Maths At Home


Supporting learners, parents, teachers and schools



10 Most Recent Additions

Find them in the Learners link.

  • Training For Maths (4-10)
    ... Easily stated and easily started, but containing plenty of challenge, this activity leads the learner to find Fibonacci Numbers. First the learner tears or cuts a piece of paper to make train carriages which are either 1 or 2 units long. Then the story shell of an engine followed by a sequence of carriages offers gradually more difficult challenges. Learners explore the number of different sequences that can be created for a given train length using only Size 1 and Size 2 carriages. For example for a 3 unit train the engine could haul -111, -21 or ... When Fibonacci numbers appear (through the process of working like a mathematician), the door is open to further investigation of their appearance in nature.
  • Less Than Fractions (4-10)
    ... Number tiles (1 - 9) allow learners to experiment with fractions less than 1 in a hands-on, non-threatening, open-ended way. Early success is guaranteed because there are 36 possible answers and the obvious one is 1/2. The greater challenge is to add two fractions (each tile can be used only once) and still get an answer less than one. Again there are many ways to do this so every learner will find some success. However, a mathematician would ask:
    • How many solutions are there?
    • How do you know when you have found them all?
    and the opportunity to do this is offered. The activity involves comparing fractions to discover which one is less. That skill is explored further in three ways, one of which was invented by a Year 5 student.
  • Rectangle Fractions Game (4-8)
    ... This game for two players is a partner to the activity Rectangle Fractions. It refreshes fraction concepts and develops addition and subtraction skills using a hands-on, straightforward game. Learners first play with a whole rectangle for which playing cards have been provided. They explore several rounds of the game, each of which only takes a few minutes to play. Then they chose their own whole rectangle size and make corresponding playing cards from the blanks supplied. As always keeping a journal is an important part of the activity. Once the game is learned it can be returned to many times, each time facing a new challenge by choosing a new whole rectangle.
  • Working Mathematically with Viruses (8-12)
    ... An opportunity to work like a professional mathematician in a context of world-wide importance. Video, hands-on and visual learning, Excel software and unfolding challenges encourage the learner more and more deeply into mathematical modelling. Learners will not only learn more about the way new viruses work (with a focus on COVID-19), but gradually develop expertise with software tools that help them step into the world of the health authorities who have to manage transmission in the community. The mathematics content is extensive.
  • 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.

Maths At Home is a division of Mathematics Centre