
Maths At Home
Supporting learners, parents, teachers and schools

10 Most Recent Additions
Find them in the Learners link.

 Highest Number (K10)
... 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 (48)
... 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 (K6)
... 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 (Y48)
... 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 (Y410)
... 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 3digit 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 (Y48)
... 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 (Y610)
... 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 (Y210)
... 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.


 Steps (Y210)
... Nine digits have to be arranged in a step shape so that the two horizontal and the two vertical lines all add to the same number. Success is finding one solution. More success is finding more than one. Greater success is the four possible line totals. An even larger measure of success is finding all 12 unique solutions and knowing why there are no more. Year 2 arithmetic through to Year 10 logic and reasoning.


 Red To Blue (Y410)
... Easy to state and easy to start, this activity only needs reasoning to solve. It's seems easy, and is when you know how, but it can be a bit tricky to crack. Once solved, the challenge is to explain to someone else and there are several ways to do this. An example of Year 6 students using a video to do this is included. The problem goes deeper when we ask the mathematician's question, "What happens if...?" Guess what? A pattern and even algebra.

