Planning a discovery is I suppose a bit odd, but in a moment of solitary gameplay, I mean planning, in the classroom I found the Blue Whale. The children never stumbled upon it during their own play in the last few weeks. As a result I thought it would be a great way to introduce our week of work based on these amazing animals.

I explained to the class we were going to be taking a dive together as a class. I have done this infrequently over the last 6 weeks, but it is useful to work together sometimes to discover new things and to maintain the momentum.

I didn’t explain that we were looking for the Blue Whale. As I swam away from the shallow waters of the bay, the gloomy blue depths that stretched out ahead of us seemed to raise the tension. As I turned back towards the boat the sound of bubbles from the diver was overwhelmed by the children shouting, “What’s that?”, “Over there!”, “Turn around!”

Appearing before us was the Blue Whale and the children were so excited, it was the largest creature we had found in the game. Here is the Flip camera footage we shot to capture the moment as our diver swam with the whale. (If you listen closely you will notice that at school I take on my Darth Vader alter ego)

Finding the Blue Whale in Endless Ocean from Tom Barrett on Vimeo.

The children went off to work with Google Squared and find out more about the Blue and other whales.

On the BBC last week Stephen Fry was tracking down the Blue Whale in the last in the series of Last Chance to See and so we spent some time watching someone finding the Blue Whale for real.

It was a great way to start our week of work, I could never offer that experience for real – the simulated moment we shared using Endless Ocean was a lot of fun and hopefully a memorable one.

After doing some recapping of the compact method of written subtraction we worked as a whole class with the game. Each child was at their tables with a whiteboard and pen.

• Start by making a note of the length of the hole you are about to play (A). This appears at the top right hand corner when you are teeing off. Get the class to write this down.
• We had a 4 player round to generate lots of questions to practice.
• Choose someone to come out and tee off. When their ball comes to a rest it will show how far to the hole (B). It does not show the length of their shot – so complete the subtraction with the class A – B = C (shot length)
• We repeated this for the other three players.
• As you get your different shot lengths (4 in our case) you are presented with lots of opportunities, such as ordering the shots from longest to shortest, how much further was ? then ? – we used some of these with the whole class after the first group of shots were made.
• With the longer holes you may be able to get another calculation from the 2nd shot – but most of the time the second shot will sail over the hole. This makes it a bit tricky to calculate shot length.

Another direction you could take the game in a maths lesson is to plan for ordering decimals. When the ball lands on the green the game displays how many metres/yards to the pin (hole). It will show it to one decimal place. With four players hitting the green then you have the option of trying to order 4 different distances.

WiiMaths is created by Tristan Methers with funding from the Victorian Dept of Education and Early Childhood Development as part of the Knowledge Bank Next Generation Research Projects. Tristan outlines the investigation into positive and negative numbers in the game of golf and explains:

In Golf names are given for the  number of strokes taken on each hole. If you score the expected amount for a hole that is called a Par. If you get a stroke over the expected amount that is called a Bogey and one stroke under the expected amount is called a Birdie. The number of  strokes under and over and their names are in the table below:

• ALBATROSS  -3
• EAGLE  -2
• BIRDIE  -1
• PAR 0
• BOGEY +1
• DOUBLE BOGEY +2
• TRIPLE BOGEY +3

The students are then given a verbal 9/18 hole golf course to solve and come up with a final score, linking the naming of the strokes to the total score:

Example:

• Hole 1  - Eagle
• Hole 2 – Bogey
• Hole 3 – Par

I think that this is a good example of explaining the maths behind the scoring system itself and would allow a class or small group to practice +ve and -ve numbers in an engaging way.

Why bother?

This games based approach to maths engages the children. It certainly engages my class. They asked me to do some more in the afternoon. More written subtraction! They are switched on by the use of the game and enjoy the challenge of the maths that we packaged up within it. With some successful baseball addition earlier this week too, it is proving effective to use Wii games in this single lesson role.

Are the children better at subtraction because of the game?

Crucially we were able to practice and refine our calculations over a more sustained period in the lesson due to the game. The same occurred with the baseball addition earlier this week. Children were happy to work hard on the maths for longer due to the involvement of the game. If use of the game is combined with solid, clear and supported teaching of the written methods beforehand then it can raise the standard of work in the classroom.

Please share with me any other ways you have used Wii games in support of your maths lessons, as I am always on the look out for more ideas.

(Pic “dangerous walk“ by cinocino)

Manta Ray by Kawa0310
Attribution-NonCommercial-NoDerivs Lic

The game has been perfect for our work in class as it is so open ended. There is no specific path or “levels” that need to be completed in a certain order. Once you are through the brief tutorial, which covers some of the basic controls, you are free to explore the ocean depths.

These open ended, sand box style simulations provide great learning opportunities for classes.

The currency of progress comes in the form of fish of course, or indeed any marine life you encounter. During our first week we organised a set of 5 activities in our literacy lessons that were rotated (a carousel) throughout the week. These included a teacher led (guided) reading session, some online research on the species we had already found and a group playing the game to explore it for themselves. It is important to allow children time to play it independently or in a small group.

I provided a simple factfile template (differentiated for a couple of levels) that gives the children some structure to their research and has proven useful for them to collate notes from the game. Here is a little video of some of the gameplay you would experience in Endless Ocean.

Each species that is found is recorded in the game’s Marine Encyclopedia (See 2:05 in the film above) which is proving a useful record. I also have lots of fish shaped card and written the names of what we find for display in the classroom. Children can then choose something from the display to go away and research without being tied to the game. I think it is useful to display your progress of discovery in this way. Taking the game out of the console into your room continues the engagement.

When you find a fish in the game you have to interact with it to learn something about it. In the film you will see each species has 3 facts to discover. The longer you interact with the fish and the more frequently you discover them, the more facts are revealed.

The children have been very engaged with the topic so far – we were using the Wii in our first literacy lesson in Year 5. A pretty interesting start to the year for them, not what they were expecting perhaps.

Gigantus and Sphyrnie by
BrittneyBush
Attrib-NonCommercial-NoDerivs Lic

Many of the children have discovered fish during their time playing the game – you may have seen from our class Tweets of our dives we have been excited to find, amongst others, the Japanese Bullhead Shark, a Red Stingray and the Leopard Whipray. The children take great ownership of these discoveries. After I remarked on a certain type of fish I had not seen before, a boy proudly turned to me and stated, “I found that yesterday!”

Their engagement goes beyond the discovery. It continues onto trying to find out about the species in more detail. I think they make a connection between their simulated experience in the game and the desire to find out more. They want to find out more as they have invested something. With a trip to an aquarium planned for later in the term we will hopefully close this loop of experience with real life examples.

The experience of using the game so far shows me that a rich, games based simulation adds an ingredient that is hard to replicate in any other way.

I said in my last post I wanted an edge to our learning that provided moments of shared discovery and we have had many of those. For example, as a group has found a species like the Scalloped Hammerhead or the first sighting of a dolphin we have all downed tools and just enjoyed that moment.

In one shared dive with the whole class we swam away from the coral reef (which we have been learning about too) and in the murky depths I could see a large grey and white tail swishing away from us. We began to realise what it could be and I had to swim to catch up with it…suddenly we were surrounded by a group of Indo Pacific Sailfish. We thought it was a shark. It was a lovely moment of discovery we shared as a class and one that captures what is possible with these games.

You can probably see that these moments offer some excellent opportunities for narrative or recount writing which we have been exploring in the last few days. There be a story in them murky depths…

When you begin digging into this topic area you soon realise that there is SO much good content, resources and ways to work with it that maybe everyone should be doing it. I can’t wait to get my snorkel on! If you have been following me on Twitter then you have probably been awash with my notes about it all.

Endless Ocean

This is one of the major elements of our unit, and I suppose you might say that the topic is lead by using this game on the Wii. I already know games based learning is a powerful way to engage learners. Innovative work by teachers in Scotland continues to inspire me and I hope that our unit will measure up to their great work.

It is a very open ended game, allowing the player (a diver) to just swim around and explore the reefs, lagoons and open waters on offer. I love the fact that we don’t know what we might found in the murky depths. I began making notes as to the types of fish we discovered. But you know, I think the engagement and hook will be in those moments when suddenly, unexpectedly,  someone finds a lion fish or a hammer-head shark. I recall these same moments of shared discovery when we played Myst, and it produces a great community of use in the classroom.

I want our play and our learning to have that edge. To emerge gradually as the map does in the game, I know which direction we are heading but what we find there is an unknown.

Steve Bunce has already used the game with classes and suggested I use a carousel of activities so that smaller groups can use the game on a more intimate level. There also has to be some time when we are sharing the discovery and exploration as a whole class. I will be planning the first week of work to include small groups working on the game and four other independent activities related to our topic.

Marine Guide

We will use the game throughout the whole course of the 7 week topic and most importantly find out more about the species we catalogue in the game. As you discover a creature you are given it’s name and a snippet of information about it, this is then recorded in the game’s Marine Guide.

I am going to ask our kids to do something similar. A drawing, habitat, size, food – all entered into a small paper book. I want to keep it simple so we can update them quickly as we discover different creatures. I would like the children to explore some online resources to help them learn more about the different species. This ties in with the non-fiction strand of the literacy strategy.

There seems to be quite a considerable number of species to find and I am not expecting the children to amass information on all of them. Perhaps on occasion they can choose from a handful of species we have found to record and then there may be those that we all need to record. I will see how things pan out.

Fish Friday

This idea is very much from my RANDOM pile but I think it could work really well. John Davitt has created something called the Learning Event Generator that randomly selects a topic and a way to show it. For example: DO “How to make an omelette” AS “a play by play sports commentary”. The AS list is over 200 ideas strong and I would highly recommend it whilst you are planning.

So take a big list of the species we have discovered and an edited (can we really do that in the classroom, with these kids) list of the outcomes and you get…

Show me what you have learned about the SWORDFISH as a FINGER PUPPET SHOW.
Show me what you have learned about the LUMINESCENT SEA SLUG as a T-SHIRT DESIGN.

I would break the two parts up. Give the kids, in small groups, the species name and 10 minutes to gather what they already know and more. And then reveal their way of showing their learning and 25-20 minutes to work on it. I think it is going to be fun and will challenge our classes in different ways.

And that’s my idea for Fish Friday.

Scuba Diving

As you can tell from the game you take the part of a scuba diver. Apart from actually diving in the local pool I wanted the classes to better understand what scuba equipment is all about. I am hoping to arrange with the local scuba diving club to bring a whole load of gear into school so that the children can not only handle it but get to chat to real scuba divers. Maybe they can have a go on Endless Ocean with us too and tell us how realistic it is!

Google Earth > Ocean Layer

Google Earth never ceases to amaze me and before researching into this topic I didn’t look too far into what was on offer in the Ocean layer. It will prove to be a highly valuable resource for our children, helping them better understand the actual information geography of different aspects of the topic. But as we have seen in the past, Google Earth will just be one way for children to “find out”, others will prefer reference books or websites. The important thing is that the choice is there.

Here is a list of some of the features in the layer, plus my notes.

• National Geographic comprehension quiz – would be good as a paired reading task.
• Animal Tracking – would help to illustrate some shark and whale behaviour.
• ARKive layer – lovely resource of endangered marine life shown in context.
• Using different layers of info for reading text – perhaps creating a few quiz questions of our own.
• Expedition Tracking – active expeditions are shown, such as Roz Savage the ocean rower.
• Shipwreck sites
• Fishing stocks and UK fish factfiles – would be useful to explore some species native to our waters. Tie this in with the work on persuasive writing and sustainability of fish stocks.
• Dive and Surf Spots – adding Panoramio layer to show diving pictures.

There is so much here to consider (there are many more layers I have not referenced) but just knowing that we can direct children to a high quality resource like this is great. Disappointingly most of the embedded video which helps depict the variety of life uses YouTube which is blocked in our Nottinghamshire LA. A prime example of why it shouldn’t be. Although the placemarks in the ARKive layer also use YouTube video, on their own site the video is hosted, and it is a vast collection of images and video too.

Augmented Reality

Augmented reality (AR) is the combination of 3D models, a webcam (if on a desktop or laptop), AR software and a printed symbol. The screen will show what is visible through your camera. The camera tracks the symbol you have printed off and then places the chosen 3D model on that position. Turn the printed symbol and you turn the 3D model.

This is a screen shot of me impaled by the Sydney Tower.

Whilst exploring the topic I saw a tweet about the 3D Top Trumps that have been released. I wish there was a Sealife set to buy! I have played a bit with augmented reality (AR) with our classes last year. It has huge potential for learning. I used the AR Media Plugin for Sketchup and Google Earth to support some of our work on India.  Small groups looked at the Taj Mahal in 3D and it helped them get a better idea about the structure of the building.

For our Sealife topic I want the children to explore different 3D models of tropical fish and other creatures from the oceans. I discovered an amazing set of 3D artwork by Max Grueter in the Sketchup 3D Warehouse and in his collection he has some divers too with some lovely depictions of older diving suits. Just looking at the models in 3D is limited in it’s use, it will be engaging I know that – but I want the children to perhaps answer questions and engage more with what is displayed.

I am thinking through and developing some AR Comprehension Cards. Combining text, the 3D model and then questions to challenge the children too. Will be a great way to engage those reluctant readers and to look at reading comprehension in a different, augmented way!

Finding Nemo

This film could be used on it’s own as a central part to a sealife topic but we are going to concentrate on the more open, interactive Endless Ocean to guide us. But we will be using the film to explore some of the PSHCE issues uncovered within it: families, loss, friendship and growing up. I know the children will enjoy it and it is another way of engaging them with their learning.

If you have a copy of the DVD you will know that the bonus disc has some great resources that could be used in the classroom, such as the short film about the coral reef with Jean Michel Cousteau. I like Mr Ray’s Encyclopedia which gives a short narrated film clip about a handful of species from the film. I would use this in a notetaking exercise with the kids, or perhaps in 2s or 3s for a quiz.

My Planning

For what it is worth I have published some of my more detailed thoughts about the literacy involved in the unit in this Google Doc. Let me know what you think. I have thought about the ways I would like to engage the children with the topic and then looked at the Primary Strategy references. If I followed the strategy verbatim we wouldn’t cover information text (Year 4 unit) but I want the children to create exactly that sort of thing, so it’s included.

What you see in the planning is medium term and there every idea I had about the different literacy work. With only 7 weeks we will not cover everything nor do I expect to.

Books

Since being in school I have discovered lots of books that we already have that will support our work and these (with the help of many people’s suggestions on Twitter) will also help supplement the work we do.

• Dougal’s Deep Sea Diary – Simon Bartram (Good for recount and writing from a diver’s point of view)
• Baleen – Josephine Croser (A nice narrative but also would be good for information during “Whale Week” – yes we might have a solid week on learning just about whales. Amazing creatures. This might give us an opportunity to use our Google Sites, encourage the children to build a mini-site about whales.)
• The Hidden Forest – Jeannie Baker
• Commotion in the Ocean – Giles Andreae and David Wojtowycz (To inspire some simple poetry)
• The Wreck of the Zanzibar – Michael Morpurgo
• Why the Whales Came – Michael Morpurgo (Would probably use these as a class story throughout the unit)
• Odious Oceans – Horrible Geography
• The Fantastic Undersea Life of Jacques Cousteau – Dan Yaccarino (Unique and beautiful picture book)
• First Encyclopedia of Seas and Oceans (Usborne first encyclopedias)
• Is a Blue Whale the Biggest Thing There Is? – Robert E. Wells
• Migration Marvels - Voyage Guided reading set. (More able)

If you get a chance to look at the Dan Yaccarino book you will probably realise why that one gets a special mention from me. There is only a few sample images online of the picture book but I love the tantalising glimpse of the artwork it is made up of.

I contacted Dan about the artwork, which he said was done using stencils and an airbrush, to see how we might recreate some of it in the classroom. Layered tissue paper might work well and I expect we will spend a lovely afternoon very soon with copies of the book in hand and our creative hats on!

Tracking

From the Expedition layer in Google Earth I discovered the ongoing coverage of the ocean rower Roz Savage. This is an ideal example for the children to keep tabs on throughout the next few weeks as she makes progress across the Pacific. The Roz Tracker is a lovely example of real time mapping and social media which gives a great insight into the conditions onboard and the state of mind of Roz.

The RozTracker is an interactive map that you can use to track Roz’s progress across the Pacific, and see exactly where she was when she posted various social media.

One of my favourite Tweets from Roz says so much.

surrounded by sharky feeding frenzies. not the day to take a swim.

It would be good to spend some time with the children doing a couple of things purely based on this short message:

• Find out what type of sharks might be there based upon her location, the fact there are many and their behaviour.
• Based upon that information try and work out what type of shark she may be referring to. Send her a Tweet explaining what we found out. Are we right? Does she know?
• Learn what sort of food the sharks may be feeding on and draw up some food chain information. Why might it be described as a frenzy?
• Use this as a starting point for some descriptive fiction.
• Explore newspaper coverage of shark attacks.

A fine example of how social media can put are classrooms in touching distance of people doing remarkable things.

Another fantastic resource that I discovered via Twitter is Tour de Turtles. The site tracks 11 sea turtles as they begin their migratory journey. Each turtle has a name and is depicted as a contestant in a race, competing with each other. The turtles are being tracked with GPS and you can look at a map showing their ongoing progress.

There is loads of information about the 11 different causes that the turtles each represent – each one impacts on the lives of the turtles in some way. For example there is poor old Chica who is struggling in last place at the moment and according to her map is not entirely sure which way she is going! The cause that Chica represents is “Sea Level & Temperature Rise from Climate Change” and you can even watch a pre-race interview with each turtle and then live footage of them setting off too.

A lovely site that holds stacks of information for the children to explore, the opportunity to raise awareness of real issues affecting these creatures and big slice of fun and humour to engage young learners. We will definitely be checking in with the turtles. I expect I will ask the children to adopt one of the 11 for the next 7 weeks and see how things work out, encouraging them to learn more about them and keep tabs on their progress.

That just about wraps up some of my thinking for this next half term and as I said at the outset I am excited to get underway with it all. Just to finish you could always record your own dancing turtle like I have done. I know that after all the 7 weeks of hard work the dancing turtle will probably be the one thing the kids remember most!

After a short times tables test, which we do at the beginning of every week with our Year 5s (9/10 yr olds), I explored some vocabulary and basics of reflective symmetry on a grid using SMART Notebook. We briefly revisited the shape symmetry we had covered in the previous week and I ensured the children were now thinking of a line of symmetry or mirror line independent of any one shape. 

As a precursor to reflecting different shapes in vertical and horizontal mirror lines we used simple colour patterns reflected in a grid and a simple flash activity from Primary Resources. On the class IWB we completed some together and I highlighted some possible areas that could be problematic – we counted the squares to and from the axes and all of the methods used to check the position of reflective symmetry.

I remember using this in my first year of teaching in a computer suite. On Tuesday the children worked in pairs on our class laptops to challenge each other in making a pattern and then completing the correct reflection. I had planned to continue on to do some work on paper but the practice and familiarity they gained from just working with different coloured squares will contribute to their work later when reflecting shapes. For a challenge children could work on a grid of four quadrants (2 mirror lines) and a random pattern and for those needing more support they could continue with the single mirror line with adult support.

As the children were working on their laptops I had the class Nintendo Wii running with Big Brain Academy and called out a pair of children at a time to use it. I used it in Solo mode and the Practice of the game Block Spot (Visualise category). I would have preferred them to have played against each other or in a small group but that would have included other games – I wanted them to just focus on visualisation of shape to support the week’s topic. In the pair they took it in turns to answer 10 questions about matching a random 3D shape made of coloured cubes to a choice of four. All of the blocks on screen are spinning and so recognising the features quickly and their similarities is tricky.

You can see what they got up to in the Block Spot game in this short film taken during the lesson.

I was pleased to see that the rest of the class were not distracted by the Nintendo Wii being played on the IWB and other then a few cursory glances were getting on with their own reflective symmetry task. The novelty of using the Wii in lessons has already worn off!

The motivator of using the Nintendo Wii as a way to support learning is a no-brainer to me with this age of children and I am pleased to further establish it as a learning tool in the classroom. It is not simply good enough anymore to adhere to the argument that they use too much of these things outside of school – they are very powerful ways to deliver learning and engage children. It is just a case of finding the correct game and context.

I also discovered another game within Big Brain Academy that I would use within any future lessons on symmetry. It is called Art Parts and is described as follows:

In this Visualize activity, players must complete the sample painting by stamping the missing pieces onto an unfinished scene. When it becomes more difficult, Art Parts flips the unfinished scene sideways or flips it upside-down.

There is much more to explore in terms of using the Wii to support the general learning environment of a primary classroom – but I think that in my classroom I have seen it become a source of great fun and an engaging learning tool.

Please let me know any games or ways you have used your own class Wii to support your lessons.

In addition to looking at ways the console can support parts of the curriculum, I have added a bit of structure to how we use the Wii just for fun in the class. The children can earn Wii Minutes from me through all the usual avenues of hard work and good behaviour.

I have 15 and 25 Wii Minute tickets to give away which would allow someone to play on it during a breaktime or at a lunchtime. I thought it would be fun to have the tickets in the shape of the Wii remotes and on the flipside is the number of minutes as you can see in the picture. I set my teaching assistant on to it and once printed the images of the remotes were backed with gold card and laminated along with the number of minutes – simple.

The children have been motivated and enthusiastic to earn them alongside the usual class reward system we have. Yesterday a pair of children enjoyed a game together who had both earned some time and today a boy who was working brilliantly throughout the morning chose a friend to join him in a blast on Wii baseball.

In my opinion it gives me a great way to reward those children who are always working so hard and do it with a smiles on their faces. The reward is genuinely engaging for them and they love playing it on the big screen with plenty of room to swing the bat or serve an ace.

One idea I mentioned a few posts ago was that of using Wii Golf for addition, here are some more lucid thoughts and experiences of using it in the classroom.

Wii Golf Subtraction

We had 20 minutes at the end of the day so as whole class we talked about using Wii Golf to help with some subtraction work. The children have been doing the chunking division method (!) which requires them to use all four operations so more subtraction work was going to be valuable.

Pic: Look at Mii golf!

I started up a quick round of golf and took a shot. I was expecting to get some information about how far the ball had gone and then subtract this from the total yardage for the hole.

Hole Length – Shot length = Distance remaining

However when you have taken a shot in Wii Golf it displays how much further you have to go. There is no information about how far you have hit the ball. Consequently we had to change our sum and I asked the children about how we could work out the shot length – it was a good teaching point. The children at this point had their own small whiteboards to do work on. Our agreed sum for Wii Golf would be:

Hole Length – Distance remaining = Shot length

Soon the children were busy on their boards and were immediately totally engaged with the task. That comes as no surprise to me – about 95% of the class have a Wii at home, this is what they enjoy being engaged with. The shots will always be 3 digits or less and in that way are perfectly differentiated for my year group.

Wii Baseball Addition

Whilst the children were having a break time my teaching colleague Rick and I had a little play on Wii Baseball and soon more ideas for supporting maths were being batted (sorry) around. If you go to the Practice in Wii Sports and then Baseball you get the chance to hit 10 pitches – on screen you receive information about how far you have hit the ball in metres, perfect for generating addition sums.

Pic: Nintendo Wii Baseball

As a class I showed them what I wanted to do, hitting the ball and recording the length of the shot and then we worked on the addition to come up with the total metres. I asked children to come up and take 10 shots and we all then recorded as they went on our boards. If they didn’t hit the ball we just recorded the metres they did make. I soon discovered a baseball demon who hit about 6 home runs and 10 excellent shots. I asked the class to split the 10 numbers into two groups and then do 2 sums. Again the highest number was 187 metres, which is pretty good for a ten year old by the way, so the addition sums were ideally pitched to the Year 5 age group.

An added bonus was that after you have hit the ten shots the total length of the home runs are added up and displayed on the following screen. So if the children who were batting hit home runs we had to do a second calculation for home run length. i muted the projector display until we had done the calculation, modelled the work and then revealed the answer. 

As a whole class I was able to see on their whiteboard the work they had done and picked up quickly on errors with their method or setting out. However this could easily be done as a small group activity during a lesson. 

The children in that 20 minutes were happy, engaged, focused, on task and doing 3 digit subtraction and addition practice. It is important that we begin to realise the potential of these gaming platforms to support learning. I look forward to exploring more Nintendo Wii ideas soon.

I am delighted to get our Nintendo Wii installed and setup in our classroom. To get the audio working I used a small jack for the connections and ran it from the Wii into the PC’s Line In and then out again to speakers. We have one for each of the Year 5 and 6 classrooms. Not only will it obviously be lots of fun, I am hoping to make the most of the games to support learning. We have the Sports game and also Big Brain Academy which looks good. Soon I will take a closer look at BBA and see what more it has to offer in terms of classroom use, so look out for that soon.

Here is one sketchy idea already: Addition and Subtraction using Wii Golf (part of the Sports game) Use as a maths starter, an engaging way to generate whole class sums or even a small group activity – children take a shot, we subtract from the total yardage for that hole. Written addition of the yards for different shots. Total yards of shots around a short course. The yardage will only ever be into three digits for a single shot – unless I get a go and it will be less! Perfect 2 and 3 digit addition and subtraction for the age group of our class.

So much more to explore!

Next week we will be getting the children creating their Mii avatars and I will try to find a way to export those images for use elsewhere. I wish that back when I was ten my classroom was this much fun.