Using NNS ITPs Description & Activities
Jon Kurta Primary Numeracy Consultant September 2003
Introduction Over the last 2 years the NNS have produced an number of Interactive Teaching Programmes (ITPs), primarily intended for use in whole class teaching using an Interactive Whiteboard. Many of these are specifically referred to in Unit Plans where they form an integral part of a lesson, however many are suitable for more general use across a number of mathematical topics. Additionally some could easily be used for small group teaching in the main part of a numeracy lesson. This booklet consists of a short description of each of the ITPs together with some suggested uses for each. It is not a manual on ‘how to use the software’. To discover the features of any of the programmes simply click around the screen and discover what each icon does, or press the ‘info’ button which enables access to a simple description of the programmes features. I estimate 10 – 15 minutes of clicking is needed to find out how any programme works and to become confident in using all of its’ features. I hope that by focussing on ideas and activiites you will be encouraged to try out and use these programmes. Once you have gained some familarity the learning objectives should be self-evident and it should not be to arduous to make links to schemes of work. A strength of this software is both its’ ease of use and clear and transparent purpose.
Reference list of applets 1. Area 2. Coordinates 3. Counting on and back 4. Data Handling 5. Difference 6. Division Grid 7. Fractions 8. Grouping 9. Line Graph 10. Measuring Cylinder 11. Measuring Scales 12. Number Facts 13. Multiplication Grid 14. Number Grid 15. Number Line 16. Place value 17. Polygon 18. Ruler 19. Symmetry 20. Tell the time 21. Thermometer
Using NNS ITPs Description & Activities: Number Grid
Features Basically a 100 square – starting number can be anything from 0 – 100; number of columns can be switched between 3 and 13; any number can be individually highlighted; multiples of any number shown; a mask allows up to a 4 by 4 grid of numbers to be hidden, as can any individual column or row. Use for… Basically any favourite 100 square activity. e.g. mental starter, hide numbers and, in pairs, agree the missing numbers. Particularly useful to introduce ideas – e.g. ask children for random multiples of any number, highlight each then see if they see pattern. In plenary use to consolidate work or for further questioning.
What I like! The ability to switch the number of columns asks a unique twist to some traditional investigations. The ability to have any starting number (up to 100) means any activity (e.g. looking at patterns of multiples) can be easily extended.
Specific activities
1. Highlight multiples of 2, 3 or 4. Investigate what happens when the number of columns in the grid is changed. Can you explain what is happening? What will happen for other multiples?
2. Use the mask to block four corners of a square. Add the pairs of diagonally opposite numbers. What do you notice? What happens if you change the size of the square? or tried a rectangle? or changed the number of columns? 3. Use the mask to block a ‘T’ shape; how might you calculate the total of the numbers covered by the ‘T’? What happens to this total when the ‘T’ is moved horizontally or vertically? Investigate for other shapes.
Jon Kurta
Westminster Primary Numeracy Consultant
September 2003
Using NNS ITPs Description & Activities: Fractions
Features Up to five ‘fraction strips’ can be displayed on screen. Each of these can be divided into any number up to 100 sections; each section can be clicked in which highlights that section. Thus any fraction can be shown visually either using contiguous or noncontiguous sections. The fraction highlighted can be revealed as can the equivalent decimal (to 3 d.p.) or percentage (to nearest whole number) as well as the corresponding ratio (highlighted: non-highlighted sections). A further nifty feature enables strips to be moved up or down, useful for comparing the size of fractions. Use for… Comparing the size of fractions. Ordering a set of fractions. Converting between fractions, percentages and decimals. Demonstrating equivalence of fractions. Showing those ‘hard to draw’ fractions like 7ths, 9ths, 11ths
What I like! The ability to show fractions with any denominator, quickly and easily. The ability to show non-contiguous sections highlighted, thus demonstrating that any two of five sections shaded can represent 2/5.
Specific activities – all suitable for mental and oral starter, or for consolidation during plenary, after similar exercises using paper and pencil.
1. Display several blank strips. Set up the first to show a fraction, e.g. 2/3. Now change the denominator of the second to 6ths. How many sixths should be shaded so that an equivalent fraction to 2/3 is shown? In pairs challenge children to suggest further fractions equivalent to 2/3. Where children are unsure if a fraction is equivalent set up one of the strips to show their suggestion and compare visually. Repeat for other fractions, e.g. ½, ¼, ¾, 2/5, 4/5, 2. Chose 3 fractions – e.g. 2/3, 3/4, 5/6, ask children to decide which is largest, which next, which smallest. Use the fraction strips to display each, thus children’s answers are confirmed visually. Where fractions are very close in size, e.g. 5/11 and 4/9, drag one strip up close to the other, or show the decimal equivalent of each to confirm which is larger.
3. Create several fractions. In pairs ask children to write each as decimals and percentages, before revealing answers.
Jon Kurta
Westminster Primary Numeracy Consultant September 2003
Using NNS ITPs Description & Activities: Measuring Cylinder
Features An on screen measuring cylinder which can be set to represent a maximum of 50ml, 100ml, 200ml, 500ml or 1 litre. In each case a range of appropriate divisions are available and easily switched between. Opening the tap on the right and the cylinder begins to fill. Specific amounts of water can also be added using the counter. A further tap (press the icon with the light blue semi-circle) enables water to be removed.
What I like! The ability show different capacities and different scales enables misconceptions that may occur during practical measuring activities to be highlighted and discussed. The red marker supports precise reading. Specific activities (Using 100ml cylinder as an example – choose maximum to match children’s age/experience) 1. Open the tap and stop randomly. Ask pairs to agree how much water is shown. Add some more and repeat. Change the divisions and repeat. Ask children which are the best divisions to have on a 100ml cylinder – 1ml, 2ml, 5ml or 10ml.
2. Pour in a specific amount of water, say 23ml, using the counter. Now pull the red marker to 60ml. Ask children how much more water must be added to get up to 60ml. When all are agreed use the counter to pour in this amount.
3. As above but use the second tap to remove an amount of water to reach a particular target – e.g. star with 90ml in the cylinder, put the marker at 65ml, how much has to be poured out?
Jon Kurta
Westminster Primary Numeracy Consultant September 2003