Create your own Timetable

Create your own Timetable
Resource Type
File Type

Google Slides™

(4 pages)
Product Rating
Standards
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  • Product Description
  • StandardsNEW

This activity is suitable for Y4 students. Students are asked to create their favourite school day. Whilst creative and flexible thinking is encouraged, there are restrictions which must be considered such a recess and lunch break and time avaiable for Maths and English activities.

Slides have been colourfully constructed to support different learning styles and encourage dialogue during the lesson. The teacher is encouraged to model the activity on the slides by creating the 12 stack from multiblocks.

Stress the importance of recording data both on a line and in the space between lines.... discuss this point with students.

Some students struggle to keep their stack of blocks together. Encourage them to lay the stack flat on a whiteboard or similar so they can share their ideas easily with a teacher.

As an incentive, the teacher could challenge students to create a fun and workable day with the best one being implemented.

Extension: Students are encouraged to consider how they would create a weekly timetable ensuring breaks, and core subjects are factored in each day.

Log in to see state-specific standards (only available in the US).
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Total Pages
4 pages
Answer Key
Does not apply
Teaching Duration
50 minutes
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