Location: Classroom/Interior

No. of participants:  All students

Organisation: Students are seated in a circle

Game description:

The teacher explains that he or she is going to say four words ( they can be related to the topic), and their task is to find out which one doesn't go together and which ones are similar considering a specific characteristic.

Examples:

- Which is the odd one out?

- Circle, ball, cube, triangle (answer: ball)

- Hour, minute, house, second (answer: house)

- Left, front, first, right (answer: first)

Location: Classroom/Interior - Large Space

No. of participants:  All students

Organisation: Students arranged in a circle.

Material: Ballpoint pen with cap; relaxing music

The teacher tells the students to take a ballpoint pen out of their pencilcase and stand in a circle in a large area of the room.  Each pupil is asked to hold the pen with the tip of their index finger and for their colleague next to them to hold the other end of the pen with their index finger (as shown in the photo) and so on, with all the pupils connected to each other by holding the ends of the pens.

The teacher asks the students to keep quiet and concentrate so that the pen doesn't fall. To the sound of music, the students rotate slowly, trying to keep the pen from falling and the chain from breaking.

In the end of the lesson students should be able to:
 

• Identify the presence of maths in external contexts;
• Understand the role of maths in the creation and construction of reality;
• Apply mathematical ideas to solve simple problems related to their daily lives.

Recourses:

Recycled paper (used sheets)

Writing material

Cardboard

Objects brought from home by the students

Computer with speakers

Internet access

Pre-preparation:

Freeing a classroom wall placard.

Preparation:

1^st – Go out into the green space outside the school with the group/class and observe examples of maths in the world around us. The students take a small notebook (made from a few sheets of reused paper cut to A5 size and stapled together) and take notes of what they observe with words and simple drawings.

2^nd – Return to the classroom and collectively list what the students have said on the board.

Collectively draw up a poster on cardboard summarising the students' findings. The poster is displayed on the classroom wall.

3^rd – Ask the students to bring in an object or material from home that relates to maths such as tins, dice, bottles, mugs, cups, etc

In our daily lives, we are constantly in contact with the presence of maths, both in our homes and outside. The ability to understand this relationship is extremely important in the development of all students. Students need to understand and use mathematical knowledge fluently (according to their age level), meaningfully and in a variety of situations. Mathematical knowledge is a fundamental tool to mobilise when working in mathematics and when interacting with other areas of knowledge, as well as the ability to create and solve problems in a variety of contexts, both mathematical and otherwise.

• Integration of students' daily life experiences into the learning and knowledge process;
• Learning based on concrete questions/situations that are close to the students;
• Learning through the effective manipulation of material, facilitating awareness of what is being learnt;
• Co-operative and collaborative learning - Work carried out in co-operation and collaboration in groups and pairs;
• New technologies as a way of learning/consolidating content.

Mother tongue- Select relevant information according to the listening objectives and record it using different techniques. Speak clearly and articulate words appropriately. Write texts in a variety of genres, suitable for purposes such as narrating and informing, in different media.

Environmental Study - Know how to ask questions, hypothesise, make

inferences, prove results and know how to communicate them,

Arts - Demonstrate expressive and creative skills in their artistic

Citizenship and Development - Road safety. Consumer education

- To raise awareness of what is being learnt, encourage learning based on concrete situations/issues that are close to the students;

- Active/experiential learning that allows students to develop increasingly important instrumental skills for understanding, explaining and acting on the environment in a conscious and creative way;

- Learning that takes into account the diverse starting points and learning rhythms of students, their interests and needs and the characteristics of the environment;

- Learning that values themes generating questions arising from observation of the reality that is close to the students and that enables them to problematize and investigate;

- Co-operative and collaborative learning - Work carried out in cooperation and collaboration in groups and pairs;

- New technologies as a way of learning/consolidating content.

Problems, strategies, connections.

1^st step – Large Group

Each student shows the object/material they brought from home, justifying their choice (the relationship of what they brought with Maths).

2^nd step - In pairs

In pairs, they select one of the objects/materials they brought.

They invent a problem with data taken from the object/material (e.g. the weight mentioned on the packet of rice) or with the mathematical possibilities offered by the object (e.g. mug, cup...where the question is related to geometry). 

They solve the problem/question they have invented. The teacher goes through the groups, making sure that the resolution strategy is appropriate and the solution is correct.

3^rd step - Large group

Each pair presents the selected object/material to the large group, and only the problem/question they came up with. From the problems presented, one (problem/question) is selected at random and the teacher writes it on the board.

4^th step - Small group

All groups solve the selected problem.

5^th step- Large group

The problem is discussed collectively, explaining the various solving strategies that the groups have come up with.

The remaining problems/questions will be worked on in future lessons.

Guided discussion:

How they made the mathematical connection with the physical objects and how they problematised it, in the moment in pairs.

What do you think you learnt that was important today?

What was your favourite activity?

- Going outside;

- Group dynamics - game;