Maisondieu Primary School
Mathematics &
Numeracy Policy
Contents
Page
Contents
1
Policy
2
Retention of Evidence and Marking Conventions
8
Resources:
Clock Tower
9
Home School Link
10
Home School Link Construction Catalogue
13
Maths Games
16
Useful Websites
22
Educationcity.com
23
Mental Maths
31
1
‘To face the challenges of the 21st Century, each young person needs to have confidence
in using mathematical skills, and Scotland needs both specialist mathematicians and a
highly numerate population.’
Building the Curriculum 1
Rationale
Mathematics is important in everyday life, allowing us to make sense of the world around us. It
gives us confidence in dealing with number and in understanding shape, position and movement.
It enables us to think abstractly, model real-life situations and make generalisations, and
equips us with the skills we need to interpret and analyse information, assess risk and make
informed decisions.
Mathematics allows us to contribute effectively in the workplace and gives us the capacity to
be both creative and logical when enjoying the challenge of solving a variety of problems.
Additionally, children need to be confident and competent in their numeracy skills to be able
to function responsibly in everyday life and contribute effectively to society. Strong skills in
numeracy provide foundations which can be built on through lifelong learning and in the world
of work. Opportunities, planned and spontaneous, for developing and reinforcing numeracy
across the curriculum, allow children to strengthen their skills.
As children practise the foundation numeracy skills of number bonds, multiplication facts and
mental strategies within a range of contexts, they learn to use them more skilfully, giving
them greater confidence to apply and extend their skills.
In Maisondieu Primary School we believe that Numeracy is not just a subset of mathematics,
it is also a life skill which permeates and supports all areas of learning.
Aims
In Maisondieu Primary School and Nursery class we aim to deliver a mathematics and
numeracy programme which allows teachers scope to plan for a wide variety of experiences,
enabling pupils to develop mathematical understanding, allowing them to solve problems,
transfer knowledge to other curricular areas and develop mathematical thinking.
The following is a list of the skills and abilities which we aim to develop through our
Mathematics and Numeracy programme.
Successful Learners
 Are motivated and enthusiastic about learning mathematics because they understand
why the topic is being taught.
 Think flexibly about how to apply their skills and enjoy having to puzzle out an answer.
 Use technology effectively to save time in routine calculation
 Understand how their mathematical knowledge can be used and apply appropriate
strategies to solve problems in a range of contexts and across the curriculum.
 Achieve to the best of their ability.
Confident Individuals
 Use a range of mathematical and numeracy skills in school subjects and everyday life.
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Are independent, mathematical thinkers who can discuss and explain their reasoning.
Use their mathematical and numeracy skills to provide evidence for informed decisions.
Collaborate effectively to solve problems.
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Responsible Citizens
Interpret numerical information to draw conclusions based on evidence and analysis and
not on opinion or prejudice.
Interpret tables and graphs to assess trends and can use their conclusions to make and
justify decisions.
Evaluate data to gain an accurate view of a situation and make informed choices.
Recognise the importance and role of mathematics within society.
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Effective Contributors
Have an enterprising ‘can do’ attitude.
Work productively in teams to solve problems and reach decisions.
Work as self-reliant individuals.
Are motivated and enjoy being challenged and solving problems.
Apply critical thinking skills in different contexts.
Are not afraid to take risks and can solve problems.
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Following the Curriculum for Excellence Experiences and Outcomes in Maths and Numeracy we
aim to teach these skills through the following areas:
Number, money and measure
 Estimation and rounding
 Number and number processes
 Multiples, factors and primes
 Powers and roots
 Fractions, decimal fractions and percentages
 Money
 Time
 Measurement
 Mathematics – its impact on the world, past, present and future
 Patterns and relationships
 Expressions and equations
Shape, position and movement
 Properties of 2D shapes and 3D objects
 Angle, symmetry and transformation
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Information Handling
Data and analysis
Ideas of chance and uncertainty
Our programme is designed to stimulate pupils’ interest and promote creativity and innovation.
It will support teachers in meeting the needs of the pupils through using carefully planned,
3
well-paced learning and teaching activities. Within a rich and supportive learning environment,
best practice will draw upon a skilful mix of approaches, including:
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making links across the curriculum;
use of relevant contexts, familiar to pupils’ experiences;
both collaborative and independent learning;
planned, active learning with opportunities to observe, explore, investigate, experiment
and play;
increased opportunities for discussion, communication and explanation of thinking;
development of problem-solving capabilities;
development of mathematical thinking skills;
development of mental agility;
appropriate, effective use of technology;
building on the principles of Assessment is for Learning.
Learning and Teaching
Lessons should be well-structured and from the early stages onwards, pupils should
experience success in mathematics and develop the confidence to take risks, ask questions and
explore alternative solutions without fear of being wrong. They should enjoy exploring and
applying mathematical concepts to understand and solve problems, explaining their thinking
and presenting their solutions to others in a variety of ways. At all stages, an emphasis on
collaborative learning will encourage children to reason logically and creatively through
discussion of mathematical ideas and concepts.
To this end, we aim to adopt a variety of approaches in order for children to become confident
and competent in their numeracy skills and mathematical understanding. As children have
different learning styles, we appreciate the need to use visual, auditory and kinaesthetic
approaches.
Active Learning
Learning and teaching in mathematics and numeracy will be structured and planned but, most
importantly, active.
In Maisondieu Primary School we promote a reduction in the use of worksheets/workbooks and
textbook pages and an increase in active and ‘hands-on’ learning across the outcomes, while
retaining an overall balance and recognising the importance of written work.
We believe a well planned and executed maths lesson should include:
 an Interactive Mental Maths session opening each lesson. The Interactive Mental Maths
should, where possible, link to the Learning Intention for the lesson to follow;
 a reference to the real life relevance/context for the intended learning
 consideration/reminding of prior learning at the outset of the direct teaching section
of the lesson;
 WALT/WILF (Learning Intention and Success Criteria) made clear and visible to all
pupils;
 interactive teaching with effective use of ICT and the use of the Interactive
Whiteboard, where possible, to support learning and teaching;
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effective questioning
the use of Co-operative Learning structures, when appropriate;
group work as part of the lesson, where appropriate;
individual work as part of the lesson, where appropriate;
learning opportunities to encourage the learner’s resilience, patience, ability to
concentrate, application (learning new things needs effort), and depth of understanding
effective challenge which will allow learners to apply their mathematical and numeracy
knowledge and skills to solve problems in familiar and unfamiliar contexts
a plenary session, relating back to the learning intention and success criteria;
a variety of Assessment is for Learning approaches to ensure pupils are actively
involved in understanding the purpose and next steps in their learning.
Classroom organisation should be as follows:
 well established routines
 well laid out to allow all pupils access to resources and visual stimuli;
 attractive, relevant wall displays which incorporate targets, pupils’ work and any
strategies/ mathematical terms which will enhance pupils’ learning experience
Communication within the classroom should include:
 opportunities for personal learning planning to encourage children to become better
mathematical learners. By reflecting on feedback from their teachers and peers, they
set clear steps for learning. This enables all children to recognise success at their own
level.
 a positive classroom ethos;
 clarity of instructions and explanations;
 effective use of questioning;
 promotion of positive behaviour
Deployment of Staff
In addition to class teachers the EYP, EI, SFLA, EAL Support, ASN teacher, Principal
Teachers and PSAs may be deployed to support individual children or groups during
mathematics sessions throughout the year.
Planning
Long Term Planning and Target Setting using SEEMIS
Individual targets will be discussed between the current class teacher and appropriate line
manager during the summer term and predicted attainment/achievement determined for the
forthcoming session and entered into SEEMIS.
Medium Term Planning
Using E Planning
Teachers will plan, where possible, to contextualise the learning experiences in mathematics
and numeracy within their topic framework using the Contextualised E Plan, thus facilitating
5
cross-curricular working. The main aim of teaching mathematics in this way is to ensure that
children enjoy exploring, investigating and applying mathematical concepts to understand and
solve problems. There is an emphasis on collaborative learning to encourage children to reason
logically and creatively through discussion.
Where it is not possible to contextualise the learning, teachers should plan learning
experiences with reference to Outcomes and Experiences using the existing planning model.
Plans should be retained within the planning folder.
Short Term Planning
Detailed, short term planning is undertaken on a daily/weekly basis in the daily/weekly planner
which outlines learning intentions and success criteria for each lesson and resources to be
used, including deployment of staff within the lesson(s)e.g. PSA, EI. Short term plans must be
displayed on the teacher’s table within the classroom.
Both medium and short term plans are subject to on-going evaluation where teachers and
pupils reflect on success, pace and challenge to inform ‘next steps’.
Assessment and Record Keeping
Assessment
Teachers are aware of Assessment is for Learning approaches. To be fully effective and help
learners to learn mathematics, teachers need to have a deep understanding of a range of
strategies and embed them in their practice.
The principles of Curriculum for Excellence mean that progress is defined in terms of breadth
and depth of achievement at the level for each stage. To ensure that children become
confident and secure in their mathematical learning, teachers now need to think more about
planning opportunities for learners to demonstrate what they can do, in both familiar and
unfamiliar contexts. Effective assessment practices inform next steps in learning as well as
providing reassurance - at national, local, school or classroom level – that learners have
achieved the levels of skills, attributes and knowledge they will need if they are going to make
their way in an increasingly competitive world.
Assessment evidence is more than written ‘tests’ and includes individual portfolios,
photographs, oral presentations, artefacts and constructions, written pieces of work as part
of problem solving activities, film and peer reviews.
Assessment will be undertaken in a variety of ways:
 monitoring of daily/weekly progress by linking back to targets – on-going assessment
will inform changes in daily/weekly plans to accommodate changes in pace of learning
resulting from successes or difficulties in individual learning outcomes;
 use of formative assessment strategies to give effective feedback and to monitor pupil
understanding;
 use of peer/self assessment by pupils;
 use of exemplar materials from the NAR to be launched in September 2010 in the form
of assessments carried out to record evidence of individual pupil progress. These
assessments will be entered into the pupils’ assessment folders and also on SEEMIS.
6
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Teachers should refer to Appendix I regarding samples of work to be retained in the
assessment folder/passed on to next year’s teacher.
Monitoring and Evaluation
The Head Teacher, Depute Head and Principal Teacher will monitor progress in maths and the
delivery of the curriculum by:
 reviewing teachers’ plans;
 discussing individual pupil progress with the class teacher;
 comparing pupil progress in relation to targets set;
 monitoring maths jotters/folders on a regular basis;
 discussing pupils’ work with them during learning visits;
 formal observations of mathematics lessons;
 informal visits to each class during a mathematics lesson;
 reviewing the school’s performance on a regular basis against national standards and
predicted results.
Marking Conventions
Teachers should refer to page 9 of this policy
Setting Out of Mathematics Work
Teachers should refer to page 9 of this policy.
Homework
Homework should provide rich opportunities for children and young people to demonstrate
extend and explore learning through a variety of exciting and enjoyable activities. Quality
homework tasks allow learners to practise or process information, introduce them to material
that will be discussed in the future, or provide feedback to teachers so they may check for
understanding.
As well as reinforcing concepts, effective homework:
 has a clear purpose and demands active learner engagement;
 provides opportunities for parents and young people to talk about learning in mathematics
and see real-life connections and applications; and
 develops higher-order skills such as analysing and researching.
All homework will be set in accordance with Maisondieu Primary School Homework Guidelines.
7
Equal Opportunities
Maisondieu Primary School aims to provide equal opportunities for all pupils irrespective of
ability, gender and cultural background. We strive to enable each child to maximise his/her
potential.
Authorisation of Policy
This policy has been agreed by all staff
June 2010
Review
This policy will be reviewed
June 2012
Retention of Evidence
Evidence to be Retained in the Pupil’s Portfolio:
 Last completed Maths/Numeracy jotter
 Last national Assessment
 Work selected by pupil
Marking Conventions
These Marking Conventions must be used throughout the school:
Early and First Stages
 Denotes an error
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Denotes an error which has been corrected
Second and Third Stages
 Denotes an error
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Denotes an error which has been corrected
8
Clock Tower Resources
These are whole school resources situated in the clock tower store.
 20 Stopwatches
 6 x 10m measuring tapes
 20 x tape measures
 2 x weight block sets (heave)
 6 x spring weights
 Geo strips
 Dice
 Number spinners
 10 x metre sticks
 4 x trundle wheels
 Funnels
 Measuring spoons
 Measuring jugs
 Measuring cylinders
 6 x body scales
 6 x hexagon weights (light)
 6 x kitchen scales
 1 x balance scales
 Money match cards
 Café/money game
 Teaching fans (coins)
 Graph/pocket charts
 Counters
 Symmetry dominoes
 Probability 1 x balance scales
 Probability kit
 Measures lotto
 Unifix pattern activity kit
 Fraction magnets
 Rotational symmetry activity board
9
Home School Link Resources
These are located in the cupboard opposite the GP room.
MATHS
M1.
M2.
M3.
M4.
M5.
M6.
M7.
M8.
M9.
M10.
M11.
Farm Ludo
Snakes and Ladders
Big Bad Wolf (Colour Mix and Match Game)
Ladybird (Learn to Count & Match the Spots)
Ooky Spooky (Two Fun Number Games)
Number Snap Cards
Number Snap Cards
Bingo
Frustration–
Frustration–
Connect 4–
Age 4 – 8 2 – 4 players
Age 4 – 8 2 - 4 players
Age 3-6
2 - 4 players
Age 3-7
2 - 4 players
Age 5-9
2 - 4 players
Age 3+
2 + players
Age 3+
2 + players
Up to 96 players
2 - 4 players
2 - 4 players
2 players
COVER UP MATHS BOARD GAMES
COVER UP NUMBER BONDS to 10
M12.
M13.
M14.
Subtraction to 10
Addition to 10
Mixed Sums
Age 5+
Age 5 +
Age 5+
2 players
2 players
2 players
Age 5+
Age 5+
Age 5+
2 players
2 players
2 players
Age 5+
Age 5+
Age 5+
2 players
2 players
2 players
COVER UP FACTORS
M15.
M16.
M17.
Factors – 3, 4 & 5
Factors – 5, 6 & 7
Factors – 7, 8 & 9
COVER UP COINS
M18.
M19.
M20.
Coins: 2p, 3p, 4p & 5p
Coins: 6p, 7p, 8p & 9p
Coins: 10p, 11p, 12p & 13p
COVER UP NUMBER BONDS to 20
10
M21.
M22.
M23.
M24.
M25.
M26.
M27.
M28.
M29.
M30.
M31.
M32.
Addition to 20
Age 5+
2 players
Subtraction to 20
Age 5+
2 players
Mixed Sums
Age 5+
2 players
Monster Mob! – Addition to 20
2– 6 players
Monster Mob! – Subtraction to 20
2 – 6 players
Maths Bingo (addition & subtraction up to 12)
2 – 6 players
Snap It Up Card Game (addition & subtraction) Age 6+
2 or more players
Time Snap
Age 6+
2 or more players
Tell the Time Lotto
Age 5 – 9
2 – 4 players
Time Lotto
Age 6+
2 – 4 players
Time Lotto
Age 6+
2 – 4 players
Tic Tack Tock!
Age 7+
2 – 4 players
Telling the Time by Learning Step Games
M33
Run (On the hour)
Age 5 & up
2 – 4 players
M34
Football (On the hour and half hour)
M35
Basketball (By fives to the half hour)
M36
Swim meet (By fives past the half hour)
M37
Fraction Lotto (includes fractions up to tenths)Age 7+
1 -4 players
M38
Pie in the Sky (Beginning fraction game)
Age 7+
2 – 4 players
M39 Fraction Dominoes (match simple fractions & fraction pictures) 2 – 3 players
M40 Fraction Snap (to master important fraction concepts) Age 8+
2 or more players
M41
Potty Professors (multiplication and division) Age 6 – 9 2 – 4 players
M42
Snap it Up – multiplication
Age 8+
2 or more players
M43
Math Bingo – multiplication & division
Age 7+
2 – 6 players
M44 Math Bingo (addition, subtraction, multiplication and division) Age 7+
2 – 6 players
Multiplication Dominoes by Taskmaster
M45
M46
M47
M48
3 – 4 players
Set 1 – Tables 2 & 3
Set 2 – Tables 4 & 5
Set 3 – Tables 6 & 7
Set 4 – Tables 8 & 9
Division Dominoes by Taskmaster
M49
M50
M51
M52
M53
Set 1 – Inversion of tables 2 & 3
Set 2 – Inversion of tables 4 & 5
Set 3 – Inversion of tables 6 & 7
Set 4 – Inversion of tables 8 & 9
Measure Lotto
3 – 4 players
Age 6+
1 – 4 players
11
M54
M55
M56
M57
M58
(To help children to learn to read a variety of scales
relating to measure of length, mass and capacity.)
Dominoes – numbers up to 9
Dominoes – jumbo colour dots
Dominoes
Dominoes - follow me fractions
Tri-Ominos – triangular domino game
Age 5+
Age 4+
Age 7 +
Age 8 +
2 – 4 players
2 – 4 players
2 – 4 players
2 – 4 players
2 – 4 players
Problem Solving With Dominoes
M59
M60
M61
M62
M63
M64
M65
M66
M67
M68
M69
M70
M71
M72
M73
Addition and Subtraction – basic facts
up to 6 players
Large Domino Sums
up to 6 players
Snakes, Sum Squares, Magic Squares
up to 6 players
Fractions
up to 6 players
Dominoes – spare set for problem solving.
Dominoes - spare set for problem solving.
Paper Chains – Tables Set 1 – practice in 2, 3, 4, 5 & 10 times tables
Paper Chains – Tables Set 2 – practice in 6, 7, 8 & 9 times tables
Top Trumps – Special – The World of Roald Dahl – Goodies & Baddies
Top Trumps – Super Cars
Top Trumps – Sharks
Top Trumps – Dinosaurs
Cranium Zigity Card Game
Age 8 to adult
2 or more players
Pass the Pig – addition
Age 8+
2 or more players
Phase 10 – A rummy-type card game
Age 6 to adult
2 or more players
with an exciting twist.
M74
Playing Cards – large index
M75
Playing Cards – large index
M76
Uno card Game
Age 7+
2 – 10 players
M77
Uno card Game
Age 7+
2 – 10 players
M78
Snakes and ladders
Age 3+
2 – 6 players
M79
Rummikub –
Age 8 to adult
2 – 4 players
the number strategy game that’s never the same.
M80
Rummikub –
Age 8 to adult
2 – 4 players
the number strategy game that’s never the same.
M81
M82
M83
M84
Mastermind – code cracking game
Yahtzee – dice game
Sorry – classic family board game
Top Trumps – Space
Age
Age
Age
Age
8 to adult
8 to adult
5 to adult
4+
2 – 5 players
2 + players
2 – 4 players
2 + players
12
Home School Link Construction Catalogue
K’nex
(Contents Pages and Instructions in cases.)
Caution – All contain small parts and are only suitable for ages stated.
K1a
K1b
K2a
K2b
K3
K4
K5
K6a
K6b
K7a
K7b
K8a
K8b
K8c
K8d
K9
’30’ Model building set (green carry case)
’30’ Model building set (green carry case)
’20’ Model building set (red carry case)
’20’ Model building set (red carry case)
Stock Slammer Xwheels
2 in 1 Building set
2 in 1 Building set
Junior K’nex
(Small Green Case)
Junior K’nex
(Small Green Case)
Junior K’nex
(Small Orange Case)
Junior K’nex
(Small Orange Case)
Junior K’nex
(Small Purple Case)
Junior K’nex
(Small Purple Case)
Junior K’nex
(Small Purple Case)
Junior K’nex
(Small Purple Case)
Junior K’nex
(Pull along trolley with eyes)
Age
Age
Age
Age
Age
Age
Age
Age
Age
Age
Age
Age
Age
Age
Age
Age
7-12
7-12
6 -12
6 -12
7+
6+
6+
3 -7
3 -7
3 -7
3 -7
3-7
3-7
3-7
3–7
3–7
GEOMAG
Caution – All contain small parts and are only suitable for ages stated.
G1
G2
G3
G4
G5
G6
G7
G8
G9
G10
G11
G12
60 Rods – 45 Balls + Booklet
13 Rods – 12 Balls – 21 Shapes + Booklet
60 Rods – 45 Balls + Booklet
13 Rods – 12 Balls – 21 Shapes + Booklet
60 Rods – 45 Balls + Booklet
60 Rods – 45 Balls + Booklet
13 Rods – 12 Balls – 21 Shapes + Booklet
13 Rods – 12 Balls – 21 Shapes + Booklet
13 Rods – 12 Balls – 21 Shapes + Booklet
31 Rods – 24 Balls – 70 Shapes + Booklet
31 Rods – 24 Balls – 70 Shapes + Booklet
31 Rods – 24 Balls – 71 Shapes + Booklet
P3/4+
P3/4+
P3/4+
P3/4+
P3/4+
P3/4+
P3/4+
P3/4+
P3/4+
P3/4+
P3/4+
P3/4+
13
MAGNETIX - EXTREME
Caution – All contain small parts and are only suitable for ages stated.
M1
M2
M3
M4
M5
M6
M7
105 Bars – 70 Balls + 2 Booklets
105 Bars – 70 Balls + 2 Booklets
28 Balls – 12 Pieces + Booklet
28 Balls – 12 Pieces + Booklet
28 Balls – 12 Pieces + Booklet
28 Balls – 12 Pieces + Booklet
28 Balls – 12 Pieces + Booklet
P3/4+
P3/4+
P3/4+
P3/4+
P3/4+
P3/4+
P3/4+
LEGO
Caution – All contain small parts and are only suitable for ages stated.
Lego – Football
L1 L2
L3
L4
L5
Booklets
Booklets
Booklets
Booklets
Booklets
3413/3414
3412/3414
3412/3414
3412/3414
3412/3414
Age recommended
P3/4 +
P3/4 +
P3/4 +
P3/4 +
P3/4 +
Lego – City
L6
L7
L8
L9
Booklet 7238
Booklet 7238
4 Booklets 7240
4 Booklets 7238/7240
P3/4 +
P3/4 +
P3/4 +
P3/4+
Lego –Sport
L10
Booklets 3429/3431
P3/4 +
Lego – creators
L11
L12
L13
L14
Booklets
Booklets
Booklets
Booklets
4103
4103
4103
4103
P3/4
P3/4
P3/4
P3/4
+
+
+
+
14
Meccano
Caution – All contain small parts and are only suitable for ages stated.
Meccano -Crazy Inventors
MEC 1
MEC 2
MEC 3
MEC 4
Booklet 6651
Booklet 6550
Booklet 6651
Booklet 5650
Meccano City
MEC 5 MEC 6 -
Age 5 - 8
Booklet 0100
Booklet 0100
Meccano Motor
MEC 7 MEC 8 -
Age 8 +
Age 8 - 13
Booklet 8540
Booklet 8540
MegaBloks
Caution – All contain Small parts and are only suitable for ages stated.
MEG 1
MEG 2
MEG 3
MEG 4
Pro Builder 10
Age 5+
Starter Construction Set (Vehicles to Build & Rebuild)
Instruction Book 1
Instruction Book 2
Pro Builder 10
Age 5+
Starter Construction Set (Vehicles to Build & Rebuild)
Instruction Book 1
Instruction Book 2
Pro Builder 10
Age 5+
Starter Construction Set (Vehicles to Build & Rebuild)
Instruction Book 1
Instruction Book 2
Pro Builder – U.S.S. – Nimitz Age 10+
Domino Express
Caution – All contain small parts and are only suitable for ages stated.
D1
D2
Dare Devil Ride
Dare Devil Ride
Age 7+
Age 7+
15
Maths Games 1 – 20a
1
1a.
1b.
1c.
1d.
2.
2a.
2b.
3
3a.
3b.
4
5
5a.
6
7
7a.
8.
9.
10.
10a
11
11a.
12
13
14
15
15a.
15b.
16
17
18
19
20
20a
Clapping Clowns.
Number match 1-5 and 1-6
Number recognition.
Mushrooms 1 – 6
Space men 1 - 6
Humpty Dumpty Jigsaw – Recognition No. 1 – 6
5 Current buns.
Large number word cards
Frogs in the Pond - * need the ponds.
Pirate board.
Bee’
Complete the number track
Birds in the trees – recognition No. 1 – 5 or 6 – 10
Kitty cats – 6 boards cat counters and 2 dice . – recognition 5 – 10
Snail garden – number or word recognition.
First to five boards.
Falling leaves – recognition No.6 – 10
Percy parrot – Recognition No. 11 – 15
Butterfly Game for colour words or No. 1 – 6 recognition
Dice people – Recognition No. 1 – 5
Hang out your socks – Colour words ( for five players )
Colour recognition.
Fish game – recognition No. 1 – 5 or 6 – 10
Hip Hop game – No. recognition, 1 -1 correspondence and counting
Clown Game – recognition No. 1 – 5 or 6 – 10 ( six players )
Addition and Subtraction within 12 ( six players )
Making 12 – A3 board.
Addition sliders
Mental maths boards – to 10 or to20 (four of each )
Scramble Eggs – No. and No. word recognition (three pairs)
Cloud nine – recognition No. 1 – 9
Jungle Track – addition to 9
Making ten – addition within 10 ( 2 – 4 players )
Loop Cards - zero to ten.
16
Maths Games 21 – 29
21
21a.
22.
23
24
25.1
25:2
25:3
25:4
25:5
25:6
25:7
25a.
25b.
25c.
26
26a.
27.
27a.
27b.
27c.
27d.
27e.
27f.
27g.
27h.
27i.a
27i.b
27j.
27k.
28
Fish addition – addition within 12 ( 2 – 6 players ).
Mary had a little lamb.
Odd fish, even fish ( 2 – 4 players ).
On the hop – difference between numbers ( 3 – 4 players ).
In between – No. which come between ( 3 players ).
Number and number word chain cards
Number and number word pencils
number and number word matching cards
number and number word bingo (0-10)
number and number word bingo (0-10)
number and number word bingo (11-20)
number and number word bingo 11-20)
Cover them for 6, 7, 8, 9 and 10 ( number bonds ).
Ten more boards ( two ).
One more than/ on less than boards ( two ).
Noah’s Ark – No. race to 20.
Witch race 1 – 20
Dodgem ride – vocabulary skills ( subtraction )
Washing line – recognition No. 6 – 10.
Creepy Crawly ( snakes and ladders ) – addition to 24.
Doubles 1 – 6.
Doubles 1 – 9.
Doubles 7 – 12.
Turtle – one more than.
Turtle – two more than.
More or less board.
Snowman subtraction.
Flying kites – subtraction.
Addition books.
Simple addition lotto
Sight Recognition :




29
Lions
1–5
Teddies
0–5
Ducks
0–5
Assorted Characters 0 – 5
Number Song resources :





Five Little Ducks
Seven Dizzy Dragons
Five Little Astronauts
Elephants ( who went out to play)
10 Fat Sausages
17
Maths Games 30 – 45
30
31
32
33
34
Number fans – eight sets and one large teaching fan.
Digit cards ( No. and No. names ) and Vertical and Horizontal No. lines.
Pictorial Digit Cards No. 0 – 10 ( for snap, pairs etc. ).
Number Flips – ( No 5 x 8, No 6 x 4, No 7 x 6, No 8 x 6, No 9 x 6, No 10 x
8, No 20 x 8 ) also 10 frogs in a line x 7.
Magnetic Fish for No. Recognition.
Number Tree ( teaching aid ) for number stories.
Ladybirds and spot for odd and even numbers.
On the buss ( for addition and subtraction ).
Number Line jigsaw.
Build a Pirate.
Self correction maths cards.
35
36
37
38
39
40
41
42
43
44
45
45a
Blank butterflies and open books ( for addition or number stories ).
100 number square jigsaw X 12 boards
Number Bond Cards - small
Addition to 10 clocks.
Maths Resources : 46a – 46h
Time
46a.
b.
c.
d.
e.
f.
g.
h.
1)
2)
3)
4)
Digital Clock.
Clock.
Large Laminated Clock face.
Velcro Clock and Numbers.
Memory Clocks.
Sequence clocks : Half past & o’clock.
Clock Jigsaw & dice : Half past & o’clock
Time loop cards.
O'clock
Half past
Quarter to
Quarter past
18
Maths Games
No. 50 - 70
50.
51.
51a.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
The ten Adder game.
Ten and Beyond – Need 1 – 3 Dice.
Blank Pirate race board.
Star Totals ( addition to 14 ).
Place Value – need dry wipe pens.
Golden key.
Magic walk
Blank race.
Humpty Dumpty Wall and Characters x 5 ( number words to five ).
Number Stories Book – Book Master and Number Pattern Sheets.
Monster bonds.
Animal jigsaws – simple addition.
Build Astra the Alien – blank game.
*Make it 5 x 2.
*Make it 6 x 3.
* Need Dry Wipes Pens*
Make it 10.
Can You Find It?
Hide The Number.
Ten large Feet, 11 Small Feet & 11 Pencils.
Master – My Book Of Numbers.
62a.
63.
64.
65.
66.
67.
68. Pictorial Number – ( One Bridge, One hippo, Three Shells, Five Rhinos, 6 Seeds ).
69.
Large Petals x 6.
70.
19
Maths Games : Money
71 – 77L
71.
71a.
b.
c.
d.
e.
71b.
c.
71c.
71d.
72.
73.
74
75
76
76a.
76b.
77
Buy a Bear Jigsaw.
Money Recognition Pack:
Digger Board
Train Board
20p - £2
Coin Dominoes
Frog Money
Buy a clown
Piggy Bank Money – to 5p
Piggy bank money – 6p to 10p
Store buy - Shopping game
Money dominoes.
Very large money
Coin collector.
Supermarket :
a) 50p
b) £1
c) £2
d)
e)
f)
g)
h)
i)
j)
k)
l)
Toy shop Pairs cards
- 2 X sets
Toy shop memory cards - 2 X sets
Toy shop Bingo 1p - 10p - 6 X boards
Toy shop Bingo 1p – 10p – 6 X boards
Toy shop Bingo 1p – 20p – 6 X boards
Toy shop Bingo 1p – 20p - 6 X boards
Toy shop Bingo 1p – 50p – 6 X boards
Toy shop Bingo 1p – 50p – 6 X boards
Shopping race board.
20
Maths Games
78 - 79f
78. Blank Bear Boar
79. Large boards
a) One less
b) Two less
c) Cover the difference
d) Subtract from 10
e) Star track – addition
f) The very hungry caterpillar
Maths Games
100 – 107a
100.
Round me up Round me Down.
101.
Fruity maths – add and subtract.
102.
Number slides – 1 – 10 & 11 – 20 ( before, after, between and 2 more than )
103. Maths Questions.
104.
Fishing Fish + Pond. Number recognition.
105.
Simple Sums – Colour Race + climb the ladder boards x2
106.
Large No. Bingo ( above 20 )
107.
Counter attack - Subtraction
107a.
Counter attack - Subtraction
Shape Games
201 - 204
201.
202.
203.
204.
Shape
Shape
Shape
Shape
Race.
Jump.
maze.
Match.
21
Maths Focus
Web link or search
Stage
Appropriate
Early, Infant, Middle
Upper or any
Multiplication games
http://www.multiplication.com/interactive_games.htm
Any
Multiplication games
http://www.multiplication.com/flashgames/quickflash/flash/index.html
Any
Multiplication games
http://www.teachingtables.co.uk/
Any
Time
http://www.teachingtime.co.uk/
Any
Mental
adding & subtracting
http://www.funbrain.com/brain/MathBrain/MathBrain.html
Any
Fractions
http://www.teachingfractions.co.uk/
Any
Money
http://www.teachingmoney.co.uk/
Any
Games
http://www.mrbartonmaths.com/justforfun.htm
Middle and upper
Various
http://www.woodlands-junior.kent.sch.uk/maths/
Any
Various
http://www.crickweb.co.uk/
Any (including
early stages)
Various
http://www.counton.org/
Middle and upper
Various
http://www.coolmath4kids.com/
Any
Various
http://www.subtangent.com/maths/games.php
Any
Various
(film clips)
http://www.bbc.co.uk/learningzone/clips/
Any
Various (including
film clips)
http://www.mathplayground.com/
American site
Any
Create own maths w/s
http://www.superkids.com/aweb/tools/math/
Any
Create own maths w/s
http://www.math-drills.com/
Any
Problem solving
http://nrich.maths.org/public/
22
The following resources are obtainable from educationcity.com
Using ICT in Maths Early 1
Adding and Subtracting
Skill
Add 2 separate groups
Add a group to a hidden group
Count up total of coins
Count back from 10 with help
Count back from 10 without help
Partition skittles to 6
Partition skittles to 10
Counting
Skill
Counting to 5
Counting drum beats to 6
Counting drum beats to 10
Counting bottles on wall to 10
Singing to 10 nursery rhyme
Singing to 10 nursery rhyme
Counting passengers to 5
Counting passengers to 10
Singing to 10 nursery rhyme
Counting to 5
Counting to 5
Counting between 6 and 10
Counting down from 5
Counting down from 5
Counting down from 5
Using language to compare numbers from 10 smaller
bigger than
Counting to 5
Find 1 missing number in a line
Find 2 missing numbers in a line
Counting to 10
Recognise numbers 1-9 see and hear
Recognise numbers 1-9 see only
Sing along with the song with vocals
Activity Title
Beach Holiday 1
Beach Holiday 2
Ice Cream 1
Stens Party 1
Stens Party 2
Ten Pin 1
Ten Pin 2
E1
E1
Activity Title
Bakers Shop 1
Bongo Beat 1
Bongo Beat 2
Bottle Alley 1
Buckle my Shoe 1
Buckle my Shoe 2
Bus Ride 1
Bus Ride 2
Caught a fish
Cheeky Chicks
Eggs for
Breakfast 1
Eggs for
Breakfast 2
5 Currant Buns
5 Little Frogs
5 In a Bed
Fluffy Clouds 1
Fluffy Clouds 2
Frog Hunt 1
Jack in the Box 1
Jack in the Box 2
Sausage Search 1
Shepherds Watch
1
Shepherds Watch
2
Sizzling Sausages
E1
E1
E1
E1
E1
E1
E1
E1
E1
E1
E1
E1
E1
E1
E1
E1
E1
E1
E1
E1
E1
23
Sing along with the song without vocals
Count even numbers to 12
Count even numbers to 20
Recite sequence 10 to 100
Recite sequence 10 to 100 backwards
Sing along counting down from 10 with vocals
Sing along counting down from 10 without vocals
Use ordinal numbers up to a tenth
Use ordinal numbers up to a tenth with associated
vocab
Measure
Skill
Sing along with the song
Matching coins
Identify different coins
Listen to and read the time on an analogue clock to
the hour.
Read the time on analogue clock to the hour
Problem Solving
Skill
Sing along and complete the puzzle
Complete puzzle with grid lines
Complete puzzle without grid lines
1
Sizzling Sausages
2
Smelly Socks 1
Smelly Socks 2
Spin a ring 1
Spin a ring 2
10 Green Bottles 1
10 Green Bottles
2
Tractor Race 1
Tractor Race 2
Activity Title
Days of the Week
Flick a Coin 1
Flick a Coin 2
Wakey Wakey 1
E1
E1
E1
E1
E1
E1
E1
Wakey Wakey 2
Activity Title
Humpty Dumpty
Puzzle Plates 1
Puzzle Plates 2
E1
E1
E1
Activity Title
Babysitter
Bar B Shapes
Nine Lives
Level
E2
E2
Activity Title
Cash Only
Football Mad
Ice Cream
Sleepy Sheep
Temple Crusade
Tomb of Domb
Level
E2
E2
E2
E2
E2
E2
Using ICT in Maths Early 2
Shape Position and Movement
Skill
Match familiar 3d shapes
Identify common 2d and 3d shapes
Match familiar 2d shapes
Number, Money & Measurement
Skill
Add mentally 3 small numbers 1p to 12p
Add /subtract mentally 0 to 10
Add using money totals to 12p with 3 coins
Find a calculation to match numbers 0 to 12
To add a pair of single digit numbers, crossing 10.
Recognise that addition can be done in any order, and
partition and recombine.
24
Pairs of Numbers that total 3,4,5 and 10
Identify Patterns for similar calculations
Use 1p, 2p, 5p, 10p, 20p coins to buy things
Recognise all coins
Counting on in sequences of 2,3 and 5 up to 20
Counting back in sequences of 2,3 and 5 up to 20
Describe and extend number sequences
Ordinal Numbers first second etc
Odd and Even Numbers understanding
Putting familiar numbers into order
Compare 2 given numbers -which is more or less
Sounds and spelling of numbers 1-20
Sound and image of numbers 1 to 20
Identify number comes “before” “after” to 20
Read numbers in words to 20
Understand today, yesterday and tomorrow.
Tell time to the hour
Tell time to the hour and half hour
Read time to hour or the half hour
Water Raider
Water Raider 2
Ice Cream 2
Shop with Stig
Jack in the Box 1
Jack in the Box 2
Mrs Cow’s Milk
Captain Cod
Crazy Golf
Desert Run
Fish with Manu
Fluffy Clouds 1
Fluffy Clouds 2
Snow Hope 1
Snow Hope 2
Stens Week
Tick Tock 1
Tick Tock 2
Wakey Wakey
E2
E2
E2
E2
E2
E2
E2
E2
E2
E2
E2
E2
E2
E2
E2
E2
E2
E2
E2
Activity Title
Summer Fair
The Great Escape
Level
F
F
Activity Title
Cash Only
Cash Only 2
Football Mad
Football Mad 2
Ice Cream
Temple Crusade
Temple Crusade 2
Level
F
F
F
F
F
F
F
Tomb of Doom 1
Tomb of Doom 2
Water Raider
Water Raider 2
Ice Cream 2
Captain Cod
F
F
F
F
F
F
Using ICT in Maths Planning First Level
Information Handling
Skill
Use Block graphs to answer questions
Use Venn diagrams sort objects using more than one
criterion
Number, Money & Measurement
Skill
Add mentally 3 small numbers 20p & 50p
Add mentally 3 small numbers 20p & 50p
Find the missing operator
Use written multiplication methods
Add using money totals to 50p with 4 coins
To add a pair of single digit numbers, crossing 20.
Add or subtract a single digit to or from a two-digit
number, crossing the tens boundary
Addition up to 20
Addition up to 100
Addition Subtraction facts No 6, 7, 8 & 9
Identify Patterns for similar calculations
Use 4 coins to total 99p
Use & begin to read numbers, first, second
25
Counting on in sequences of 2,3 and 5 up to 100
Counting back in sequences of 2,3 and 5 up to 100
Describe and extend number sequences
Number sequences in 10s & 100s
Odd and Even Numbers to 40
Order 10 No. in the range of 1 to 99
Order 10 No. in the range 100 to 999
Respond to written questions
Count on or back in 10s up to 100
Multiply and divide digits by 1 & 10
Double any multiple of 5 up to 50 and half any
multiple of 10 up to 100
Multiply a single digit up to 5 by 2,3,4 &5
Identify a number between 2 given number
Tell time to 15min increments
2 and 10 times table – solve money problems
2 and 10 times table – solve money problems
Additions, subtrations from 1 to 10
Additions, subtraction from 3 to 12
Add, subtract single digit to and from 10 & 20
Create multiplication, calculations to match the
repeated additions
Integer division and remainders
Round Numbers less than 100 to the nearest 10
Find a fraction of a half, and quarter of 2,4 & 8
slices of cake
Find a fraction of a half, and quarter of 4,8, 12 & 16
slices of cake
Fill in missing numbers, counting on to 50
Fill in missing number, counting back from 50
Partition a number into multiple of 10s & 1s
Partition a number into multiple of 100s, 10s & 1s
Recognise relationships between standart metric
units
Jack in the Box 1
Jack in the Box 2
Mrs Cow’s Milk
Captain Cod 2
Crazy Golf
Catch a Kuko 1
Catch a Kuko 2
Fluffy Clouds 1
Deep Discoveries
Snow Hope 1
Snow Hope 2
F
F
F
F
F
F
F
F
F
F
F
Snow Hope 3
Pitch and Putt
Tick Tock 1
Help Granny
Help Granny 2
Prince Charming 1
Prince Charming 2
Dancing Robot
Field Goal
F
F
F
F
F
F
F
F
F
Hot Seat
Rabbit Roundabout
Ready Steady
Bake!
Ready Steady
Bake! 2
Scout Venture 1
Scout Venture 2
Bumper Cars 1
Bumper Cars 2
Kuko Run 1
F
F
F
Suggest suitable units to measure length, mass or
capacity
Using a Ruler
Solve simple word problems involving time
Solve simple word problems involving time
Kuko Run 2
F
Space City 1
Stig and the Bus 1
Stig and the Bus 2
F
F
F
F
F
F
F
F
F
26
Shape, Position & Movement
Skill
Match 3D shapes to descriptions
Match 2D shapes to descriptions
Match familiar 2D shapes
Enter co-ordinates of a square
Enter co-ordinates of a point on a grid
Recognise line symmetry
Understanding right angles
Activity Title
Babysitter
Nine Lives 1
Nine Lives 2
Tin Can Splash 1
Tin Can Splash 2
Bar-B-Shapes
Bar-B-Shapes
Level
F
F
F
F
F
F
F
Using ICT in Maths Second Level (1)
Information Handling
Skill
Tally Sheet with grouped tallies
Constructs bar graph with axes interpret
to problem solve
Number, Money & Measurement
Skill
Work with whole numbers up to 10000
Putting familiar numbers into order from
1000-9999 highest number first / lowest
number
Work with third, fifths, eighths and tenths
and simple equivalences
A fraction is greater or less than one half
Use coins/ notes to £5 addition using
pounds and pence
Add / subtract mentally for 1 digit up to 3
digits
Mentally for subtraction by adding on
Add / subtract for whole numbers with 2
digits added to or subtracted from 3digits
Add / subtract mentally associated
vocabulary
Add / subtract money to £20
Multiplication of tables 2 5 10
Multiplication of tables 6 7 8 9
Multiply and Divide by 10 100 or 1000
Activity Title
Hit a Puck
Summer Fair 1 / 2
Level
S1
S1
Activity Title
Captain Cod 2
Desert Run 1 and 2
Level
S1
S1
Captain Cod 1
S1
Pizza Delivery 1
Cash Only 1 / 2
S1
S1
Fluffy Clouds 1
(addition)
Fluffy Clouds 2
(Subtract)
Temple Crusade
Hot Seat
S1
Tomb of Doom
S1
Hypermarket
Moon Mission
Water Raider
Mrs Cows Milk
S1
S1
S1
S1
S1
S1
27
Multiply and Divide and associated vocab
Multiply using money
Recognise and find simple fractio9ns using
a cake with 20 slices
What comes next counting on and back in
steps of 6,7,8,9 and 11’s up to 100
Fill in the missing number counting on and
counting back in steps of 2 3 4 and 5’s up to
100
Function Machine for operations doubling /
halving / adding and subtracting
Weight measuring in 20g weights 1kg=100g
Read scales on measuring devices
Use a ruler to measure to the nearest half
centimetre
Read the time from timetables
Set the time in 5min inc on analogue clock
Solve word problems involving time
Football Mad
Help Granny1 and 2
Ready Steady Bake 1
and 2
Jack in the Box 1 and
2
Sleepy Crawlies 1 and
2
S1
S1
S1
Dancing Robot 1 2 3
S1
Kuko Run 1 and 2
Marvellous Muffins
Space City
S1
S1
S1
Stig and the Bus
Tick Tock 1 and 2
Space Walk
S1
S1
Information Handling
Skill
Tally Sheet with grouped tallies
Constructs bar graph with axes interpret
to problem solve
Activity Title
Hit a Puck
Summer Fair 1 / 2
Level
S1
S1
Shape, Position and Movement
Skill
Right, acute, obtuse measuring angles
Angles know that a straight line is
180degrees
Activity Title
Bar B Shapes 1 and 2
Atlantic Pirates
Level
S1
S1
S1
S1
S1
Using ICT in Maths Second Level (2)
Information Handling
Skill
Solve word problems involving time
Interpreting bar line charts
Activity Title
Sports Day
Hit a Puck 1 / 2
Number, Money & Measurement
Skill
Activity Title
Work with whole numbers up to 100000
Captain Cod 1
Work with fractions and equivalences 20ths Up and Away 1
Level
S2
S2
Level
S2
S2
28
50ths and 100ths and all previous
Add and subtract mentally for 2 digits
multiples of 10 or 100
Add and subtract for 4 digits with 2
decimal places
Understand multiply and associated
vocabulary
Multiply and divide problem solving
Multiply and divide mentally 4 digit numbers
Rounding numbers to the nearest 10 or 100
Rounding numbers to the nearest 10
,100,1000 10000
Fractions and Percentages finding fractions
such as 1/7 ¾ 3/5
Equivalence between percentages and
fractions
Find fractions of numbers
What comes next more complex sequences
Fill in missing numbers to 200 working in
steps of
11,15,19,21,25
Use negative numbers in context of
temperature
Recognise order negative numbers to -5
Work with time 12 hr equating with 24hour
Solve word problems involving time
Perimeter of simple shapes by adding
lengths
Shape, Position and Movement
Skill
Coordinate system to locate a point on a
grid
Work with symmetry creating symmetrical
shapes
Work with Angles within 5 degrees
Collect Discuss make and use 2d and 3d
shapes
Position and Movement using an 8 point
compass
Calculate Angles in a circle
Tomb of Doom 1
S2
Shop with Stig 1
S2
Football Mad 1
S2
Hot Seat 1
Mrs Cows Milk 1
Fish with Manu 1
Fish with Manu 2
S2
S2
S2
Bargain Sale 1 and 2
S2
Ready Steady Bake1
S2
Snow Hope 1
S2
Jack in the box 1 and 2 S2
Sleepy Crawlies 1 and
S2
2
Shiver and Quiver 1
S2
Slippery Slope 1 and 2
Stig and the bus 1 and
2
Space Walk 1
High Rise 1 and 2
S2
S2
Activity Title
Tin Can Splash 1 and 2
Level
S2
Bar B Shapes 1
Bar B Shapes 2
S2
Nine Lives 1 /2
S2
Atlantic Pirates 1
Atlantic Pirates 2
S2
S2
S2
29
Using ICT in Maths Third Level
Information Handling
Skill
Find the mean mode and median
Activity Title
Bar B Shapes 1
Level
3
3
Number, Money & Measurement
Skill
Work with negative numbers eg
temperature
Find the common denominator and position
the fraction
Foreign Currencies
Conversion Problems
Add and subtract for 2digit numbers with
decimal places
Use decimal notation and place value
Multiply and divide by powers of 10
Identify proportions of a whole
Round numbers to given decimal places
Work out the percentage value using
calculator
Find ratios between quantities
Find ratios between quantities
Use the number line to solve equations
Algebraic expressions and letter symbols
Solve problems involving numbers and
algebra
Calculate the volume of cubes and cuboids
Strand Shape, Position and Movement
Skill
Enter co-ordinates of a point
Work with symmetry creating symmetrical
shapes
Activity Title
Desert Run
Level
3
Up and Away 1
3
Summer Break 1 and 2
3
Temple Crusade 1 and
2
Captain Cod
Mrs Cows Milk 1
Crazy Maze
Snow Hope 1
Captain Cod
3
Fluffy Clouds
Shop with Stig 1 and 2
Bumper Cars
Football Mad 1 and 2
Hot Seat 1
3
3
3
3
3
High Rise 1
3
Activity Title
Tin Can Splash 1
Shape Shuttle 1 and 2
Level
3
3
3
3
3
3
3
30
Mental Maths Packs
32 mental maths packs for whole class use are available from the cupboard opposite the GP
room. It is recommended that classroom practitioners have their PSAs make a class set for
each class.
Mental Maths Strategies
It is of fundamental importance that children have opportunities to develop their counting
skills from a very early age.
Statistics show that British children are amongst the worst in the world at counting mentally
and are the WORST IN EUROPE.
A good knowledge of place value, number bonds and sophisticated counting skills must be
established before the age of 8 in order to maximise the potential for children to achieve
confidence and success in maths.
Peter Patilla believes that an improved mental ability comes from a diet of Mathematical bran
– a little, regular and often.
His strategies build self-confidence and children are more enthusiastic if they know they are
less likely to be asked individual questions.
He advocates mental maths sessions that last no linger then 10 minutes and are built into the
daily maths plan, therefore not further burdening the teacher’s workload.
Children’s experiences of counting comes in a range of forms –
 Counting moveables – things which can be moved or arranged.
 Counting touchables – objects on pictures or posters.
 Visual counting – real objects (trees, cars etc.)
 Audible counting – sounds
 Counting actions – things they do (skips, hops etc.)
Children become skilful in all these methods of counting but find counting actions the easiest.
There are four strategies which can be used when doing mental maths activities.
1. unison response
2. show me
3. cover ups
4. if the answer is….
What we aim to give you is a brief description of each strategy and some practical examples
of activities which can be used with children of all ages.
31
1. UNISON RESPONSE
Unison response involves a range of activities which develop the children’s ability to count. In
calculations the role of counting is vital and it is very often assumed that children count
successfully.
A. The counting stick
There are some simple counting activities using a counting stick –
 Counting forward (1,2,3…) (100, 200. 300…) (100000,200000,300000…)
 Counting backwards (10 9 8 ….)
 Random positioning (2,7,4…) (31,29,27…) (2 ½ , 7 ½ ….)
 Hiccup counting 1,2,3,2,3,4,3,4,5….)
 Counting patterns (1-100, 1-1000, 1–100000…)
 Counting on and back in different size steps (8,9,10…, 2,4,6,….)
 Tables work (3,6,9…, 5,10,15…)
Using this method children as young as P1 are able to cope with large numbers as they are not
dealing with numbers in their written form.
The counting stick is a useful tool when teaching children to bridge between decades
(28,29,30,31….).
Pupils should be encouraged to choose the starting number but the pace, tempo and thinking
time should always be dictated by the movement of the finger along the counting stick.
B. The swinging apple
These activities also help develop children’s counting abilities and are alternatives to always
using the counting stick.







Counting on the swing
Counting on the half swing
Cyclical counting (1,2,3,4,4,3,2,1)
Repetitive counting (1,2,3,4 1,2,3,4)
Adding on / taking away / multiplying (2,4,6,8…)
Dividing the class into 2 groups – group 1 adds 1, group 2 adds 10 (4,5,15,16,26…)
Mixed functions (double the number on swing 1, take away 5 on swing 2)
As with the counting stick, the pace of counting is dictated by the teacher, this time by the
speed of the swing. The length of the string can be altered depending on the difficulty of the
counting activity.
C. Clapping Games
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These activities involve a rhythm e.g. tap, clap, snap, snap or clap, clap, click. This can be used
at all stages of the school to consolidate a range of counting skills.
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Counting on each beat ( in 1s, 2s, 10s……)
Counting only on the tap
Counting aloud & whispering
Doing simple calculations (add 2 on tap, take 1 on snap)
Bridging and compliments (story of 20 – teacher gives 2, class responds with 18)
2 SHOW ME
Show me involves a range of activities which develop the children’s ability to recognise
numbers/shapes etc. and use them for simple maths problems.
A. Belt a slide
This is a good activity to assess that children have an understanding of the position of
numbers. It does not have to be done within numbers t 10 as the span can be changed to suit
the needs of the children involved. This could range from show me 5, 50… to o.5, ¾ etc.
B. Number fans/digicards
These are simple, easily managed tool which all children can use.
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Show me…
Show me 1 more than/1 less than…
Delayed show me ( hold to chest to give all children time to get answer an discourages
copying)
Divide the class into groups (show me…, show me double… etc.)
Multiply answer questions ( show me a number bigger than…. But smaller than…)
Working in groups (making biggest/smallest number, multiples of…)
As well as these straight forward activities, fans and digicards can also be used for a number
of games.
(i)
The triangle game
This is a good activity for reinforcing children’s knowledge of number bonds. It works very
well with children who have difficulty understanding the concept of “and what’s”. masters for
table triangle games are also available.
(ii)
Human number line
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This activity also encourages children to think about the position of numbers as well as their
relationship with the numbers around them. It can be done using objects, figures or number
names.
3 COVER UPS
Cover ups is a good mental maths strategy to use when working with a group rather than with
the whole class as it involves the children covering up numbers/shapes on a grid to indicate
their choice of answer.
There are a range of activities which involve the cover up strategy.
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Behind the wall (children indicate which number/shape is partially visible)
Cover all the… (shapes with more than 4 sides/stations of the 3 times table)
Using a variety of number grids (cover 36, cover the number 10 more, cover all the
multiples of 7)
These activities can also be done using number fans or digicards.
4.IF THE ANSWER IS …. WHAT IS THE QUESTION?
This is a great activity for children of all ability levels. It is best directed by the teacher in
the beginning but can be left and revisited over the course of a day/week.
The idea is that you give the children a number (this is the answer) and they have to supply
you with a range of questions which would give that number. Each question is added to a group
depending on the type of equation involved.
e.g. if the answer is 8 what is the question?
7+1
2+6
5+3
12 – 4
20 – 12
2x4
4x2
24 divided by 3
32 divided by 4
Children in the upper stages should also be encouraged to use their knowledge of fractions,
decimals etc. in this activity. This can be used in a problem of the week corner. Here they
would add their solutions onto a large sheet of paper throughout the course of the week,
during group maths or first thing in the morning if more solutions were to be found for
homework.
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Other problems might be working with codes e.g. A = 1, B = 2 etc….
 Make words worth 20, 30 etc.
 Use word themes e.g. animals, fruit, Christmas etc.
 Use a balance sheet – ‘how many solutions can you find?
All strategies can be used for time, money and everything else.
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