A Maths Starter of The Day

Arrange the numbers 1 to 14 in the white circles so that the sums are correct.

The numbers can be dragged onto the white circles

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Keywords: Starter | Arithmetic

  • Transum,
  • Wednesday, May 24, 2006
  • "Repeatedly click the "clue" button until the problem is at a suitable level of difficulty for the class.

    Is the answer given the only possible answer?"
  • J Dadd Y9, Ashford Christ Church
  • Friday, July 13, 2007
  • "No this is not the only way."
  • Katie, Bradford
  • Sunday, July 15, 2007
  • "That is not the only way. I can think of 2 others. Try to figure them out if you can!"
  • YR 8 George Abbot, SET 3
  • Tuesday, July 01, 2008
  • "We would recommend this as enjoyable starter. Thanks"
  • Silver Birches, Lydd
  • Thursday, July 10, 2008
  • "We found four different ways...any more?"
  • M Wood, Terang College
  • Tuesday, July 15, 2008
  • "Great activity, my students took on the challenge to find how many variations there are and have come up with 40! "
  • Chris Smith, Bushenyi, Uganda
  • Thursday, July 16, 2009
  • "Fourteen 13 July 2009
    A good starter for the year two students at this Primary Teachers' College in Western Uganda. I selected the 10 weakest for this group, on basis of the mathematics marks (ignoring the methodology woffle) from their most recent college exams. We used the clues and I haven’t yet decided if there is a good strategy. I showed them how the grand total of the 14 numbers could be checked by adding first and last and so on. Class sizes are usually over 50 so identifying and helping the weakest, the strongest not to mention the ones in the middle, is a challenge.
    This afternoon I will use it at a local Primary School. I will put the numbers on corrugated card and make a back sheet on flip chart. They will enjoy moving them around."
  • Helsby High School, 9y4
  • Monday, October 12, 2009
  • "There was more than one way to get the answer and it was challenging!"

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This starter has scored a mean of 3.5 out of 5 based on 34 votes.
 

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