Note: If the number of students is not divisible by four, then the incomplete groups shall also present its missing members.

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1 Types of angle Recommended grade: 6. Object of activity: Differentiation between angles according to type: acute angle, right angle, obtuse angle, and straight angle Target language: Acute angle, right angle, obtuse angle, straight line / straight angle Aids: Cards with angle sizes and bag, blackboard Time allowed: 10 minutes We familiarize the students with the object of the game, with the rules, and the expressions used: acute angle, right angle, obtuse angle, straight line, which we write above the four columns on the blackboard. We prepare cards in advance, on which the size of the angle is given in degrees, and we place them in the bag. There must be at least as many cards as there are students and there should be the same number of cards showing every type of angle, or possibly one extra e.g. for 22 students we need five complete sets of four and one extra card showing an acute angle and one extra card showing a right angle. Note: If the number of students is not divisible by four, then the incomplete groups shall also present its missing members. Each student draws a card and represents an angle of a given size. He/she must not disclose the number on the card to anyone. The students walk round the classroom and ask each other, e.g.: Are you an acute angle? Nobody else should hear the questions and answers. The goal is to form groups of four students, where each of them represents a different type of angle. Lastly, each student presents their angle aloud, e.g.: An angle of 162 degrees is an obtuse angle. He/she writes the size of the angle on the blackboard next to the corresponding expression. Are you an acute/right/obtuse/straight angle? An angle of 162 degrees is an obtuse angle. Jsi ostrý/pravý/tupý/přímý úhel? Úhel 162 je tupý úhel.

3 Ratio and percentage Recommended grade: 7. Object of activity: To write down a ratio as a fraction and to expres it as a percentage Target language: See worksheet; ratio, fractions, percentage Aids: Worksheets, blackboard Time allowed: 15 minutes The students who fill in a questionnaire with ten questions first, win (part A of the worksheet). We prepare a table on the blackboard with ten rows and three columns. The first column contains the numbers from the questionnaire from 1 to 10. When the students have fcompleted the answers, we jointly fill in the number of positive answers in the second column and the number of negative answers in the third column. Using data from the table, the students complete the remaining tasks B and C on the worksheet. Lastly, we jointly check the results, paying attention to the correct pronunciation of fractions, ratios, and percentages. Fill in the questionnaire. Tick yes or no. Vyplňte dotazník. Zaškrtněte ano, nebo ne. Write down all ratios and fractions. Zapište všechny poměry a zlomky. If the number of answers is 27 and the ratio Pokud je počet odpovědí 27 a poměr is, then fractions are and. je, potom zlomky jsou a. What percentage of you? Kolik procent z vás? the ratio of twelve to fifteen poměr dvanáct ku patnácti twelve twenty sevenths dvanáct sedmadvacetin 35 % thirty five percent 35 % třicet pět procent

4 Map scale Recommended grade: 7. Object of activity: Estimation of distance working with a map Target language: Scale, ratio, distance, map, approximate estimation, in a straight line (air line) Cross-curricular relationships: Geography, ICT Aids: Wall map of the Czech Republic., tape measure, worksheet, school atlases, rulers, Internet source, Google Earth program Time allowed: 45 minutes The instructor repeats the ratio arithmetic expressing ratios in simplest terms, increasing and decreasing in a given ratio. We emphasize that we will always be measuring distances during the lesson using a so-called straight line. The students first estimate the distances of cities and record them in the worksheet. Next, they measure the exact distances of the first eight (cities) using their atlases and the last two using the the wall map. They again write the data into their worksheet, always including the map scale. They calculate the actual distance, using the scale. That check the calculated values using the measure of distance feature in the Google Earth programme, individually, or jointly with the teacher. The students determine the variance between their estimates and the actual distances. They add the number of kilometres by which their estimates differed from actual distances. The students may comment: I estimated that the distance between Prague and Liberec was 130 km, but it is 115 km, so I was about 15 km out. Lastly, we announce which students made the most accurate estimates. Estimate the distances and write Odhadněte vzdálenosti a zapište them on the worksheet. je do pracovního listu. Find out the scale of the map and write it Zjistěte měřítko mapy a zapište ho. down. Measure the distances on the map, and using Změřte vzdálenosti na mapě a pomocí the scale, find the real distances. měřítka zjistěte skutečné vzdálenosti. How different are your estimations from Jak moc jsou rozdílné vaše odhady the reality? od skutečnosti? The most accurate estimation. Nejpřesnější odhad.

6 % % % % % % % Supplementary activity 1: Students mark fractions, decimal numbers and percentages on a grid, so that the coloured part corresponds to the given numerical value, while the grid shall is a single entity. Supplementary activity 2: The students convert the coloured part of the shape they received into fractions (recorded as fractions) as instructed or they colour the part of the shape according to the specified fraction.

8 Table with simplified fractions: ¾ 1/4 Table with non-simplified fractions and correct answers: 3/4

11 Check to see if you were correct. If you were correct, add the amount of your bet to your total score. If you were wrong, subtract the amount of your bet from your total score. Zkontrolujte, zda jste měli pravdu. Pokud jste měli pravdu, připočítejte sázku ke svým celkovým bodům. Pokud jste se zmýlili, odečtete sázku od svých celkových bodů. Supplementary activity: We prepare a crossword puzzle with a mystery word for the students, in which they write the correct results in words; that is, e.g. if the result is, they will write minus five into the crossword puzzle. Note: The letters contained in the mystery word must be below one another in the crossword puzzle. Correct answers: Results: The results recorded in the crossword puzzle, mystery word: WEDNESDAY 1. minus twelve 2. 0 zero three hundred and fifty 4. minus two 5. minus fifty three 6. minus five one hundred and fifty 8. minus one hundred and twelve 9. minus thirty seven

12 Three-dimensional geometric shapes pexeso Recommended grade: Object of activity: Figure differentiation Target language: Cube, cuboid, cylinder, pyramid, sphere, cone Aids: Cards with words and 3D geometric shapes Time allowed: 10 minutes We familiarize the students with the English names of figures. The use of cards with illustrated figures and cards with names of figures would be appropriate. We match the figure with its name as a class and ensure that they are correctly pronounced. We divide the students into groups and provide each group with a sheet with cards to be cut up. The students quickly cut up the cards, mix them up and play classic pexeso (mix and match). As in the introduction, they search for the name corresponding to the picture of the figure. When the card is turned over, they read the word and name the figure. Match a name to each 3D shape. Please, cut out the cards and shuffle them. Place them on the table face down. Read the word / name of the shape every time. Přiřaď 3D tvar k jeho názvu. Prosím, nastříhejte karty a zamíchejte je. Položte je na lavici lícovou stranou dolů. Pokaždé přečtěte slovo / pojmenujte tvar.

13 Circle the correct number Recommended grade: Object of activity: Circling the correct number drawn Target language: Numbers Aids: Blackboard, starting line, list of numbers, chalk Time allowed: 10 minutes We write various numerals across the whole blackboard (their degree of difficulty depends on the students level of knowledge). The students divide into a maximum of two or three teams. We mark a chalk line on the floor from which individuals will start racing to the board. The instructor calls out the numbers or asks a student to stand beside the blackboard and read numbers out at random. When the first number is called, the first person in each team runs to the blackboard and tries to be the first to circle the called number. He/she goes back to his/her team, hands the chalk to the next person in line and that person runs to the blackboard to circle the number next called, etc. The team circling the highest number of correct numbers, wins. When the first number is called, the first person in each team runs forward and tries to be the first to circle the correct answer. Hand the chalk to the next team member, then go to the back of your team s line. Když je vyvoláno první číslo, první z každého týmu běží vpřed, aby jako první zakroužkoval správnou odpověď. Dejte křídu dalšímu v týmu a poté si stoupněte na konec řady svého týmu. Alternative: We create a set of numbers for each team. The teams stand directly near the blackboard; as soon as a member from a team circles the correct answer, the next number is called. We do not wait for anyone. The team circling all the numbers called first, wins.

14 The perimeters of a triangle and a quadrangle Recommended grade: 6. Object of activity: Practice of calculation of the perimeter of a triangle and a quadrangle Target language: Perimeter, side, vertex (pl. vertices), square, rectangle, triangle, rhombus, rhomboid, trapezoid, sketch, formula, calculation; grading adjectives Aids: Blackboard, worksheets, drawing materials, scissors, quarts paper, bag Time allowed: minutes We review alongside the class, the units of length, names and characteristics of various geometric figures and how to calculate their perimeter. The students individually complete the worksheet. Then they exchange it with a classmate who checks the answers. We then jointly check the answers, write them on the blackboard and read them in English. The students sketch two figures of their choice of various dimensions and them out. They mix up all of the figures and place them in a bag. Each student shall pull out two figures from the bag, measure them and calculate their perimeters. They write the perimeters on the figures. The students stand in a circle and introduce their figure to the others. He/she name the figure and state its perimeter, all in English. For example: This is a square / I ve got a square. Its perimeter is / The perimeter of my square is 23 centimetres. The student then places the figure on the floor in a line according to the type and size of its perimeter, creating a line of triangles, squares, rectangles, etc. The figures in each line are arranged according to size. Lastly, the students compare the figures in individual rows, e.g.: My rectangle has got the second longest perimeter. This is a square / I ve got a square. Its perimeter is / The perimeter of my square is 23 centimetres. Compare these geometrical shapes. My rectangle has got the second longest perimeter. Toto je čtverec / Já mám čtverec. Jeho obvod / Obvod mého čtverce je 23 cm. Porovnejte tyto geometrické tvary. Můj obdélník má druhý nejdelší obvod. Supplementary activity: The students can arrange a large picture from the figures, or from several smaller pictures.

15 Rounding off natural numbers Recommended grade: 6. Object of activity: Practice in rounding-off natural numbers to tens Target language: Rounding, tens, units, rule, round up, round down, numbers Aids: Blackboard, magnetic table, magnets, cards with natural numbers (see attachment), alarm clock Time allowed: minutes We repeat the basic rules of rounding off natural numbers to the nearest ten to the students. If our knowledge of English permits, we try to repeat the rules for roundin-goff in English (we have the number 48 on the card): We want to round 48 to the nearest ten. Is 48 nearer to 40 or 50? It s nearer to 50, so 48 rounded to the nearest ten is 50. What is the rule? When do we round up? When do we round down? We round up if units are 5, 6, 7, 8, 9; we round down if units are 4, 3, 2 or 1. We write a numerical axis from 10 to 100 on the blackboard; we highlight the numerals from the order of tens 0, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100. We place the card with the number 48 on the numerical axis. We distribute cards with a numbers to each student and he/she places it on the numerical axis. If we have enough space in the classroom, we ask the students to sit in a circle. We set the time on the alarm clock. We let the card with the number circulate (we can use more than one card). When the alarm rings, the student holding the card in his/her hand must read the number in English and correctly round it off. The others repeat both of the numbers after him/her. If he/she correctly rounds it off and reads it in English, he/she receives a reward. If not (even if it is correctly rounded off, but incorrectly read), the card circulates further until the alarm clock rings again. We want to round 48 to the nearest ten. Chceme zaokrouhlit 48 k nejbližší desítce. Is 48 nearer to 40 or 50? Je 48 blíže k 40 nebo 50? It s nearer to 50, so 48 rounded Je blíže k 50, takže 48 zaokrouhleno to the nearest ten is 50. k nejbližší desítce je 50. What is the rule? Jaké je pravidlo? When do we round up? Kdy zaokrouhlujeme nahoru? When do we round down? Kdy zaokrouhlujeme dolů? We round up if units are 5, 6, 7, 8, 9; we round down if units are 4, 3, 2 or 1. Zaokrouhlujeme nahoru, když jsou jednotky 5, 6, 7, 8, 9, a dolů, když jsou jednotky 4, 3, 2 a 1.

16 Two-dimensional geometric shapes loop Recommended grade: Object of activity: Differentiation and naming of two-dimensional figures Target language: Domino, square, circle, rectangle, ellipse, triangle, pentagon, hexagon, rhombus Aids: Worksheet, shapes cut out of paper, cards with illustrated shapes, blackboard Time allowed: 15 minutes We familiarize the students with the English names of two-dimensional figures. As a simple aid, we use shapes cut out of coloured paper, which we then place on the blackboard and the students match their English names. After the students have familiarized themselves with the names of shapes, we cover up the aid, or take it down. We divide the students into pairs and hand out the cards to them. They place the cards together, so that the name of the figure and the corresponding twodimensional figure are next to one another. A picture of the figure with the name on the card remains on the last card we began the game with. If not, the players must go through all of the cards and find the mistake. When the game is over, we name the figures again.

17 Word problems scavenger hunt Recommended grade: Object of activity: Practice of word problems (repetition) Target language: See problem texts Aids: Cards with problems (see worksheet), writing materials, paper for rough calculations, classroom area Time allowed: minutes (according to the number of problems, mystery word being chosen at random) Students divide into small groups. We place the cards with problems randomly around the classroom. If the weather is good, we can play the game in a park or in the school yard. The cards contain problems the students must solve. In the top left-hand corner is a number corresponding to the answer of a problem on a different card. The top right-hand corner always contains one letter from the mystery word. Each group selects a problem to start with and stand there. This will prevent groups from pushing their way to a single card. They record the solution of the problem and the letter from the right corner on a piece of paper. Then they move to the card with the number they calculated in the previous problem. They continue in this fashion, until they have solved all the problems. The last problem will return them to the first problem. They solve the mystery word by arranging the combination of letters from the right-hand corner. The group solving the mystery word first and all whose results are correct, wins. Mystery word: PYTHAGORAS

18 Decimal system Recommended grade: 8. Object of activity: Practice of recording in the decimal system Target language: Decimal system, contracted notation, extended notation, equals, pair Aids: Cards with numbers in contracted notation and in extended notation of the decimal system (see worksheet), hat or bag Time allowed: 10 minutes We prepare cards with numbers both in contracted notation and in extended notation of the decimal system. The students draw cards with numbers in extended notation from the hat or bag. Each student draws three to five numbers. We crumple up the cards with numbers in contracted notation and throw them around the class. Note: Numbers may be repeated; the number of contracted notation numbers must equal the number of extended notation numbers. To make it more difficult, there should be numbers placed around the class, which do not fit into either category. The students search round the classroom for their numbers in contracted notation. They leave the numbers they do not need lying down. The place the corresponding pairs of numbers together on their desk. The person matching his/her numbers together first, wins. Lastly, everyone reads his/her pair of numbers. Write down three / four / five numbers. Vylosujte si tři / čtyři čísla / pět čísel. Your numbers are in an extended notation. Vaše čísla jsou v rozšířeném zápisu. The other numbers are in a contracted Ostatní čísla jsou ve zkráceném notation. zápisu. Be careful, there are also numbers which Pozor, jsou zde také čísla, která don t match with anything. neodpovídají žádnému ze zadání. Find the number that matches yours. Najděte číslo, které tvoří pár s vaším číslem. Alternative 1: Instead of using numbers in extended notation, the students draw numbers in contracted notation. Alternative 2: The game can be used to practice other mathematics topics, e.g. divisibility, common multiples, comparison of numbers, volumes, perimeters (values or equations), etc.

19 Square roots Recommended grade: 8. Object of activity: Practice of finding square roots of numbers up to 20 Target language: Root (of a number), square root (of), third root (of) Aids: Smallish soft ball Time:allowed 10 minutes We throw the ball to a particular student and give him/her a problem to solve. The student provides his/her answer and throws the ball back to us. If the student gives the wrong answer, he/she must forfeit a point. The student recovers it, if he/she solves a mathematical problem the teacher or a classmate has provided. T: The square root of nine is Druhá odmocnina z devíti jsou S: The square root of nine is three. Druhá odmocnina z devíti jsou tři. Give me a forfeit. Dej mi fant. Alternative: We throw the ball among the students and the student who catches it must solve the problem. After the student has answered, he/she throws the ball to one of his/her classmates and gives him/her a problem. We continue this way, until all the students in the class have had a turn. Supplementary activity 1: We give the problems of solving square roots of fractions, or of decimal numbers. For example: Supplementary activity 2: We provide problems for partially solving the square roots of natural numbers. For example:

20 Pythagoras theorem length of the hypotenuse Recommended grade: 8. Object of activity: Practice of calculations using the Pythagoras theorem Target language: Right-angled triangle, hypotenuse, leg, root of (a number), power of two Aids: Cut-out right-angle triangles with lengths of hypotenuses, free area on the floor, wall, or blackboard, numbers Time allowed: 15 minutes We lay out the cut-out triangles on the classroom floor. If there is not enough space in the classroom, we fasten the triangles on the blackboard and wall using self-adhesive plasticine. We allot to the students numbers representing the length of the hypotenuses (orally or in writing). The students walk round the classroom and look for the triangle whose hypotenuse is the same as their allotted number, e.g. the student with number 7 selects the triangle with legs and 2. Note: We set a time limit for the task. The student who finds the corresponding triangle first, receives a point. If one of the students cannot find the corresponding triangle within the time limit, a classmate who has already found his/her triangle, can help. Lastly, the students shall justify why they chose this triangle in particular: The square root of three squared plus two squared equals seven, so the length of the hypotenuse is 7. Find a triangle whose length of the hypotenuse is equal to the number you have got. The square root of three squared plus two squared equals seven, so the length of the hypotenuse is square root of seven. Najděte trojúhelník, jehož délka přepony je stejná jako číslo, které jste dostali. Druhá odmocnina ze tří na druhou plus dvě na druhou se rovná sedm, takže délka přepony je druhá odmocnina ze sedmi.

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by Teresa Evans Copyright 2005 Teresa Evans. All rights reserved. Permission is given for the making of copies for use in the home or classroom of the purchaser only. SAMPLE PAGES Please enjoy using these

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