Q1. Q2. Q3. Q4.

Starter activities

124 GameChoose a card from the pile on your table.

How to play: Make the number 24 using the four numbers on a game card. You can add, subtract, multiply, and divide. You must use all four numbers, but use each only once.

How many points can you get in 5 minutes? (points = dots in the corner of each card; more dots means harder sums) Write the number sentences in your exercise books.

2Starter ActivitiesPart 1: To demonstrate how a variety of resources (internet, PowerPoint, mini-whiteboards, true/false cards) and maths activities could be used as starters of maths lessons 20 minTo try out and evaluate a number of starter activities by considering the questions on the Planning for a starter activity with pupils sheet (to be provided) 20 min

Part 2: To choose from a bank of starters provided and plan in details for a starter activity with a class of pupils 50min

3Starters should ...be engaging task

create an expectation that all pupils will be thinking and participating in the lesson

produce an expectation of interaction and involvement

...an alternative to the usual "OK, who can remember what we did last lesson ?" kind of question to the whole class

keep them SHORT- 5-10 min max! Keep an eye on the clock or use some musical cue to keep time.

Starters could be either related or unrelated to the lesson to be taughtSTARTERSA good starter should be an engaging task, something which gets the group thinking, and sets them a challenge which the lesson will then hopefully allow them to meet, or set out a mystery which they must solve within the time.

It should get pupils 'on task', and perhaps be humorous or thought provoking in some way. It's essentially an alternative to the usual "OK, who can remember what we did last lesson ?" sort of question to the whole class..

Need to keep them SHORT! 5-10 minutes max! Keep an eye on the clock or use some musical cue to keep time. When the music ends, the activity stops. Starters help the pace and structure of lessons.

What should the starters be about? About what you will be teaching in the lesson, establishing a precedent for the rest of the lesson. or unrelated

4Thu, 06/12/2007 Lesson: Important Lines in a triangleStarter ActivitiesWhat does RHS stand for?2. Choose the correct spelling:a) hypothenuseb) hipothenusec) hypotenuse3. Name the red line:

ABAlgebra 24

Or

Pictures53n + 84n + 86n - 12n + 17n + 54n + 95n + 85n - 26n - 48n - 57n + 13n + 43n + 84n - 54n - 72n + 7?INPUTOUTPUTRULE19

?19Generate an input valueZap and apply the ruleCalculate the output valueLack of enthusiasm (starter or even in the middle of lesson)63n + 84n + 86n - 12n + 17n + 54n + 95n + 85n - 26n - 48n - 57n + 13n + 43n + 84n - 54n - 72n + 7?INPUTOUTPUTRULE23?13Generate an input valueZap and apply the ruleCalculate the output value73n + 84n + 86n - 12n + 17n + 54n + 95n + 85n - 26n - 48n - 57n + 13n + 43n + 84n - 54n - 72n + 7?INPUTOUTPUTRULE310?49Generate an input valueZap and apply the ruleCalculate the output value83n + 84n + 86n - 12n + 17n + 54n + 95n + 85n - 26n - 48n - 57n + 13n + 43n + 84n - 54n - 72n + 7?INPUTOUTPUTRULE42?15Generate an input valueZap and apply the ruleCalculate the output value93n + 84n + 86n - 12n + 17n + 54n + 95n + 85n - 26n - 48n - 57n + 13n + 43n + 84n - 5n - 72n + 7?INPUTOUTPUTRULE53?-4Generate an input valueZap and apply the ruleCalculate the output value103n + 84n + 86n - 12n + 17n + 54n + 95n + 85n - 26n - 48n - 57n + 13n + 43n + 84n - 54n - 72n + 7?INPUTOUTPUTRULE64?15Generate an input valueZap and apply the ruleCalculate the output value113n + 84n + 86n - 12n + 17n + 54n + 95n + 85n - 26n - 48n - 57n + 13n + 43n + 84n - 54n - 72n + 7?INPUTOUTPUTRULE712?31Generate an input valueZap and apply the ruleCalculate the output value123n + 84n + 86n - 12n + 17n + 54n + 95n + 85n - 26n - 48n - 57n + 13n + 43n + 84n - 54n - 72n + 7?INPUTOUTPUTRULE810?56Generate an input valueZap and apply the ruleCalculate the output value133n + 84n + 86n - 12n + 17n + 54n + 95n + 85n - 26n - 48n - 57n + 13n + 43n + 84n - 54n - 72n + 7?INPUTOUTPUTRULE98?38Generate an input valueZap and apply the ruleCalculate the output value143n + 84n + 86n - 12n + 17n + 54n + 95n + 85n - 26n - 48n - 57n + 13n + 43n + 84n - 54n - 72n + 7?INPUTOUTPUTRULE107?29Generate an input valueZap and apply the ruleCalculate the output value153n + 84n + 86n - 12n + 17n + 54n + 95n + 85n - 26n - 48n - 57n + 13n + 43n + 84n - 54n - 72n + 7?INPUTOUTPUTRULE113?20Generate an input valueZap and apply the ruleCalculate the output value163n + 84n + 86n - 12n + 17n + 54n + 95n + 85n - 26n - 48n - 57n + 13n + 43n + 84n - 54n - 72n + 7?INPUTOUTPUTRULE127?23Generate an input valueZap and apply the ruleCalculate the output value17123456789StopCountdown 251125290TARGET618272432 Odd-one-OutJustify each one as the odd one out in as many ways as you can.19

What is the same, what is different?20The answer is 4,what is the question?21Target Board

how many factors of 48 are there?which number on the grid has the most factors?how many prime numbers are there?how many square numbers are there?how many cube numbers are there?how many triangle numbers are there?give me two numbers that have a sum of 18give me three numbers that have a product of 120how many odd numbers are there?how many even numbers are there that are also a factor of 60?how many numbers are there in the sequence 2n + 3?how many numbers are there from the Fibonacci Sequence?If I tossed a coin and it landed on the grid randomly, what is probability it would land on a multiple of 4?

There are lots of variations you can do with this activity; split the class into two groups and get them to compete, individual time trials etc.

22

What questions would you ask/ what will pupils do if this was the target board. 7 min+3min share with whole group

In groups of 3:

23

24What is the same, what is different?25Starter idea: Focus on the maths vocabularyRecall names of 3D shapes How would you plan for such an activity?

Towards a more detailed planning

See handout26Focus on maths vocabularytowards a more detailed planning

Ask the class how many mathematical names they know for 3-D shapes or solids. Write them on the board or ask the class to write in their books. Stress the importance of correct spelling.Show the class various everyday objects: for example, a book, a can, a ball, a dice, different shaped boxes, pencils.Draw a table on the board in which to write down the mathematical name for each object; pupils to write it in their books, too.

27Show me:

Show me . . . questions are given below.Notice that most of these are open questions that allow a range ofresponses. It is worth encouraging a range of such responses withinstructions like: Show me a really different example; Show me acomplicated example; Show me an example that is different fromeveryone else on your table.28

29Starter ideasOdd one outWhat is the same, what is different?Always, Sometimes, Never True Spider diagramsShow me open questions (mini whiteboards)Card matching activities (questions and answers)Silent demonstrationSpot the Mistake Target BoardsThe answer is , what is the question?

Revision guides: A starter can sometimes be a good place to revise a previous lesson. This might be the previous days session or it might be a chance to return

30Part 2: in groups of 3, share the Planning for a starter activity with pupils

Choose from the bank of starters provided and plan for a starter activity with a class of pupils; try to address all points of the planning sheetPresent your plan on an A3 sheetDisplay work on wallsRead each others work and comment or feedback on post its, please.Starter ActivitiesRe-arrange yourselves in 9 tables with 6 of you per table = 2 groups of 3

31

Give possible numbers for the blanks in the statements below.log = 3

log + log = 24

log - log = 6

Extension: 32Odd one outFor this triplet, try to think of ways in which each member could be the odd one out:

sinx, cosx, tanx= 1/2 33True, False or Unsure?

34

Q1.

Q2.

Q3.

Q4.

35

36For more starter ideas...Please see the Snappers pack & teachers notes and Malcom Swans Standard Units link in Moodle.