EVENTS AND

CELEBRATIONS

December
a
b
c
Mathematics Day, celebrated on December 22nd
in India, honours the birth anniversary of the
renowned mathematician Srinivasa Ramanujan.
This day is an opportunity to recognize Ramanujan's
contributions to mathematics, particularly in
number theory, continued fractions, and infinite
series. The celebration aims to inspire students and the public to appreciate the beauty
and importance of mathematics in everyday life and various fields.

Objective

• To enhance students' understanding and appreciation of mathematics by

highlighting its importance in everyday life and various fields, encouraging them to
engage with mathematical concepts actively.
• To foster critical thinking and problem-solving abilities among students through
interactive activities, competitions, and discussions that make learning math
enjoyable and relatable.

Agenda for the Day of Celebrations

Activities for the Assembly:

1. Introduction to Mathematics Day

2. Speaker’s Keynote
3. Spotlight on Indian Mathematicians
4. Math Symbol-Dance Moves
5. Math Charades
6. One - Two Buckle my Shoe - Song performance by Kids
Activities for the Classroom:

Up To Grade 2:
1. Math in Nature - Exploring Patterns and Shapes
2. Shapes Scouts
3. Measurement Hunt
4. Geometric Nature Art Installation

Grades 3 To 5:
1. Puzzle Corner-Sudoku
2. Play Math Tic-Tac-Toe
3. Secret of Shapes
4. Break the Code: A Simple Math Code-Breaking Activity

Activities for the Assembly

Introduction to Mathematics Day

Mathematics Day, observed on December

22nd, commemorates the birth anniversary of
the renowned Indian mathematician Srinivasa
Ramanujan. This day serves to honor
Ramanujan's remarkable contributions to
mathematics, especially in the areas of number
theory, infinite series, and continued fractions.
It provides an opportunity to inspire students
and the public to explore the beauty and significance of mathematics in both
academic and real-world contexts. Educational activities, such as workshops,
competitions, and lectures, are organized to promote mathematical thinking.
Mathematics Day fosters a deeper appreciation for the subject and highlights its role in
technological advancements, scientific research, and everyday problem-solving.
 Speaker’s Keynote

The "Speaker’s Keynote" focuses on delivering a significant address that emphasizes

the importance of Mathematics Day. This event allows the guest speaker or Maths
teacher to share insights about the role of mathematics in everyday life, its historical
significance, and its application in various fields such as science, technology, and
engineering. The keynote address aims to inspire students to appreciate mathematics
not just as a subject, but as a fundamental skill that influences their thinking and
problem-solving abilities.

Objectives

• To highlight the significance of mathematics in daily life and various careers,

fostering a deeper appreciation for the subject among students.
• To motivate students to engage with mathematical concepts and explore their
applications, encouraging them to see math as a valuable tool in their education
and future careers.

Instructions

Materials Required

• Microphone

Before the Activity:

• The guest speaker or the Maths teacher should prepare the content of the keynote
address, focusing on the importance of mathematics, historical contributions of
mathematicians, and its applications in real life. Consider including engaging
anecdotes or examples.
• Ensure that all necessary equipment (microphone, projector) is functioning
properly.
• Announce the event to students in advance, building excitement for Mathematics
Day and encouraging them to participate actively.
During the Activity:

• The volunteer is to welcoming the guest speaker or the Maths Teacher to introduce
the significance of Mathematics Day. Briefly explain what the students can expect
during the event.
• The Maths teacher or a guest speaker gives the keynote address, clearly articulating
the importance of mathematics. Use visual aids if necessary to enhance
understanding and engagement. Encourage students to think critically about the
relevance of math in their lives.

After the Activity:

• After the event, the volunteer is supposed to provide feedback to the speaker (if
applicable) on the impact of their presentation and how effectively they engaged
the audience.

Spotlight on Indian Mathematicians

The "Spotlight on Indian Mathematicians" activity

aims to celebrate the remarkable contributions of
Indian mathematicians throughout history and
their lasting impact on the field of mathematics. By
having selected students dress up as figures like
Aryabhatta, Bhaskara, and Ramanujan, they will
share fascinating facts and "did you know" titbits about these mathematicians with the
audience. This engaging approach not only educates students about India's rich
mathematical heritage but also fosters a sense of pride and inspires further exploration
of mathematics.

Objectives

• To educate students about the significant contributions of notable Indian

mathematicians and their influence on both historical and contemporary
mathematics.
• To develop students' public speaking skills and creativity by dressing up as
mathematicians and presenting engaging facts to their peers, making the learning
experience interactive and memorable.

Instructions

Materials Required

• Costumes or props for students representing each mathematician (can be simple

items like scarves, hats, or printed name tags)
• Research materials (books, articles, internet access) for students to gather
information
• Index cards or paper for students to write down facts and "did you know" snippets

Before the Activity:

Introduce the Theme:

• Explain the purpose of the "Spotlight on Indian Mathematicians" activity,
emphasizing the importance of recognizing historical figures in mathematics,
particularly those from India. Discuss their contributions to the field.
Select Students:
• Choose a few students to represent each notable Indian mathematician (e.g.,
Aryabhatta, Bhaskara, Ramanujan) based on their interest and enthusiasm for the
subject.
Provide Research Guidelines:
• Give students guidelines on how to conduct their research, focusing on key aspects
such as the mathematician's life, contributions, and interesting facts. Encourage
them to explore various sources.
Preparation Time:
• Allow students time to gather information, prepare their presentations, and create
their costumes or props. Encourage creativity by suggesting they incorporate fun
facts, anecdotes, or historical context into their presentations.
During the Activity:

Set Up the Presentation Area:

• Arrange the assembly space to ensure all students have a clear view of the
presenters.
Student Presentations:
• Invite each selected student to come forward and present as their chosen
mathematician. They should share key facts, significant contributions, and
interesting anecdotes, using their costumes and props to enhance their
presentation.

Encourage Interaction:
• After each presentation, allow time for questions and discussions. Encourage
classmates to ask questions and share what they found interesting about each
mathematician.

After the Activity:

• Consider recognizing each student for their efforts, lead an applause to

acknowledge their hard work and creativity.

Example for "Spotlight on Indian Mathematicians" Activity

Mathematician: Srinivasa Ramanujan

Role Played By: [Student Name]

Introduction: "Hello everyone, I am Srinivasa Ramanujan, one of India’s greatest
mathematicians. Born in 1887 in Tamil Nadu, I made significant contributions to
number theory, infinite series, and continued fractions. Even though I had no formal
training in mathematics, I discovered many groundbreaking results that
mathematicians around the world still study today."
Did You Know? (Template for Teachers)

• Did you know that Srinivasa Ramanujan

independently compiled nearly 3,900 results
during his short lifetime? Many of these were
completely original discoveries!
• Did you know that Ramanujan’s famous
work on infinite series for pi is still used in
modern-day computer algorithms for
calculating the value of pi to billions of digits?
• Did you know that although Ramanujan did poorly in subjects like English and
History, his deep passion for mathematics led him to win a scholarship in high
school, which he eventually lost due to his focus solely on math?
• Did you know that in 1914, Ramanujan traveled all the way to England to work
with the famous mathematician G.H. Hardy, and together they made many
important discoveries in mathematics?

Presentation Format for Student:

• Costume Idea: Wear a simple traditional Indian outfit, or a shawl to represent

Ramanujan's humble background. Add a printed name tag with "Srinivasa
Ramanujan" written on it.
• Props: Hold a notebook or stack of papers to represent Ramanujan’s famous
handwritten mathematical results.
• Presentation Tip: Speak with enthusiasm about how Ramanujan made his
discoveries despite many challenges, emphasizing his love for numbers and his
lasting influence on mathematics today.
• This template can be adapted for other mathematicians, giving students a
memorable and engaging way to present historical facts in a fun and educational
setting!
 Math Symbol-Dance Moves

In this lively activity, students will combine movement and

mathematics by creating dance moves that mimic basic
math symbols: plus (+), minus (-), division (÷), and
multiplication (*). Through hand and body gestures, they
will visualize these mathematical concepts in an engaging
and energetic way, reinforcing their understanding of math
symbols while having fun.

Objectives

• Help students strengthen their recognition of basic mathematical symbols through

physical movement.
• Encourage students to improve their physical coordination and memory by
recalling and performing specific dance moves related to math symbols.

Instructions

Materials Required:

• Music player (for background music)

• Space for dancing

Before the Activity:

Introduction to Math Symbols:

• Introduce students to the upcoming event and about the dance performance during
the assembly.
• Select interested students to participate in Math Symbol Dance.
• Divide students into small groups and have them perform the sequence of dance
moves together as a team, encouraging coordination and cooperation.
• Begin by introducing or reviewing the four basic math symbols: plus (+), minus (-),
division (÷), and multiplication (*). Use flashcards or draw them on the whiteboard.
• Explain how each symbol has its unique shape and meaning.
Introduce the Concept of Symbol Dance Moves:
• Tell students that they will be dancing to music by forming these symbols with their
hands and arms. Each dance move will represent a different symbol.
• Demonstrate each symbol with your hands or arms:
► Plus (+): Cross both arms horizontally and vertically.
► Minus (-): Hold arms straight out horizontally.
► Multiplication (*): Cross your arms diagonally to form an "X."
► Division (÷): Make a circular motion with one hand and a slicing motion with the
other (representing dividing parts).
Warm-Up Exercise:
• Conduct a practice session and rehearsal for the students and share constructive
feedback. Focus on stretching arms and hands to prepare them for the upcoming
event.

During the Activity:

Dance with the Music:

• Play a rhythmic and fun song with a steady beat.
• Call out or display a math symbol (e.g., plus, minus, etc.), and have students
perform their dance on the stage.
Symbol Switch:
• Change the symbol every 30 seconds to keep students alert and engaged. Start
slow and gradually increase the pace of switching symbols.
• You can also add variation by creating a sequence (e.g., plus, minus,
multiplication, division) and have students memorize the sequence to perform it
with the music.
After the Activity:

• Appreciate dance performance for their creative and efforts they put in practicing
and performing Math Symbol Dance.

Math Charades

The "Math Charades" activity blends the fun of

charades with the educational aspect of
mathematics. In this game, students will act out
various math concepts, symbols, and operations
without speaking, while their classmates guess
what they are portraying. This interactive
approach not only reinforces students'
understanding of mathematical symbols and
operations but also enhances their communication and teamwork skills in a lively and
engaging manner.

Objectives

• To help students recall and understand various mathematical symbols and

concepts by acting them out, thereby strengthening their ability to recognize and
apply these symbols in mathematical operations.
• To foster teamwork and communication among students as they work together to
guess the math symbols or concepts being acted out, promoting a supportive
learning environment.

Instructions

Materials Required

• A set of cards or slips of paper with math symbols, operations, or concepts written
on them (e.g., addition, subtraction, multiplication, division, fractions, geometry
shapes, etc.)
• A timer or stopwatch (to manage the time for each round)
• A whiteboard and marker (to keep track of points, if desired)
• Optional: A hat or box to hold the slips of paper for drawing

Before the Activity:

Introduce the Theme:

• Explain the concept of "Math Charades" to the students,

highlighting how they will be acting out math symbols
and concepts without using words. Discuss the
significance of these symbols in mathematics.

Prepare Materials:

• Create the cards or slips of paper with various math symbols and concepts written
on them. Ensure that the concepts are appropriate for the students’ grade level.

Explain the Rules:

• Go over the rules of charades, including:

► Only actions are allowed; no speaking or sounds.
► Each student or team has a limited time (e.g., 1 minute) to act out and guess the
concept.
► Students can take turns or work in teams, depending on the class size and
preferences.

During the Activity:

Divide into Teams:

• Call upon some students (take turns) who are interested to participate in the game.
Split them into small teams (3-5 students each) to encourage collaboration and
interaction.
Start the Game:

• Have the first team send one member to draw a card from the hat/box. The student
will act out the math symbol or concept while their team guesses. Use the timer to
keep track of the time allowed.

Encourage Participation:

• After the acting student has completed their turn, the next team gets a chance.
Continue rotating through the teams until all students have had the opportunity to
participate.

Keep Score (Optional):

• If desired, keep score by awarding points to teams for each correct guess. This adds
a competitive element and encourages students to engage more actively.

After the Activity:

• Offer feedback on teamwork, creativity, and understanding of the math concepts

displayed during the activity.
• Consider giving small prizes to all the winners to acknowledge their efforts and
enthusiasm in combining math with fun.

One-Two Buckle My Shoe - Song Performance by Kids

The "One-Two Buckle My Shoe" activity is a fun, rhythmic

song performance by children that reinforces counting
skills while engaging them in a lively performance. The
classic nursery rhyme helps young learners internalize
numbers in a playful and memorable way. Through this
song-and-dance routine, students will combine music,
movement, and mathematics, enhancing their
understanding of counting and numerical sequences.
 Objectives

• To help students practice counting from 1 to 10 in a fun, engaging manner using

song and movement.
• To encourage children to perform as a group, building their confidence in front of
an audience while fostering teamwork and coordination.

Instructions

Materials Required

• Audio playback device for music (if using background music)

• Song lyrics of “One-Two Buckle My Shoe” (printed or displayed for practice)
• Simple costumes or props (optional: shoes, buckles, hats, etc.)
• Microphone (if available for a larger audience)
• Space for performance (auditorium, classroom, or outdoor area)

Before the Activity:

Introduction:
• Explain the purpose of the "One-Two Buckle My Shoe" song performance. Tell the
students they will perform the song in front of an audience to practice counting and
enjoy music together.
Teach the Song:
• Sing through the lyrics of "One-Two Buckle My Shoe" with the students. Go over the
words slowly at first, making sure everyone knows the lyrics.
Add Movements:
• Teach simple dance or hand movements to accompany the lyrics. For example:
► “One, two, buckle my shoe” – pretend to buckle a shoe.
► “Three, four, shut the door” – motion closing a door.
► Five, six, pick up sticks” – pretend to pick up sticks.
• “Seven, eight, lay them straight” – pretend to arrange sticks.
• “Nine, ten, a big fat hen” – mimic holding a hen.

Rehearse the Performance:

• Divide students into small groups if necessary or have the entire class practice
together. Play the song and practice singing and moving in time with the music.
Rehearse a few times so the students are comfortable with the routine.

Prepare the Space:

• Arrange the space for the performance and ensure that any props or costumes are
ready for use. Check audio equipment if necessary for music playback.

During the Activity:

Start the Performance:

• Welcome the audience and introduce the song, explaining briefly what the students
will perform.

Cue the Music:

• Start the music and guide the students to begin

their performance. Ensure they follow the rhythm
and are moving confidently. Provide support to
students who may need help remembering
movements or lyrics.

Encourage Audience Participation:

• If appropriate, encourage the audience (teachers,

parents, or fellow students) to clap or sing along
during the performance, creating a lively and
interactive atmosphere.
Objectives

Instructions
• Chart paper or drawing sheets
• Markers, crayons, or coloured pencils
• Glue (for attaching natural objects)
• Scissors (if needed)
• Magnifying glass (optional, for closer observation)
• Pictures of natural patterns and shapes (for reference)Before the Activity:

Introduction to the Theme:

• Explain the theme “Math in Nature” by showing students some examples of shapes
and patterns found in nature. For instance, talk about the circular shape of the sun
or the patterns found in leaves and flower petals. Use images or simple objects to
demonstrate.

Collecting Materials:
• Prepare natural objects like leaves, stones, and flowers in advance. Alternatively,
allow students to go on a mini nature walk (if possible) around the school
playground to gather their own items like leaves, small flowers, and pebbles.
Discuss Shapes and Patterns:
• Briefly review basic shapes (circle, triangle, square, etc.) and patterns (like stripes,
symmetry, spirals). Help students understand what they’ll be looking for in the
objects they collect.

During the Activity:

Observation and Exploration:

• Give each student a few natural objects (or let them choose from the ones they
collected). Ask them to closely observe the objects to identify shapes and patterns.
Encourage students to use a magnifying glass if available to see fine details.

Discussion and Sharing:

• Discuss with the students about what they observe. Ask questions like:
► "What shape does this leaf remind you of?"
 ► "Can you see a pattern on the petals of this flower?"
► "Does this stone have a smooth, circular shape or a rough, square shape?"
• Encourage students to compare objects and share their observations with
classmates.

Creating a Nature Collage:

• Provide each student with chart paper and markers. Let them glue the natural
objects onto their paper in patterns or shapes they identify. They can also draw or
colour around the objects to highlight the shapes they observe (e.g., drawing circles
around circular leaves or adding patterns to stone shapes).

Shape and Pattern Hunt:

• Organize a “shape hunt” in the classroom or playground. Ask students to look
around for any patterns or shapes in their surroundings, such as the round shape of
the sun or symmetrical tree leaves, and report their findings.

After the Activity:

Reection and Discussion:

• Ask the students to display their collages and explain what shapes and patterns they
found in their natural objects. Encourage them to describe how different objects
have different shapes and patterns and what they found most interesting.
Classroom Display:
• Create a “Math in Nature” corner in the classroom where the students' collages can
be displayed. This will help reinforce the idea that math exists everywhere, even in
nature!
 Shapes Scouts

The “Shapes Scouts" introduces students to the concept

of shapes within shapes, with a focus on different
shapes such as triangles, squares, rectangles and
circles. Through this engaging activity, students will
examine a large triangle made up of smaller triangles.
They will use observation and counting skills to
determine how many triangles are present in total,
encouraging their understanding of geometry and
shape recognition. This activity combines fun exploration with critical thinking as
students search for hidden triangles within a larger figure.

Objectives

• To Identify and Count Triangles in a Composite Figure: Help students develop the
ability to recognize and count individual triangles within a larger triangle,
understanding the concept of shapes being made up of smaller shapes.
• To Enhance Visual Perception and Mathematical Reasoning: Encourage students to
apply critical thinking and spatial awareness to break down complex shapes into
simpler parts.

Instructions

Materials Required:

• Large printouts or projected images of a big triangle composed of smaller triangles

• Worksheets with the large triangle and spaces for recording the number of triangles
found
• Pencils or crayons for drawing and counting
• Whiteboard and markers (for explanation and group counting)
Before the Activity:

Introduction to the Theme:

• Begin by explaining that today’s activity will focus on triangles, a shape with three
sides and three corners. Show examples of triangles using cut-outs or flashcards.
• Introduce the concept of shapes within shapes, explaining that one large triangle
can be made up of many smaller triangles.

Shape Review and Examples:

• Show students a large image of a triangle with multiple smaller triangles inside it.
Explain that their task will be to find and count all the triangles, big and small, within
this figure.
► Ask leading questions like:
► "What do you notice about the big triangle?"
► "How many smaller triangles do you think are inside?”

Explain the Activity:

• Tell the students that they will go on a "Triangle Treasure Hunt" where they will look
closely at the figure provided and count how many triangles they can find, both
large and small. Explain that they will record their findings on their worksheet.
• Hand out the worksheets featuring the large triangle figure.

During the Activity:

Triangle Exploration:
• Ask the students to carefully examine the large triangle figure. They should look for
triangles of all sizes within the big triangle. Encourage them to circle or colour in
each triangle they find on their worksheet.
• Guide them with prompts such as:
► "Where do you see a small triangle?"
► "Can you find any medium-sized triangles?"
► "How many triangles are hidden within the larger one?”
Counting Worksheet:

Students will record how many triangles they find on their worksheet. Encourage them
to categorize the triangles by size if they can (small, medium, large), and to draw the
triangles they find within the figure to reinforce their learning.

Teacher Support:

Walk around and assist students in identifying and counting the triangles. Provide hints
or suggestions if they are struggling, such as pointing out the smaller or overlapping
triangles.

After the Activity:

Group Discussion and Shape Chart:

• Once the students have completed their individual triangle counts, gather them for
a group discussion.
• Create a "Triangle Count Chart" on the whiteboard and ask students to share how
many triangles they found. Write the numbers down and discuss any differences in
their answers. This can also introduce the concept of how different interpretations
can yield different results.

Reection and Discussion:

• Discuss the findings with the class. Ask questions such as:
► "Which triangles were the hardest to find?"
► "Did anyone find more triangles after looking again?"
► "How many triangles did we find in total as a class?"
• Reinforce the idea that larger shapes can be made up of
many smaller ones, and shapes are everywhere in the
world around them.
 Measurement Hunt

The "Measurement Hunt" activity introduces young

students to the concept of measurement through
hands-on exploration. By measuring everyday
classroom objects using non-standard units (like
paper clips, pencils, or their hands), students will
develop an understanding of length and height,
build spatial awareness, and learn how to compare
objects based on size.

Objectives

• To Introduce Basic Measurement Concepts:

Help students understand and use non-standard units of measurement (like paper
clips, hands, or blocks) to measure objects.
• To Develop Comparison and Estimation Skills: Encourage students to compare
the lengths of different objects and make simple estimations based on their
measurements.

Instructions

Materials Required:

• Paper clips, blocks, or other non-standard measuring tools (e.g., their own hands,
straws)
• Objects around the classroom for students to measure (e.g., books, desks, toys,
shoes)
• Measurement worksheets with space to record the lengths of different objects
• Pencils or crayons
• Whiteboard and markers (for group discussion)
Before the Activity:

Introduction to the Theme:

• Begin by explaining that the class is going to learn about measurement. Explain
that we measure things to find out how big, tall, or long they are.
• Show students how to use non-standard units to measure objects. For example,
demonstrate measuring the length of a book using paper clips.
• Emphasize that measurement doesn’t always need rulers; they can use everyday
items like paper clips, blocks, or even their hands to measure things.

Review Examples:
• Pick up a few objects from around the room (e.g., a pencil, a shoe, or a
notebook) and measure them with a non-standard unit (such as paper clips).
Count aloud and write the length on the board.
• Ask students to guess which objects will be longer or shorter before you measure
them. This will introduce the concept of estimation.

Explain the Activity:

• Tell students that they are going to go on a "Measurement Hunt." They will be
measuring different objects in the classroom using a specific measuring tool (like
paper clips or their hands) and recording their findings on a worksheet.
• Give each student a worksheet with spaces for recording the name of the object
and how long or tall it is.

During the Activity:

Measurement Hunt:
• Provide each student with a non-standard measuring tool (e.g., a string of paper
clips, blocks, or their hands).
• Assign objects in the room for students to measure (e.g., tables, chairs, books,
toys). Encourage them to explore and measure as many different objects as they
can.
Measuring and Recording:

• Students will measure each object and count how many paper clips (or hands, or
blocks) long the object is. They will write down the object’s name and the
measurement in their worksheet.
• As they work, walk around the room and help students if they have questions.
Remind them to measure carefully, using the same tool for all measurements.

Estimation:

• Once students measure an object, ask them to estimate whether another object will
be longer or shorter. Encourage them to make guesses before measuring the new
object.

After the Activity:

Group Discussion:

• Bring the class back together and ask students to share what they measured and
how long or tall each object was. Write a few examples on the whiteboard.
• Discuss the differences between objects. Ask questions like:
► "Which object was the longest?"
► "Did anyone measure something shorter than their pencil?"
► "What object surprised you with its length?”

Reection and Comparisons:

• Talk about the differences in the sizes of objects. Ask

students to compare the length of two or more objects
they measured.
• Discuss how using different non-standard units (like
paper clips vs. blocks) might give different results. Explain
that this is why we use rulers or tape measures in the real
world, but today was about learning how to measure with
fun tools.
Closing Comments:

• Wrap up the activity by congratulating students on their "Measurement Hunt."

Reinforce the idea that measurement helps us understand the world around us, and
it can be fun to compare sizes of everyday objects.

Geometric Nature Art Installation

The "Geometric Nature Art Installation" introduces young

learners to the concept of geometric shapes and patterns
found in nature. By collecting natural items like leaves, stones,
and twigs, students will use these materials to create art
installations based on geometric designs (like circles,
triangles, squares, etc.). This activity promotes creativity,
observation skills, and an understanding of how nature and
geometry are intertwined.

Objectives

• To Identify Geometric Shapes in Nature: Help students recognize and create

simple geometric shapes (such as circles, squares, triangles) using natural
materials.
• To Enhance Creativity and Spatial Awareness: Encourage students to explore
patterns, symmetry, and design by arranging natural materials into geometric art
installations.

Instructions

Materials Required:

• Natural items collected from outside (leaves, stones, twigs, flowers, etc.)
• Large sheet of paper, poster board, or chalk for marking out shapes
• Glue (if the artwork is meant to be permanent) or chalk (for temporary outdoor
installations)
• Child-Safe Scissors (to trim materials if needed)
• Sample pictures of geometric shapes in nature (optional)
• Markers or crayons for adding colour or drawing geometric outlines
• Camera (optional, to capture the final installation)

Before the Activity:

Introduction to the Theme:

Explain to students that they will be using natural materials to create artwork based on
geometric shapes. Discuss how geometric shapes, such as circles, triangles, and
squares, are not just found in math class but can also be seen in nature (e.g., the
circular shape of a flower, the triangular shape of a leaf, etc.).
Show examples of shapes in nature using images, real objects, or drawings to get them
excited about exploring and creating.

Nature Walk
Take students on a brief nature walk outside the classroom to collect natural materials
(leaves, small stones, twigs, etc.). Encourage them to pick up materials that they think
can be used to make different shapes.
Make sure to explain that they should only pick up materials that have already fallen
and not damage any living plants or flowers.

Explain the Activity:

Tell the students that they will be using the materials they collected (or pre-collected
items) to create an art installation by arranging them into different geometric shapes.
Explain that they will either glue the items down on paper or use them to form a
temporary pattern on the ground (using chalk for outlines).
During the Activity:

Shape Formation:

• Provide each student with their collected natural

materials and a piece of poster board (or use an outdoor
space if preferred).
• Encourage them to create geometric shapes using their
materials. For instance, they can arrange small stones
into a circle, place twigs in the shape of a triangle, or use
leaves to form a square.

Guided Exploration:

Walk around and ask questions to guide students as they form their shapes:
► "What shape are you making with the leaves?"
► "How many sides does a triangle have?"
► ”Can you create a pattern with the stones?”

Symmetry and Patterns:

For older or more advanced students, introduce the concept of symmetry. Ask them to
create symmetrical patterns, where one side of their shape mirrors the other.

Creative Freedom:

Allow students to be creative in how they arrange their materials. Encourage them to
experiment with different combinations of objects and shapes, adding colour or lines
with markers or crayons if needed.
After the Activity:

Group Discussion and Sharing:

• Gather students around to look at each other's creations. Encourage them to talk
about what shapes they made and the materials they used.
• Ask questions like:
► "What shapes did you find easiest to make?"
► "Which natural material worked best for creating your shape?"
► "Does anyone notice patterns or symmetry in their designs?"

Photo Documentation (Optional):

• If the artwork is temporary (e.g., created on the ground with chalk), take photos of
the installations so students can remember their creations. Display the photos in the
classroom or make a digital gallery for students to share with their families.

Reection:
• Discuss how geometric shapes exist all around us in nature and how art and math
can come together to create something beautiful.
• Encourage students to look for geometric shapes in nature whenever they are
outside, reinforcing the lesson beyond the classroom.

Closing Comments:
• Conclude the activity by congratulating students on their "Geometric Nature Art
Installation." Remind them that both nature and math are all about patterns,
shapes, and creativity, and they can explore these themes every day.
Grades 3 To 5:

Puzzle Corner - Sudoku

"Puzzle Corner - Sudoku" is designed to introduce students to the

fun and logic-based world of Sudoku puzzles. In this activity,
students will solve beginner-friendly Sudoku grids, which will
help them develop logical reasoning, problem-solving skills,
and concentration. Sudoku teaches students how to identify
patterns, think strategically, and use deductive reasoning to fill in
missing numbers without repetition.

Objectives

• To Enhance Logical Thinking and Problem-Solving Skills: Help students

practice their logical reasoning by filling in missing numbers in the Sudoku grid
based on provided clues.
• To Improve Focus and Attention to Detail: Encourage students to pay close
attention to the Sudoku puzzle's structure to avoid repeating numbers and complete
the puzzle correctly.

Instructions

Materials Required:

• Printed beginner-level Sudoku puzzles (4x4 or 6x6 for starters, and 9x9 grids for
advanced students)
• Pencils and erasers
• Whiteboard and markers (to explain the rules)
• Timer (optional, for students who want to challenge themselves)
• Reward stickers or small incentives for students who complete the puzzle
Before the Activity:

Introduction to Sudoku:
• Begin by explaining the concept of Sudoku to the students. Describe how Sudoku is
a logic puzzle where the goal is to fill a grid with numbers so that every row, column,
and sub grid contains all the digits without repetition.
• Show a visual example on the whiteboard, starting with a simple 4x4 grid.
Demonstrate how each number should appear only once in each row, column, and
sub grid.

Explain the Rules:

• Use the whiteboard to go through the basic rules of Sudoku:
► Numbers can only appear once in each row.
► Numbers can only appear once in each column.
► Numbers can only appear once in each sub grid (for 9x9 puzzles).
• Clarify that students are given a partially completed grid and must figure out the
missing numbers based on the existing ones.

Distribute the Puzzles:

• Hand out beginner-level Sudoku puzzles (start with 4x4 or 6x6 grids for younger
students) to the class. Make sure everyone has a pencil and eraser to fill in their
answers.
• Explain that students can work at their own pace and they are free to erase and
change their answers as they go.

During the Activity:

Guided Practice (For Beginners):

• Walk the class through solving the first row or section of the puzzle together as a
group. This will help students understand how to approach the puzzle and make
logical decisions about which numbers go where.
• Ask guiding questions like:
► "Can we put a '2' here? Why or why not?"
► "Which number is missing in this row?"
• Let students work on the rest of the puzzle individually or in small groups.

Encourage Strategic Thinking:

• Move around the classroom and provide individual assistance to students who may
be struggling. Encourage students to look carefully at the puzzle and make
educated guesses based on the numbers already filled in.
• Remind them that Sudoku requires patience and they might need to go back and
check their work if something doesn’t seem right.

Optional Timed Challenge:

• For students who complete their puzzles quickly, offer a timed challenge where they
can try to solve another puzzle within a certain time frame. This can add excitement
and motivation for faster students.
• You can also offer a bonus puzzle for students who finish early.

After the Activity:

Review and Discussion:

• Once most students have completed their puzzles,

review the answers together as a class. Go over each
row, column, and sub grid to ensure that the correct
numbers are in place and that no numbers repeat.
• Discuss the strategies students used. Ask:
► "What steps did you take to figure out where each
number went?"
► ”Did anyone have to go back and change an answer? What helped you find the
mistake?”
Reection:

• Encourage students to reflect on how solving Sudoku puzzles helped improve their
focus and problem-solving abilities. Ask questions like:
► "Did you find this puzzle easy or challenging?"
► "What did you learn about solving puzzles?”

Celebrate Achievements:

• Acknowledge students who completed their Sudoku puzzles, and hand out reward
stickers or small prizes for their effort and perseverance.
• Congratulate the class on developing their logic skills, and encourage them to try
more Sudoku puzzles at home or during free time.

Play Math Tic-Tac-Toe

The "Play Math Tic-Tac-Toe" activity combines the classic

game of Tic-Tac-Toe with mathematical challenges.
Students will play a fun and interactive version of the
game that requires them to solve math problems to earn
their spots on the grid. This activity reinforces math skills
such as addition, subtraction, multiplication, and
division while fostering critical thinking and strategic
planning.

Objectives

• To Reinforce Math Skills: Help students practice and strengthen their understanding
of basic arithmetic operations (addition, subtraction, multiplication, and division)
through engaging gameplay.
• To Develop Strategic Thinking: Encourage students to think critically about their
moves and develop strategies for winning, enhancing their problem-solving skills.
 Instructions

Materials Required:

• Tic-Tac-Toe grids (printed on paper or drawn on a whiteboard)

• Math problem cards (with varying levels of difficulty, covering addition, subtraction,
multiplication, and division)
• Markers or coloured pens for marking Xs and Os
• Timer (optional, for timed challenges)
• Prizes or certificates for winners (optional)

Before the Activity:

Introduce the Theme:

• Explain the rules of Tic-Tac-Toe and how this version incorporates math problems.
Discuss the importance of math in everyday life and how games can make learning
fun.

Prepare Math Problem Cards:

• Create sets of math problem cards tailored to the grade level. Include a range of
problems to ensure all students can participate, with varying levels of difficulty.
Organize Students:

• Divide the class into small groups (4-6 students each) to facilitate multiple games at
once. Each group should have a designated area to play.

During the Activity:

Game Setup:

• Distribute Tic-Tac-Toe grids and markers to each group. Provide

each group with a set of math problem cards.

Explain Gameplay:

• Explain that students will take turns choosing a math problem

card from the deck. Once they solve the problem correctly, they
can place their X or O on the grid. If they answer incorrectly, their
turn is over, and the next student goes.

Playing the Game:

• Encourage students to discuss their thought processes when solving the problems.
Remind them to keep track of their moves and think strategically about placing their
Xs and Os to win.

Monitor and Assist:

• Walk around the classroom to monitor the games, assist students as needed, and
ensure that everyone is engaged. Offer hints or encouragement to those who may
be struggling.

After the Activity:

Group Reection:

• After each round, bring the groups together for a brief reflection. Ask questions like:
► "What strategies did you use to win?"
► "Which math problems did you find most challenging?”
Class Discussion:

• Facilitate a class discussion about the importance of math skills in games and real-
life situations. Encourage students to share any new strategies they discovered while
playing.

Celebrate Participation:

• Optionally, provide small prizes or certificates for participants or winners to

celebrate their efforts and engagement. Consider showcasing some of the best
strategies or solutions shared during the discussion.

Break the Code: A Simple Math Code-Breaking Activity

The "Break the Code" activity introduces students to the

fascinating world of cryptography, where they become
detectives solving secret messages. Using simple math
operations, like addition and subtraction, students learn to
encode and decode messages based on letter-number
correspondences. This hands-on experience helps them
understand abstract mathematical concepts while engaging
in a fun and interactive challenge. As they crack the codes,
students enhance their problem-solving skills and teamwork.
It's a thrilling way to blend math with mystery and creativity!

Objectives

• Introduce students to the basics of cryptography and the concept of coding and
decoding messages using simple math operations.
Materials Needed:

• Number keys: A list of numbers that correspond to letters (e.g., A=1, B=2, C=3,
etc.).
• Paper and pencils: For students to write their decoded messages.
• Decorative certicates: To reward students for successfully decoding messages.

Instructions

Introduction to Cryptography (5-10 minutes):

• Briefly explain what cryptography is

and why it is used. Share that it’s a
way of writing secret messages.
• Introduce the idea of coding and
decoding messages using simple
math.

Explain the Code (5-10 minutes):

• Present the coding method: Use the number key where each letter corresponds to a
number (A=1, B=2, C=3, ..., Z=26).

Sharing Results (10-15 minutes):

• Once the students have decoded their messages, have them share the original
messages with the class.
• You can also create a few fun trivia questions or a riddle related to the decoded
messages to keep the excitement going.

Celebration (5 minutes):

• Reward students with certificates for successfully decoding the messages,

celebrating their achievement in a fun and engaging way.