Elise Connolly

EDMA Teaching Mathematics

Mathematic Teaching Portfolio
Maths activities
Activity one: Division
1. Read the book One hundred hungry ants.
2. Discuss the book briefly
What did the ants do when single file line was taking too much time?
What were some different ways that the ants tried to make it faster? Record visually
for students on the board.
What are some different ways that the ants can get there faster?
3. Provide the students with some bug counters to represent ants.
4. Give each group a different number Instruct the students to breach down the ants into arrays/
more manageable groups
5. Provide different numbers for students at different abilities - have a few with odd number.
6. Review what the students though about this method?
7. Do they think that its faster?
8. What are some other actives that we may need to count by more than activity?

Teaching strategies

Questioning.
Reading.
Using manipulative to count and sort.
Using word Problems.

Activity 2: Division
1. Pair students off into groups with similar abilities.
2. Provide the student with the materials required.
3. Students roll the dice.
4. Students find the sum of the two numbers using the dice.
5. Students then divide the number shown on the game board by the sum of the dice.
6. The numbers continue to grow higher.
7. Both students will estimate before solving the problem.
8. Then both students will solve the
9. If the student get the answer wrong, they do not progress any furthered rather move back a place.
10. If I student could solve the question with a remainder they could move
11. Students can use the strategies that they prefer.
12. Check with calculator if require.

Teaching strategies

Group work
Estimation
Games

Elise Connolly
EDMA Teaching Mathematics
Mathematic Teaching Portfolio
Activity 3: Geometry
Description of the activity. Sorting shapes

1. Provide students with a tub full of foam shapes both 2D and 3D.
2. Break the students up into pairs and have sort the shapes.
3. Ask the students to sort this shapes in any method they would like.
4. Ask them why they sorted the shapes the way they did?
5. What where some of the things that made each shape different from each other?
6. Ask the students to share to the whole group why.
7. Instruct the students to then sort the shapes based upon certain characteristics of the shape.
With three sides
With four sides
Shapes that one
Extension activity

8. instruct students to retired an object from the classroom

9. As a class sort the shapes into categories disunion why each object is going into each category.

Teaching Strategies

Think pair share.

Sorting.
Using manipulatives.

Activity 4
Description of the activity. Stem challenge: Measurement
Students are to construct a formulation based on the supplies given. Initially go through the rules with the
students: No extra supplies will be given to the students. Students do not have to use all the supplies. The
tower must stand on its own you cannot hold it up. Students have 18 minutes to construct a shape. Check
the results if the students. Observe the students though process and understanding. Measure how high the
tower was. Discuss the relist received. Insource more marshmallow. And ask students to construct shapes
using their straws and resources which attain to different measurements for example construct a shape
that has the largest volume. Construct a shape that has the largest area. In conclusion

Teaching Strategies

Think pair share.

Group work
Discussion
Observation / Note taking.
Elise Connolly
EDMA Teaching Mathematics
Mathematic Teaching Portfolio

Activity 6: multiplication
Description of the activity: building a multiplication array chart.

Introduction
1. Introduce/review the concept of an array. Using a large piece of card look at the definition.
Provide some examples Have a focus of the students visual representation of what an array is.
Scaffold students into looking at arrays as set of objects.
2. Show the students the large piece of cardboard with the ruled squares having the numbers listed
on the outside sections.
3. Discuss what each image will represent.
4. Spilt the children up into different groups as a form of differentiation students who have a more
complex understating of the topic challenge then with the larger numbers and images that
represent more than a single number. Students who require more support can use the more
simplistic numbers.
5. Pin the poster on the wall so that students will be able to utilize this information.

Teaching strategies

Demonstration
Discussion
Group work
Whole class work
Construction of a visual representative to demonstrate understanding of mathematics.