magic math machine

 


AGES7 and up
FORMATIndividual
MATERIALS NEEDEDNone
DURATION5-8 minutes
OBJECTIVEBrain Jump Start
PREPARATION REQUIRED
-Choose the missing variable to the equation (e.g. +5)
-Choose the sample equations
4 ___=9
12 ___=17
23___=28
10___=15
DESCRIPTION
1. Draw a big box on the board.
2. Tell the class that this simple looking box is actually a Magical
Math Machine. When you put a number in at the top it is
magically transformed and comes out a different number at the
bottom.
3. The students’ task is to figure out what magical computation is
happening in the box.
4. Using the numbers above as an example, start by writing a “4” on
top of the box.
5. Then tell the students a 9 has come out the bottom.
6. Write “4 ___=9” to the side of the box so the students can
remember and continue on with the next set of numbers.
7. Write “12” at the top of the box. (Make a magical math machine
noise while the number is transformed.)
8. Write the number “17” at the bottom.
9. Ask students to write down the magical computation if they know
it.
10. Write the next numbers on the board.
11. After doing several equations, walk around the room and see
what students are thinking.
12. Ask students to share their ideas, strategies and prove their
answer is correct.
13. Choose a different computation to do it again.
VARIATIONS TO ADJUST THE DIFFICULTY
1. Subtraction and division are more challenging than addition and
multiplication.
2. For older students do a 2 step equation:
 2x+2
5____=12
8____=18
3____=8
2____=5
Mental Math Scramble
AGES7 and up
FORMATIndividual
MATERIALS NEEDEDNone
DURATION5-8 minutes
OBJECTIVEBrain Jump Start
PREPARATION REQUIRED None
DESCRIPTION
1. Write 5 numbers in different places on the board.
3 5
8 7
2
2. Ask the students to add these numbers together without the use
of pencil and paper.
3. Invite them to raise their hands when they are finished.
4. Call on students to mouth the answer to you, so you get a sense
of the different answers that are out there.
5. Once all students seem to be done, ask a student to share how
they went about adding these up. As the student talks, show
his/her thought process on the board.
6. Ask if anyone else went about it differently and show their
thought process.
Student 1
8+7=15
3+2=5
15+5=20
20+5=25
Student 2
7+3=10
8+2=10
10+10=20
20+5=25
Student 3
2+3=5
5+5=10
8+7=15
10+15=25
7. Be sure to probe students why they chose their strategy.
VARIATION TO INCREASE THE DIFFICULTY
1. Increase the amount of numbers to add.
2. Increase the value of the numbers to add. (I like to keep in mind
the strategy of forming tens/hundreds and so often choose my
numbers keeping that in mind.)
3. Put one number on top and ask the students to subtract the 3
numbers underneath from it.
20-
5 3 7
4. Put several numbers on the board and ask the students to
multiply them together.
 

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