Page+2+-+Brainstorming+(Just+ideas+that+come+into+our+heads)

Please feel welcome to add any ideas or thoughts you have that may assist in the program. Don't worry if they seem "out of left field" or silly, as they may be of use when the program is developed.


 * Mark has 30 hand held student response systems that can be used in classes


 * [|Design a city using simple fractions and percentages] ( Help a town planner to design a site plan for a city. Assign regions on a 10×20 grid for different uses such as factories, hospitals or parks. Calculate the percentage and the fraction of the total site used for each region. Use a number line to display fractions and equivalent decimals).


 * [|Equivalent fraction games] (Given a fraction, find equivalent fractions represented in shapes.)





Ready to be converted
Whiteboards converted my pupils into maths enthusiasts. Use the corridor or playground, or clear a space in the classroom for this kinaesthetic activity to practise converting between fractions, decimals and percentages. Give each pupil a mini whiteboard. Form three queues of pupils, positioning them at the left, middle and right side of the classroom. Name one row fractions (pupils A), one decimals (pupils B) and the last one percentages (pupils C). Call out various fractions, decimals and percentages with various conditions. Here’s an example using a fraction: Pupils A in the fractions queue must write down a fraction with a denominator of 10. Then they run to the decimals queue (pupils B) to convert the fraction into a decimal. Next, pupils B run to the percentages queue (pupils C) to convert it into percentages. The first team to sit down with a correct conversion gets a point. An example of a correct conversion would be: 8/10, 0.8 and 80 per cent. //**Mark Ingham teaches maths at Bishop’s Stortford College Junior School in Hertfordshire**//