Maths on the Net Year 4 · Maths on the Net Year 4 ... print them up for each other ... Memory...

Brief introduction

Maths on the Net Year 4

Mildenberger Verlag77652 Offenburg · Im Lehbühl 6 · Tel. + 49 (7 81) 91 70 - 0 · Fax + 49 (7 81) 91 70 -50Internet: www.mildenberger-verlag.de · E-Mail: [email protected]

© Mildenberger Verlag Brief introduction Maths on the Net Year 4 – / 38

Contents

Introduction ................................................................................ 2

Didactic tips ................................................................................ 3

Explanations for use ............................................................. 3

Help functions for the activities ................................... 4

Tips for the individual activities .................................... 5

Multiplication table ........................................................ 5

Numbers in the 100 square ................................... 5

Solving sums on the number line ...................... 6

Addition and subtraction .......................................... 8

Multiplication and division ....................................... 9

Brainteasers .......................................................................12

Counting clocks .............................................................15

Rounding numbers ..................................................... 17

Calculating with money ...........................................18

Lengths 1 ........................................................................... 23

Lengths 2 ........................................................................... 24

Equations and inequations ................................... 29

Multiples and factors ................................................ 29

Geometry 1 ..................................................................... 30

Geometry 2 ..................................................................... 34

Introduction

The activities in Maths on the Net encourage and develop flexible mathematical thinking. They arenot classic arithmetic problems. The activities demand the application of acquired mathematical skillsin game form and in multi-level progressions. This ability to apply skills is investigated in variouseducational studies (Pisa et al), for good reason. This is due to the great importance of the confidentuse of mathematics for all later education. This is practised to different degrees according to schooland teaching material.

The activities can be applied in school, accompanying all teaching courses, or at home. The checkupsare acoustic and visual. The activities are explained with the use of help functions.

There are basically two different activity types – activities which the children should solve bythemselves, and “Partner activities”. Here, the children can create individual activities for each other.This “creation” of activities for other children is fun, provides motivation, and enables specialsuccesses in learning.

When working with theactivities, the subject matteritself and the relevant learningprocess is always of primeimportance, and not themedium itself. There isimmediate feedback for allactivities and activity elements.In the case of errors, a newattempt is recommended, andif the answer is correct, theuser receives motivationalpraise.


Didactic tips

The activities are derived from the internet platforms “Das Mathebuch” (The Maths Book) and“Mathetiger” (Maths Tiger). The activities are therefore solvable for children of the respective schoolyears. The activities also provide feedback on the child’s skill level. Give encouraging praise for everycorrect answer. If the activities in the year selected are too simple, then select the activities from thesame topic in the next year level. In this way, the child is both motivated and the challenged, and theappropriate encouragement leads to success in learning. Select the activities from the relevant topicin the next year below if a child is experiencing difficulties with the activities in the current year level.

Some activities are particularly challenging (Labelling). These are appropriately demanding andtherefore encouraging for gifted children. Solving these activities requires greater ability and deservesemphatic praise.

Explanations for use

On the Topics page you will find a list of all available topics and download options forsupplementary materials. If you select a Topic, you will see the activities belonging to this Topic, aswell as a screenshot and short description. Click on an activity to start.

Depending on the connection to the internet (modem, ISDN, broadband), the loading can take up to1 minute. Once the activity has loaded, however, it can be done swiftly and easily. A short instructionto introduce the activity is given in written as well as child-compatible spoken form. This instructioncan be accessed at any time via the corresponding button.

There are 2 types of activity:

Activity type 1: Activities in a specific Topic

Activity type 2: Here, the children are encouraged to create their own activities andprint them up for each other

Activities marked with a yellow dot are especially

challenging.


Help functions for the activities

• Active help in doing the activities

Each activity is explained visually and acoustically once it starts.

• Help after the first mistake

If an activity has been incorrectly completed, the wrong entry will be highlighted and the user willbe asked to have another go. If the activity is incorrectly completed a second time, the correctanswer will be displayed.

• Question marks

At any time during the activity, the instructions can be opened by clicking on the question mark.

• Active operation help

Acoustic explanation of the functional elements on roll-over.

• Activity-specific evaluation screen

The feedback evaluation of the activity is displayed automatically once an activity has beencompleted.


Multiplication table

Doing the activity:

Multiplication table – The numbers 2 to10

To enter a row, click on the number on thedark green field in the correspondingcolumn or line. This will empty all fields inthe row. After you have entered a number,you can spring using the TAB button to thenext field.

Numbers in the 100 square

Create activities for other children:

Doing activities in the 100 square

First the child selects a 100 square bydefining the numerical area in the row atthe top.

The activity is in 3 stages: first the childenters 10 numbers which will later be usedto orient in the 100 square. Then he or sheplaces 10 letters, which in the last stagemust be replaced with the correct numbers.Now the activity and solution can beprinted out.


Numbers in the 100 square (continued)

Printouts: Activity and solutions

Doing activities on the number line – Exercise 1

Creating activities for other children:

Doing activities on the number line –Numbers up to 1 000

First the child selects an area of the numberline to work with.

Tip: You can choose hundreds, tens, orunits.

The activity is in 2 stages: first the childplaces 10 letters which will then in the se-cond stage be replaced with the correctnumbers. Now the activity and solution canbe printed out.


Doing activities on the number line – Exercise 1 (continued)


Doing activities on the number line – Exercise 2


Doing activities on the number line –Numbers up to 1 000 000

First the child selects an area of the numberline to work with.

Tip: You can choose thousands, hundreds,tens, or units.

The activity is in 2 stages: first the childplaces 10 letters which will then in the se-cond stage be replaced with the correctnumbers. Now the activity and solution canbe printed out.


Addition and subtraction – Exercise 1

Memory game: matching addition/subtraction sums to the correct answers

Tip: You can play against the computer oragainst a partner.


Doing the activity:

Memory game: An addition and asubtraction sum have the same answer

This exercise is a differentiation test forgifted children


Doing activities on the number line – Exercise 2 (continued)




Doing the activity:

Subtraction activity with constantdifferences


Doing the activity:

Addition and subtraction exercise

How far can you go?

Multiplication and division – Exercise 1

Memory game: Matching multiplicationand division sums to the correct answers




Doing the activity:

Memory game: Matching multiplicationsums to the correct answers

First choose a number from 11 to 20 withwhich you want to practice.

The illustration shows multiplicationexercises with the number 15.


Doing the activity:

Memory game: Matching multiplicationsums to the correct answers

First choose a multiple of ten with whichyou want to practice.


Multiplication and division – Exercise 3 (continued)

The illustration shows multiplicationexercises with the number 40.


Doing the activity:

Memory game: Matching multiplicationsums to the correct answers (100s)


Doing the activity:

Memory game: Matching division sumsto the correct answers (100s)



Doing the activity:

Memory game: Substitution sums

This exercise is a differentiation for giftedchildren

First choose a multiplication row with whichyou want to practice.

The illustration shows substitution sumsusing the 5s.


Brainteasers – Exercise 1


Magic triangles


The child first decides on a magic number,and then fills in the triangle.


Brainteasers – Exercise 1 (continued)




Magic squares


The child first decides on a magic number,and then fills in the square.




Doing the activity:

Memory game: Matching the samenumbers to each other


Doing the activity:

Use example sums to sort mathematicalterms

Addition

Subtraction


Multiplication

Brainteasers – Exercise 4 (continued)

Division

Counting clocks – Exercise 1

Doing the activity:

Counting clocksAddition and subtraction

Mental arithmetic

First the child decides whether he or shewould like to do one or two rounds on theclock.


Counting clocks – Exercise 1 (continued)

The child then does the 4 or 8 mentalarithmetic exercises for each startingnumber.

Counting clocks – Exercise 2

Doing the activity:

Counting clocks

Addition, subtraction, multiplication anddivision

Mental arithmetic

First the child decides whether he or shewould like to do one or two rounds on theclock.

The child then does the 4 or 8 mentalarithmetic exercises for each startingnumber.


Rounding numbers – Exercise 1

Doing the activity:

Rounding numbers up to 100 000


Doing the activity:

Rounding numbers up to 1000 000


Doing the activity:

Rounding prices and approximaterounding up to 1 000

First the complete price is guessed(approximated).


Calculating with money – Exercise 1


Calculating with money. Addition andsubtraction up to 10 000.

In the first step, the child selects three pairsof items and assigns prices. The total pricemay not exceed 10 000 Euros. There is apre-set price range for each item. If theassigned price is not within this price range,the programme will ask the child to choosea price from the pre-defined range.

When the child has selected the 6 items, heor she must then solve 3 addition orsubtraction sums.

Rounding numbers – Exercise 3 (continued)

In the second step, the exact price iscalculated.




Calculating with money– Addition andsubtraction with decimal places to 1 000

In the first step, the child selects three pairsof items and assigns prices. There is a pre-set price range for each item. If theassigned price is not within this price range,the programme will ask the child to choosea price from the pre-defined range. Oncethe child has selected and priced the 6items, the programme completes the priceswith Euros and cents expressed withdecimal places.

Now the child must solve the addition andsubtraction sums, using decimal places.

Calculating with money – Exercise 1 (continued)





Calculating with money – Multiplicationwith decimal places to 1 000

In the first step, the child selects three itemsand assigns prices with decimal places, aswell as the amount of each item. Theamount multiplied by the price may notexceed 1000 Euros. There is a pre-set pricerange for each item. If the assigned price isnot within this price range, the programmewill ask the child to choose a price from thepre-defined range.

Once the child has selected the items, he orshe must solve the multiplication tasks.






Calculating with money – Multiplicationand subtraction with decimal places upto 10 000

In the first step, the child selects three itemsand assigns prices with decimal places, aswell as the amount of each item. Theamount multiplied by the price may notexceed 10 000 Euros. There is a pre-setprice range for each item. If the assignedprice is not within this price range, theprogramme will ask the child to choose aprice from the pre-defined range.

Once the child has selected and priced the6 items, the programme completes theprices with Euros and cents expressed withdecimal places. Now the child must solvethe multiplication and subtraction sums,using decimal places.





Doing the activity:

Rounding prices and approximate sumsup to 10 000

In the first step the correct total price isguessed (approximately).

In the second step the price is calculatedexactly.




Sizes 1 – Exercise 1

Doing the activity:

Memory game: Lengths

Matching lengths and pictures to eachother


Doing the activity:

Sorting and changing money (Euros,cents) up to 10 Euros.

First the amounts are sorted according tosize.

In the second step the amounts arechanged.



Doing the activity:

Sorting and changing lengths (cm, m) upto 1 000 m

First the lengths are sorted according tosize.


Doing the activity:

Memory game: Matching the same times


Doing the activity:

Memory game – Matching statementsand measurements



Doing the activity:

Sorting and changing lengths (m, km) upto 100 km

First the lengths are sorted according tosize.

Then the measurements are changed.

Sizes 2 – Exercise 1 (continued)




First the times (hours, days) are sortedaccording to size.


Doing the activity:

Sorting and changing times (min, h, d)

First the times (minutes, hours) are sortedaccording to size.



Doing the activity:

Sorting and changing weights (g, kg) upto 100 kg

First the weights are sorted according tosize.







Doing the activity:

Sorting and changing volume (ml, l) up to100 l

First the volumes are sorted according tosize.


Doing the activity:

Sorting and changing weights (kg, t) upto 1 000 t

First the weights are sorted according tosize.


Equations and inequations

Doing the activity:

Equations and inequations

First the child decides if there is going to beone answer, an infinite number of answers,or a set number.

Now the child enters one or 3 possibleanswers.




Geometry 1 – Exercise 1


Building and counting with tinker cubes

Tip: The cubes are not placed using dragand drop. Click on the cube with the colouryou wish to work with. Then pull the mousecursor over the foundation. Each time youclick with the left mouse button a cube willbe placed. You can only build in one row ata time. To do this you click on the smallarrows.

Maximum size: 6 x 10 x 10 cubes

Multiples and factors

Doing the activity:

Multiples and factors

In this exercise, multiples and factors mustbe alternately highlighted.



Doing the activity:

Matching cubes and cuboids to thecorrect nets

Geometry 1 – Exercise 1 (continued)

Enter the relevant numbers of cubes row byrow in the building plan. To do this click onthe little arrows. Then the amount of cubesused can be figured out using the buildingplan.


Each of the 6 rows of tinker cubes is madevisible, allowing the building plan to beexactly measured.



Doing the activity:

Memory game – Matching geometricshapes to their names



Creating and continuing a pattern –Type 1

Tip: If the larger shapes are chosen, thepattern can be completed quicker; thesmaller shapes can be used to create moreinteresting and complex patterns.


Doing the activity:

Memory game – Matching geometricshapes to the correct names and net




Creating and continuing a pattern –Type 2

Tip: If the larger shapes are chosen, thepattern can be completed quicker; thesmaller shapes can be used to create moreinteresting and complex patterns.


The child creates the pattern (the examplehere is with the small shapes) by selecting acolour from the top of the screen andcolouring in the blank squares.

Tip: If you click and hold the left mousebutton and move the cursor over thesquares, you can colour in the shapesquicker without having to click on each oneindividually.

The pattern will be reproduced by theprogramme and the black dividing linesbetween areas of the same colour erased.The child must now complete the pattern(see the printouts).

Printouts: Activity and answers



Doing the activity:

Comparing shapes on the peg board

In the first step, the child should makeestimates.


The child creates the pattern (the examplehere is with the small shapes) by selecting acolour from the top of the screen andcolouring in the blank squares.

Tip: If you click and hold the left mousebutton and move the cursor over thetriangles, you can colour in the trianglesquicker without having to click on each oneindividually.

The pattern will be reproduced by theprogramme and the black dividing linesbetween areas of the same colour erased.The child must now complete the pattern(see the printouts).




Doing the activity:

Finding lines of symmetry on the pegboard

When you have found one line ofsymmetry, the programme will ask you tolook for others. When there are no moreliens of symmetry to be found, click on thebutton “No more lines of symmetry”.



Placing reflected shapes on the axis ofreflection

First the child chooses a line of reflection.Then he or she stretches out a shape on thepeg board. Now this shape must bemirrored on the other side of the line ofreflection.


In the second part of the activity thecomparison is conducted exactly and theprecise number of triangles determined.



Creating activities for other children

Defining right angles, parallel lines, linesof symmetry and corners on the pegboard

First the child stretches out a shape. Nowhe or she must enter the number of thecorners, etcetera. In the example shownhere there are 2 pairs of parallel sides andtherefore 4 parallel lines.

Tip: There are always at least 2 blue pegs.These cannot be moved. You must firstmove the black rubber band to one of thebrown pegs. The blue pegs can beremoved by clicking on them. Two 2 bluepegs will however always remain on theboard.








Multiple reflections

The child creates a pattern by selecting acolour from the left, and using it to colour inthe triangles.

Tip: If you click and hold the left mousebutton and move the cursor over thetriangles, you can colour in the shapesquicker without having to click on each oneindividually.



Placing and examining triangles on thepeg board

Does the triangle have a right angle?

First the child stretches out the triangle;then he or she must decide if the trianglehas a right angle or not.






The pattern will be reproduced by theprogramme and the vertical and/or horizon-tal lines of reflection will be marked. Thechild must now complete the pattern. Thenthe activity and the solution can be printedout.

Maths on the Net Year 4 · Maths on the Net Year 4 ... print them up for each other ... Memory...

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