Maths At Home


Supporting learners, parents, teachers and schools



10 Most Recent Additions

Find them in the Learners link.

  • Counting Frames (K-2)
    ... This activity is written for parents who want to develop and extend their learner's ability to count - not just by ones, but twos, fives and any other group. Printable counting frames are provided and you and your learner find the objects to count. Explanation and example in the notes set the scene and provide questions, and a balance of flexibility and structure, to guide you into many short, regular adventures together through the expanding world of a confident counter.
  • Bob's Buttons (4-8)
    ... A video introduces this activity through a game using pretend people in a pretend school ground. The presenter models how the learners can play the game for themselves, then invites them to dig into the investigation to find the question Bob asked that turned it into an amazing investigation. The activity includes hands-on mathematics related to multiplication, free sample software from Maths300 (a school resource) and other learning materials from that site. Learners are working like a mathematician throughout. The early part of the activity would interest many Year 2 students. The deepest question would challenge university students. There is something for every learner in between.
  • Highest Number (K-10)
    ... This is three activities in one and they are all built around the same game. The game is simply rolling a dice and choosing whether the number it shows should be a hundreds, tens or ones digit. Once a dice number is used, it can't be used again until the next round. The aim is to make a higher number than your partner. Early Years Learners play with just tens and ones and make their own materials into bundles of ten before they start playing. Years 2 - 10 use playing cards to record their choice for a column and begin to think about strategy if the aim is to have the higher number after five rounds. Years 5 - 10 are provided with two additional Investigation Guides. One digs deeper into strategies in the game and the other investigates probability and statistics related to the game.
  • Rows, Rectangles and Multiplication (4-8)
    ... Building on the array model of multiplication introduced in other activities, and driven by a Picture Puzzle slide show, this activity moves from refreshing rows and arrays, to representing arrays as rectangles that gradually become more abstract, to tackling two digit multiplication by breaking the problem into smaller parts. This leads to an algorithm (procedure) for multiplication that many think is more natural than that usually presented to learners. One of its other advantages is a direct link to the algebra of 'expanding brackets'. Although is not mentioned directly in the activity, breaking an array into parts is the element common to both long multiplication and expanding brackets.
  • Fill The Board (K-6)
    ... A playing board with five rows of five circles is supplied. A dice is rolled and circles are covered or crossed off. Investigate the most likely number of rolls to cover them all. A simple game which becomes an investigation into probability and purposeful collection and interpretation of data. It can be played by early years learners for informal learning and older learners as a more documented experience. Cambridge University NRICH project has designed software to support the investigation.
  • Networks (Y4-8)
    ... The starting point for a mathematician is an interesting problem. Something they don't know the answer to, but find interesting enough to explore. It doesn't matter what the problem is. It does matter that it is interesting. In the beginning this activity is a game of placing square tiles to make a pathway. The problem is, how do I win the game. Then, when I've got that figured, what happens if I ...? One of those 'what happens if...' questions leads to changing the way lines are drawn on the tile and from there to heaps of ways of creating tiling patterns and mathematical art.
  • Number Tiles (Y4-10)
    ... You have the digits 1 to 9 on cards. You put three down to make a three digit number. Then another three under that to make another three digit number. Now add those two 3-digit numbers. It is possible to make the answer with the three cards left in your hand. Not always of course, but sometimes. Can you find one way to do it? How about another? How about five more? How many solutions are there? How do you know when you have found them all? The focus throughout is on putting learners in a position where they know that they have worked like a mathematician.
  • Rectangle Fractions (Y4-8)
    ... Fractions are introduced through the familiar model of a whole rectangle and its main parts - rows, columns and cells. The language used supports the gentle development of the concept and a gradual, understandable growth towards symbolic representation. As the physical model and its links to language expand, operations and equations involving fractions flow naturally.
  • Pythagoras 1 (Y6-10)
    ... A puzzle with four congruent pieces becomes the basis for demonstrating Pythagoras' Theorem. The investigation is based on a dissection proof discovered by amateur mathematician Henry Perigal in the 19th century. Learners use pieces supplied to do the first demonstration, then have to design and construct their own pieces based on a different right angle triangle. The activity finishes as it began, with the four congruent quadrilaterals used as to construct two squares, but this time using rotation and/or translation only.
  • Cars In A Garage (Y2-10)
    ... We supply the garages. You supply the cars. How many ways can three cars be parked in three garages? Four cars in four garages? Five cars in five garages? Mmm, looks like there might be a pattern developing here. But how do we explain it so that someone else could learn from us? And how do we do the calculations when it gets to be say 100 cars and 100 garages? The activity includes sample student videos and journal reports.

Maths At Home is a division of Mathematics Centre