There was a lot to learn from this session. We started with a clapping game. This needs to be developed to include notation of some kind and to be an activity of its own. I think that it could be to figure out the notation or to remember a sequence or to put a few sequences together in different ways. Or we could have notes or fractions (or a mix) that can be picked up and ordered to create a new sound. Maybe bars or rods to represent the length of a note.
Anyway this activity worked mainly because Yunas was not afraid to have a go and get it wrong. It was a bit too risky for the others. They warmed up a bit and N was great with the 9 times table.
We explored some patterns for the 9 times table using a 100 square, by writing them in a list, and by finding the digital roots of each multiple of 9.
From here on, H and I were focussed on working out tables and roots and creating root patterns. N and L floated in and out and became aware of the concept but I don't know if they've mastered it. L is very quick to come up with
digital roots for 2 digit numbers. Also I think they work best when they can distract themselves. They focus at times when they get into an activity. Sometimes I wonder if they would get into more with more focus or if it is best to leave them to explore what comes up naturally. I should try a complete modelling session next week and get them all to follow steps to see how much of a difference it makes. This could work with kobon triangles and mystic roses. Or try the multiplication technique that uses lines.
These activities took us up to the end and to finish up we played a new game using a hundred board, dice and counters. Explorers throw the dice and choose the score from 1, 2 or 3 of of their dice and move their player. If they land on a number that isn't in the 7 or 11 times table times, they move back. These activities worked well
and provided an example of a session where we could work on times tables without too much pressure.
Anyway this activity worked mainly because Yunas was not afraid to have a go and get it wrong. It was a bit too risky for the others. They warmed up a bit and N was great with the 9 times table.We explored some patterns for the 9 times table using a 100 square, by writing them in a list, and by finding the digital roots of each multiple of 9.
From here on, H and I were focussed on working out tables and roots and creating root patterns. N and L floated in and out and became aware of the concept but I don't know if they've mastered it. L is very quick to come up with  |
| N working diligently on 9x table |
and provided an example of a session where we could work on times tables without too much pressure.
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