basket.

REKENREK BUSThis Activity is applying the concept of a Rekenrek, but using an analogy of a double-decker bus.It is designed for 4 users or 4 teams of 2. Each team/user has its own rekenrek which is “dressed up” as a bus. Question cards drift around the “lazy river”. Questions are revealed on a touch-flip. Those numbers are drawn at random from 1 to 20 and may repeat. If numbers repeat then the teams need to collaborate to ensure they show the sphere distribution is different from others showing the same number. In this activity the bus seating is used only to model the answers.

LARGE REKENREKThis Activity is simply a large demonstration Rekenrek and is offered to teachers to devise their own activities.

REKENREK ACTIVITIESABOUT THE REKENREK

Each rekenrek row is made of five red beads and five white beads. This allows students to make mental images of numbers. Using 5 and 10 as anchors for counting, adding and subtracting is obviously more efficient than one-by-one counting. This tool provides learners with the visual models they need to discover number relationships and develop a variety of addition and subtraction strategies, including doubles plus or minus one, making tens, and compensation, thereby leading to automaticity of basic facts.



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Students will: • Create a pictogram to keep track of the number of animals in a safari park.• Use a bar graph to check the accuracy of their pictogram.• Find the solution to word problems using the pictogram or bar graph.

This activity can be used during a unit on various types of graphs. It could also be used in a social studies unit on animal habitats and animal conservation.

This activity focuses on pictogram and bar graphs as a way of accounting for, and keeping track of numbers of multiple items.

US COMMON CORE/NATIONAL STANDARDS2.MD10 / 3.MD3 /NS.K-4.3

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS2 MATHS: PROBLEM SOLVING: Ma2 1a SOLVING NUMERICAL PROBLEMS: Ma2 4a PROBLEM SOLVING: Ma4 1c / Ma4 1d / Ma41e PROCESSING, INTERPRETING AND REPRESENTING DATA: Ma4 2a / Ma4 2b / Ma4 2c BREADTH OF STUDY: 1e / 1f KS2 SCIENCE:LIVING THINGS AND THEIR ENVIRONMENT: Sc2 5a ADAPTATION: Sc2 5b

SEE IT, GRAPH IT, SAFARI

Students will: • Work with their classmates to name and describe 2D shapes.• Need to be familiar with shapes to be able to name and describe each.• Choose a shape and drag it to the blank space on a card in the center

of the ActivTable. • Choose a name and drag it to the name space on the card.• Choose a description and drag it to the description space on the card.

2D SHAPES - 2 ACTIVITIES

This simple drag and drop activity is designed to reinforce naming various 2D shapes.

When all shapes have a label attached a score will show.

LABEL 2D SHAPES



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This is a simple Polygon sorting activity. Students will sort polygons into two containers. When all polygons have been sorted, the students’ answers arechecked for the correct number.

REGULAR AND IRREGULAR POLYGONS

Images of the animals are matched with their silhouettes.Children will drag the animals out of the lazy river and decide which outline is the same, drop it in place and watch it shrink or grow to fit!

Subject Area: MathematicsAge Range: 4-6Activity Type: Sorting; Matching

Standards: GA 2_3

SHAPES - ANIMALS

Images of the vehicles are matched with their silhouettes.Children will drag the vehicles out of the lazy river and decide which outline is the same, drop it in place and watch it shrink or grow to fit!


Standards: GA 2_3

SHAPES – TRANSPORT

Matching 2D shapes. Children work together on opposite sides of the ActivTable to place the 2D shapes from the container tool into the holes “cut out” of the wooden board.


Standards: GA 2_3

SHAPES PUZZLE


Activities - SCIENCE

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Designed to help students discuss and decide upon the classification of various animals. The activity presents the students with a long, panning activity area upon which are pinned containers that are labeled with major groups of the Animal Kingdom. A set of randomly selected animal images are also presented. Students must drag and drop the animals into the classification bins.

Subject Area: ScienceAge Range: 4-8Activity Type: Collaborative, matching

ANIMAL CLASSIFICATION

Students drag and drop labels into the correct containers to label components of the animal cell.

When all labels have been contained a check feature will mark the number correct.

ANIMAL CELL – LABEL

Touching any area or organelle an information box appears allowing the students to learn/revise the components and functions of a generic animal cell.

ANIMAL CELL - LEARN



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Students each select an animal, attaching it to their paper notes, and then write one or more facts using their keyboards.When everyone is in agreement, students can perform a ‘content swap’ in order to write additional facts on other paper notes.

Subject Area: ScienceAge Range: 6-11Activity Type: Label, write

ANIMAL FACTS

Designed to help students discuss and decide upon the habitats of various animals. The activity presents the students with a long, panning activity area upon which are pinned containers: images of various habitats around the world, such as a rain forest or a desert. Students must drag and drop animals into the correct habitat images. A second activity is provided without audio prompts.

Subject Area: ScienceAge Range: 6-11Activity Type: Label, sort, group

ANIMAL HABITATS - 2 ACTIVITIES

This activity is designed to help students recognize animal words and names. Students must drag animal words onto related animal images.A second activity is provided without audio prompts.

Subject Area: Science, readingAge Range: 4-8Activity Type: Collaborative, matching

ANIMAL LABELING - 2 ACTIVITIES



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Students will: • Read a timeline.• Use the internet to gather information about an inventor.• Complete an Information Sheet about an inventor.

This activity can be used during a social studies or science unit on scientists, inventors, or inventions.

This activity provides students practice in the research skills necessary to gather information about science inventors.

US COMMON CORE/NATIONAL STANDARDSRI.3.1 / RI.3.5 / RI.3.7 / RI.3.10 / RI.4.3 / RI.4.7 / RI.4.10 / RI.5.7 / RI.5.9 / RI.5.10 / NS.k-4.4 / NS.K-4.5 / NS.K-4.7 / NS.5-8.5 / NS.5-8.7

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS2 SCIENCE: Breadth of study: 1b / 1c KS2 HISTORY: Chronological understanding: 1a Knowledge and understanding of events: 2a / 2c Historical enquiry: 4a / 4b Organization and communication: 5a / 5b / 5c KS2 ENGLISH: Group discussion and interaction: En1 3a / En1 3b / En1 3c / En1 3d / En1 3e / En1 3f Reading for information: En2 3a / En2 3b / En2 3c/ En2 3d / En2 3e KS2 ICT: Finding things out: 1a / 1b

HEROES OF SCIENCE AND INVENTION

Learning Insect morphology: Students will drag the unlabeled insects on to the table and work together to label their body elements.

Subject Area: ScienceAge Range: 8-12Activity Type: Collaborative; Drag & drop

LABELING INSECTS

The living things to be labeled are found in the students’ tool store. There is a fish, a boy, a horse and a fly.

Subject Area: ScienceAge Range: Grades 3,4,5,6Activity Type: CollaborativeStandards: National science education standards. Strands: a,c,e,f.

LABELING LIVING THINGS



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This is a simple sorting exercise. Drag objects from the “lazy river” and decide if they are living or non- living.

Subject Area: ScienceAge Range: 5-6Activity Type: Collaborative

LIVING OR NON LIVING

This is an Activity for two teams. The object of the Activity is to build chemical compounds from elements which are placed around the margins of the Activtable surface. Each team has a monitor which displays their job cards. Teams are required to drag the job card from the monitor and populate it with the required elements to build the chemical compound.

Subject Area: ScienceAge Range: 10-13

CHEMICAL FACTORY

The object of this activity is to familiarize students with:

• Some of the common elements and their symbols• Their position in the Periodic Table of Elements• Atomic Number• Electron configuration and Valence electrons


DOT DIAGRAMSStudents work as a team to fill the blank dot diagram for each element and place them in the correct position on the Periodic Table. The electrons and element symbols are found in slide-out storage trays along each edge of the Activtable.

This Activity is two parts. In the first half objects of different mass are dropped in a free fall situation on earth. They are subjected to gravity, but also additional factors in our terrestrial atmospheric environment. In the second half of this activity the same objects are dropped on the moon, which is also subject to (less) gravity, but represents a near vacuum like environment. Students discuss their observations and are asked to draw conclusions from their investigation.There is a QnA activity with True/False and Multiple Choice questions on this topic. Students should complete six randomly selected questions from a set of twelve.


EARTH/MOON FREE FALL



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This activity was originally conceived as a collaborative jigsaw task. Individuals (or groups) would research and write up factsheets on one of each of the 5 major parts of plants.

Subject Area: ScienceAge Range: 10-13Activity Type: Collaborative; Research

There is only one factsheet for each part. Each individual would become “expert” and as a whole the students at the ActivTable discover all the major features and functions of a flowering plant.Alternatively, all students could work cooperatively on each factsheet. More sources could be utilized this way and would encourage the students to discuss and decide on which are the most relevant or important to record.

PARTS OF A PLANT

The object of this “jigsaw like” activity is to familiarize students with:

• Some of the common elements and their symbols• Their arrangement in the Periodic Table of Elements• Rows and Columns correspond to Periods and Groups• Properties of Periods and Groups• Atomic NumberIn the first stage all students will work as a team to match the two halves of each element and place them in the correct position on the Periodic Table.When complete they need to complete the relevant sheet in their tool store. Students use the web browser to research the topic. The key words “Group” and “Period” may be dragged from the screen on to the browser to start off their research.

ELEMENTS AND THE PERIODIC TABLE 1 & 2

Students match one end of the element name domino with the correct symbol for that element on another domino. Note: These are the elements whose first initial(s) do not necessarily match the element symbol. This activity is designed to help students learn the symbols for the less obvious element names.


ELEMENTS DOMINOES

The second stage of the Activity is a repeat of the first. However, in this activity the Atomic numbers and the Group colors have been removed.



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Physics quiz board game. Students take the Racecars from their Tool Stores and place them on the Start line. The starting player takes a question card from the top of the pile and reads the Question to the player on his or her left.The player who answers the question must name the correct word for the definition read out. Turn over the answer card.If the question is answered correctly the student may move their car the designated number of spaces for that question.


RACE CAR PHYSICS

Students complete the jigsaw illustrating the rock cycleOnce complete, they drag and drop the labels of both the processes and the products of the rock cycle

The web browser tool is available for additional help with this activity.


ROCK CYCLE JIGSAW

This activity provides a structure and a template that is designed to give students a format around which a science experiment is written up.

Being open-ended it could be used for any experiment, real or virtual.


SCIENCE REPORTS

What speeds are the cars traveling? Calculating speed:

Students use the timers to record the time it takes for the front of each car to cross the Start and Finish lines. They should take the average over 3 runs.Use the ruler to measure the distance travelled. Use the scale to convert to meters. Now you can calculate Speed in meters per second (m/s)Use the web browser to convert to km/h Use the calculator tool to answer the QnA questions

SPEED 1 & 2



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Subject Area: Science Age Range: 4-8 Activity Type: Collaborative, Labelling

Students will:• Tap each planet to hear its name.• Place the sun to the center of the solar system.• Drag the planet images and labels onto the correct orbits.• Work together to get the correct order.

THE SOLAR SYSTEM - ORDER

Subject Area: Science Age Range: 4-8 Activity Type: Collaborative, Labelling

Students will:• Sort the sun and the planets in order of smallest to largest.• Think about their sizes in real life.• Drag and drop the planets into the black holes.• Place the smallest planet in the smallest black hole and the largest planet animal in the largest black hole.• Use the Web Browser in the tool store to find out the size of planets.• Open the browser, then drag and drop a planet onto it to see facts about the planet.

THE SOLAR SYSTEM - SIZES

Drag items from the lazy river on to the work area. Decide if the item is a solid, liquid or a gas. Discuss with your co-workers where you think the item should be placed. Changes of state are also represented in the lazy river. Drag them into place between the three states of matter boxes.

Subject Area: ScienceAge Range: 10-13Activity Type: Collaborative

STATES OF MATTER



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As a “workforce” at Table Compounds Factory students have to create the compounds indicated by the chemical formula on the white job tickets.If they need to investigate each compound, drag the job ticket on to the ActivBrowser which they can open from your tool store. The job sheets may be dragged off the clipboard.

“Workers” should complete all sections of the Job Sheet using the Keyboard tool, except the Chemical Formula: area. Simply drag in the Job Ticket into this space.

The object of the Activity is to create all compounds, which may be displayed within the white border and also to drag completed job sheets into the Compound Store. One job has been completed and another is ongoing as shown opposite.

VALENCY AND COMPOUNDS

Two graphs appear on the ActivTable surface.

Students show how they can interpret these two graphs by answering all the questions in the Q&A tool in the tool store.

Students create numbers and/or text with the keyboard and calculator tools and drag them in to the Q&A tool to answer the questions. This activity encourages students to use the correct units as part of their answer e.g. km/h, cm etc.

TIME/DISTANCE GRAPHS


Activities - SOCIAL STUDIES

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Students will: • Collaborate to answer specific questions.• Use online resources to find relevant information.• Share useful information to help others in the group complete their assignment.

This activity can supplement work done with secondary sources (class textbooks, lectures, library research) or replace those materials altogether.

In this activity, students will conduct a WebQuest on Christopher Columbus. The investigation will focus on Columbus’ voyages, and on how he changed history. Additionally, this activity has been broken down into two smaller parts that require less time to complete.

US COMMON CORE/NATIONAL STANDARDSNSS-USH.K-4.4 / NSS-USH.5-12.1 / NSS-WH.5-12.6 / 3.RI.1 / 3.RI.5 / 3.RI.7 / 4.RI.1 / 4.RI.3 / 5.RI.7

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS2 HISTORY: Chronological understanding: 1aKnowledge and understanding of events: 2a / 2c Historical enquiry: 4a / 4b Organisation and communication: 5a / 5b / 5c KS2 ENGLISH: Reading for information: En2 3a / En2 3b / En2 3c/ En2 3d / En2 3e Group discussion and interaction: En1 3a / En1 3b / En1 3c / En1 3d / En1 3e / En1 3f. KS2 ICT: Finding things out: 1b / 1c Developing ideas: 2a

CHRISTOPHER COLUMBUS WEBQUEST - 3 ACTIVITIES

Sequencing major civilizations on a timeline.Students will order images of civilizations on a pre-drawn timeline. Find out information about the civilization from the internet via the ActivBrowser.

Subject Area: Social StudiesAge range: 10-13Activity type: Collaborative; Research; Timeline

ANCIENT CIVILIZATIONS TIMELINE

A game for up to four players with a simple turn based board game format.Students take the tokens from Tool Stores and place them on the Start stone. Decide who starts the game by reading the first question card. The starting player takes a question card from the top of the pile and reads the Question to the player on his or her left. The player who answers the question must name the correct word for the definition or question asked. If the question is answered correctly the student may move their token the designated number of spaces for that question.

EGYPTOLOGY QUIZ GAME



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OUR IDEASThis is a generic template activity that will be suitable for many topics. Each student (up to six) is assigned as a member of a “think tank”.

Each student may contribute his/her ideas on the topic being discussed/studied on their own (color coded) post-it notes. All contributions will be included if “Send to Teacher” is touched and will be generated as a PDF or Flipchart.

Los estudiantes identifican y etiquetan todos los estados mexicanos. An interactive map of Mexican states that requires the students have to drag and drop label names.

ETIQUETAR ESTADOS MEXICANOS

Students will: • Use pentominoes to explore geometric concepts.• Develop spatial skills.• Develop game playing strategies.• Solve puzzles by working in a systematic and collaborative way.• Recognize the congruence of shapes in different orientations.• Measure and calculate perimeter of simple shapes.• Use multiplication to calculate the area of a shape.• Identify shapes with the same area but different perimeter measurements.• Identify lines of symmetry in simple shapes.• Recognize shapes with no lines of symmetry.

This activity encourages role-play and collaboration to solve pentomino puzzles in a town setting.

US COMMON CORE/NATIONAL STANDARDS3.MD.5, 3.MD.7, 3.MD.8, 4.MD.3

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS2 MATHS: PROBLEM SOLVING: Ma2 1a / Ma2 1d COMMUNICATING: Ma2 1h PROBLEM SOLVING: Ma3 1b / Ma3 1c / Ma3 1d COMMUNICATING: Ma3 1g REASONING: Ma3 1h UNDERSTANDING PROPERTIES OF SHAPE: Ma3 2c UNDERSTANDING PROPERTIES OF POSITION AND MOVEMENT: Ma3 3a / Ma3 3b UNDERSTANDING MEASURES: Ma3 4e BREADTH OF STUDY: 1f

PARKING PENTOMINOES

This activity can be used during a unit on translation, rotation, reflection, or congruence; or a unit on area and perimeter. This activity encourages speaking and listening skills as students exchange information and ideas; it also encourages critical thinking skills as students negotiate to develop problem-solving strategies.



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Students sequence northern hemisphere locations by latitude - from the northernmost to the southernmost location. The Activity will load a different set of locations each time it runs. Students can drag the postcards onto the ActivBrowser to find out the coordinates for a location. They can use the keyboard to make a note of the latitude on the back of each postcard.

Subject Area: Social StudiesAge range: 9-12Activity type: Collaborative; Research

SEQUENCE BY LATITUDE

Students will: • Practice using map scale.• Use the Ruler Tool to measure distance on a map.• Use a compass to determine cardinal directions on a map.• Read latitude and longitude coordinates to find a location on a map.• Collaborate to solve problems.

This activity encourages collaboration to find specific locations on a map.

US COMMON CORE/NATIONAL STANDARDSNSS-G.K-12.1

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS2 GEOGRAPHY: Geographical enquiry and skills: 2c / 2d knowledge and understanding of places: 3c KS2 Mathematics: Problem solving: Ma2 1a Understanding measures: Ma3 4b Solving numerical problems: Ma2 4a / Ma2 4b / Ma2 4cKS2 ENGLISH: Reading for information: En2 3a / En2 3cKS2 ICT: 1a

ROAD TRIP - 5 ACTIVITIES

This activity allows students to work together to create a presentation, using a variety of tools and techniques.

Subject Area: AnyAge range: 6-11Activity type: Design, write, edit, research, presentation

PRESENTATION MAKER



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This activity provides students practice in the research skills necessary to gather information about science discoveries and events. This activity can be used during a science unit on Earth and space, history of science, scientists, and technology.

US COMMON CORE/NATIONAL STANDARDSRI.3.1 / RI.3.5 / RI.3.7 / RI.3.10 / RI.4.3 / RI.4.7 / RI.4.10 / RI.5.7 / RI.5.9 / RI.5.10 / NS.K-4.4 / NS.K-4.5 / NS.K-4.7 / NS.5-8.5 / NS.5-8.7

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS2 SCIENCE: Breadth of study: 1b / 1c KS2 HISTORY: Chronological understanding: 1a Knowledge and understanding of events: 2a / 2c Historical enquiry: 4a / 4b Organisation and communication: 5a / 5b / 5c KS2 ENGLISH: Reading for information: En2 3a / En2 3b / En2 3c / En2 3d

SPACE DISCOVERY TIMELINE

Students will: • Read a timeline.• Use the internet to

gather information about an event or discovery.

• Complete an Information Sheet about an event or discovery.

This is a Sequencing and Research activity on the world’s tallest buildings over the last 150 years. Students will use the Web Browser Tool to research and complete a notepad page for each of the tallest buildings. Then they will sequence the buildings in order of height.

Subject Area: Social Studies Age Range: Grades 3, 4, 5

Standards: RI.3.1 / RI.3.5 / RI.3.7 / RI.3.10 / RI.4.3 / RI.4.7 / RI.4.10 / RI.5.7 / RI.5.9 / RI.5.10 / NS.K-4.4 / NS.K- 4.5 / NS.K-4.7 / NS.5-8.5 / NS.5-8.7Cognitive Levels: Analysis (analyze): research, discover, examine, inquire, interpret, choose, synthesis (create): compile, organize, blend evaluation (evaluate): consider, summarize, conclude, reject, select, support.

TALLEST BUILDINGS TIMELINE

This activity enables students to create timelines.Timeline components are dragged out from the store. Text and dates are added from the keyboard and number pad. Images may be imported from USB or from the resource library.

TIMELINE MAKER



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• Calculate the area and perimeter of shapes representing buildings when given.• Calculate the area and perimeter of shapes representing buildings when given the area and one dimension (length or

width) for the shape.• Calculate the area and perimeter of rectilinear figures by decomposing them into non-overlapping rectangles and adding

the areas of the non-overlapping parts.• Identify two shapes with the same area but different perimeter measurements.• Use multiplication and addition to calculate the area of a shape.

This activity encourages role-play and collaboration to model the calculation of area and perimeter in a town setting.This activity can be used during a unit on area and perimeter. This activity also encourages speaking and listening skills as students exchange information and ideas to create a plan.

US COMMON CORE/NATIONAL STANDARDS3.MD.8 / 3.MD.5 / 3.MD.7 / 4.MD.3

ENGLAND/ WALES NATIONAL CURRICULUM STANDARDSKS2 Mathematics: Problem solving: Ma2 1a / Ma2 1d Solving numerical problems: Ma2 4a / Ma24b Problem solving: Ma3 1b / Ma3 1d Reasoning: Ma3 1h Understanding measures: Ma3 4e Breadth of study: 1f KS2 ICT: Finding things out: 1a

Students will:

TOWN PLANNERS

US presidents are arranged in sequence along a timeline which scrolls from 1789 to 2020. Touching an image will reveal a biography card. If you require more information, drag the presidential portrait on to the web browser.

Significant events in US history are also placed in relevant date order. These may be resized to view details or may have sound attached.

US PRESIDENTS TIMELINE



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In this activity, students will research famous world women throughout history and find information about their achievements. In every tool store there are blank research forms available for all researchers. Students will complete all fields and :

1. Scroll through the image frame and eject an image using the orange button. Open the ActivBrowser from the tool store and drop the image on to the ActivBrowser window.

2. Use the information on the web page to identify the relevant biography notes in the lazy river. Drag and drop the biography on to the research form space provided.

3. Use the information on the web page to identify the relevant dates from the date holder. Drag and drop the born/died dates on to the notebook space provided.

4. Drag the photo into place5. Drop the research form onto the keyboard and type in the woman’s name.

WOMEN WHO CHANGED THE WORLD

A simple world map that has areas to label, including the continental areas and the major oceans.

WORLD MAP



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Visit www.ActivTable.com to learn more about how you can use the ActivTable Activity Builder to create and customize your own ActivTable activities based on existing themed templates and starter activities.

ACTIVITY BUILDER

To learn more, visit PrometheanWorld.com/ActivTable

ActivTable Activities 08/15 V4.2 EN

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ACTIVITIES OVERVIEW - Promethean Support - Home Page · · 2016-11-02Activities Page 3 ActivTable includes ... The ActivTable Activity Builder provides example activities that can