Michael Ymer 3/4

1. Michael Ymer 3/4

2. Red Danger Requirements • 12 blue counters • 1 red counter Aim • To remove 1,2 or 3 blue counters at a time. • Take in turns. • The aim of the game is not to be left with the red counter. • At the end of the game the winner takes one blue counter, as their score card, and the game begins again.

3. Fish Tank Demonstrations • Start with a relevant story, relate it back to something personal. • Demonstrate on whiteboard what your desk should look like. • Collect resources, to stimulate their brains, by making a plan with partner. • Set the tables up with all the required resources. • Gather children around a set up table, so that all children could see, some knelt at the front while others stood behind. All children should see. • Model what the children should be doing once they return to their seats.

4. Orchard Fractions • Open grid book to two blank pages. • Gather children around one table and tell the story of visiting an orchard and having plum and apple trees. • The crux of the story is that they returned home with two bags of fruit – one apple and one plum. • Michael modelled filling his trees with fruit so that it wasn’t crowded. • Children sent back to table to draw trees and fill them in with the ‘fruit’ (coloured counters). • He then asked “how can we count the fruit quickly?” The aim is to get the children to respond with counting by 5’s or 10’s. • He displayed counting by 10’s on a book and then sent the children back to count their fruit and have their partner check it.

5. Orchard Fractions (cont.) • Gathered children back again and talked about his family and how they loved eating fruit. • He divided the page into the number of his family – children with only two living at home had one or two visitors. • He drew stick figures of his family, stressing that they were not ‘works of art’. • Michael then collected all his apples and divided them between his family. • Posed the question “what do we do with the leftovers?” • A basket was suggested and drawn for the leftovers. He then posed the question “what else could we do with the leftovers?” • He had a real apple and talked about cutting up so that all of his family would receive equal amounts. • If they didn’t put them into the basket they were encouraged to draw the fruit and the fraction for each person. He stressed that it didn’t matter how the fraction was drawn as long as it was same amount for each person.

6. Fraction Orchard (cont.) • Once that was completed he gathered them around again and modelled how the problem would be recorded as an equation.

7. Partner Share Time • At the conclusion of the lesson the children were asked to put their books together and to find things that were the same or different. • They then repeated this by swapping their books with the people opposite them.

8. Gallery Walk • The children then asked to stand up, push their chairs in, hands behind their backs and encouraged to walk around the room looking at everyones work.

9. Interpersonal Skills • Turning to your partner and wishing ‘good luck’ with the game and congratulating them on a win. • The winner acknowledging luck playing a part in the win. • Beginning a game with ‘rock, paper, scissors’. • Rolling the dice for each other and if rolls off the table the person chooses the number he/she wants. • Chairs always pushed in when getting up and moving around. • Having the resources spread around the room. • Making a plan with your partner to gather resources. • Having the table set up on the whiteboard so children can check what they need. • Need to have the table set up before modelling so children can start activity straight after modelling.