These activities were found on "Miss B's Resources" site
Bloom's Game
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Blooms races incorporates fictional lap times and Blooms Taxonomy questions. Within this game there is an emphasis on the basic skills of knowledge and comprehension; you can't move forward until you have got these questions correct and when moving backwards it will generally be to one of these squares. This game promotes discussion between students and the development higher order thinking skills, as well as adding a competitive element and allowing the students to deal with time. This activity can take as long you want. The lap time of 3 minutes is only there for students to add and subtract time from and to also give students an end lap time result which is realistic against racing games and formula one. There are two different versions of Blooms Races, in both versions the teachers or students have to create a set of cards to be able to play the game. Students move their counter around the board using the wheel to indicate how many squares they move forward or back. Every time a student answers a question correctly they get a time bonus or 'speed boost', this time gets subtracted from their starting lap time. Every time a student answers a question incorrectly they get a 'time lapse', this amount gets added to their starting lap time. Their lap times can be recorded on the downloadable sheet. The student who has the shortest lap time wins. For more information go to the blog post (here). |
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Adapt this concept to $ and questions appropiate for your class.
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This is a great revision and extension activity.
Students are asked to make connections and explain these connections or create their own maps and ask their peers to make connections. Change the "stop" names to incorporate your current theme eg - plants, water cycle, your local area/state etc. Students make connections, explain their thinking or identify the missing "stop" and explain. |
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The Thermometer of Understanding allows students a chance to rate their learning more accurately than a simple Red, Amber and Green, (RAG).
Students have to think about directed numbers, (positive and negative numbers), in relation to their learning within the lesson.
This method allows all students and particularly the students who aren't 100%, but are better than the amber they always put, to identify and distinguish between their understanding of topics.
Students have to think about directed numbers, (positive and negative numbers), in relation to their learning within the lesson.
This method allows all students and particularly the students who aren't 100%, but are better than the amber they always put, to identify and distinguish between their understanding of topics.
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This activity was designed to tackle students understanding of weight as well as helping them apply VCOP to improve their writing.
This activity also gives students a chance to practise their addition skills. The resource works on the basis the heavier the assignment the more sophisticated the answer is. Teachers should set a minimum weight for the assignment, which can easily be differentiated for groups of students. When setting the weight use kg instead of g so pupils have to remember 1000g = 1kg. Students then self or peer assess their work using the mat and totalling the weight of their assignment. This concept can be adapted to litres, money, multiplication, fractions, decimals etc. |
Battle Words
When designing 'Battle Words' there was a focus on the core skill of co-ordinates. The idea is that students apply their knowledge of co-ordinates to remember and define key words. It is a competitive game with bonus points awarded for guessing the key words before having all of the letters and for being able to accurately define the key words. This activity would be great as a recap starter, plenary or revision tool. Battle Words has two levels with easy being a one quadrant grid and hard being a four quadrant grid for higher ability students. |
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Maths Murder Mystery
Students had to follow and solve the clues to work out the culprit. Afterwards the students had to create a newspaper article reporting the "murder". Why not take this concept and adapt it to your students' needs ie changing the questions, suspect pictures etc. |