This is an example maths trail that can be used with Year 5 that focuses on number. These cards can be attached around the playground or the hall if it is raining. They work like loop cards, so the answer to the previous question is in the rectangular box in the top left-hand corner of each card. Pairs of pupils should start at different cards. The number in the bottom right-hand corner is a way to identify the card and is not related to the answer or the order in which the cards should be answered. Pupils use these numbers to fill in which cards they have answered and the order of the cards that they have found.

Approximately 3 activities to get your pupils thinking about this irrational number on Pi Day.

Pupils can struggle when it comes to word problems. SPOT encourages them to first write a sentence containing a blank for the answer which then has to be revisited at the end to ensure that the actual question asked has been answered. They are then encouraged to create a picture or image using visuals such as a bar model, manipulatives, or even themselves if appropriate. They then work out the operations needed using this image and then that need to test if this is sensible when they fill in the answer in the original sentence.

Earth’s Rotation Day takes place on 8th January each year. Do pupils know that the Earth rotates once every 24 hours? This presentation looks at whether we are likely to experience a 25 hour day during our lifetimes, given that the rotation of the Earth is gradually slowing. Research has looked at Earth’s rotation over long periods of time so although occasionally the Earth’s rotation speeds up, the pattern over many years is that it is very gradually slowing down.

The grid can be printed out and laminated for individuals or displayed on a working wall. Regular use will help pupils to learn the multiplication facts as well as highlighting the patterns within and between multiples. Printing in colour allows the symmetry pattern to be seen clearly – only half the facts need to be learnt due to the commutative property of multiplication.

Getting outside for PE during the summer term usually involves some form of athletics, even if only in the form of practice for the fast-approaching Sports Day. This presents an excellent opportunity to practise measuring which is such an important, but sometimes neglected, part of teaching measures. Also, we obtain relevant data that can then be used back in the classroom. Links are provided for the world youth record data used in this Power point. Pupils can compare their times to this data.

When marking maths assessments, it can be very frustrating when pupils get the answer wrong when we know that they understand how to carry out a particular calculation, but a careless error has been overlooked since they have become blasé and are not asking themselves, ‘Is this answer reasonable?’ For this reason, it is useful to spend time looking at questions and answers and giving the pupils the task of explaining why particular answers cannot be correct, without carrying out the actual calculation.

One aim of the national curriculum states that pupils should be able to reason mathematically. As teachers, we may nod our heads in agreement as we attend training regarding making our pupils reason (rather than just follow rules or complete repetitive exercises) when teaching maths, but it takes time to create those resources, and time is in short supply! These games involve reasoning because pupils have to decide where to place the digit they have rolled to increase their chances of winning. Each slide contains notes and it is best if these are read before working with the slides. It also worth stepping through the slides before using them since there are lots of opportunities for pupils to contribute their thoughts and answers before showing these on the slides.

One of the reasons for some pupils’ confusion when learning fractions is that they consider the numerators and denominators as whole numbers rather than as representing the relationship between the part and the whole. In this PowerPoint (consisting of 9 interactive slides plus printables) there is an emphasis on recognising the whole unit and the relationship between the parts and the whole unit. Sometimes, shapes and single pizzas are the predominant images used when working on the recognition of fractions, so these activities include multiple pizzas as the whole unit, paper folding - which can then be related to fractions on a number line - and the use of counters as an introduction to fractions of quantities. Misconceptions are explored, such as the idea that the same fraction can produce a different number of counters, or a different number of pieces, depending on the whole unit. Printables and answers are included to minimise preparation time. Each slide has accompanying notes to assist teachers when working on the development of concepts with pupils.

Practise addition and subtraction of integers using this twenty card maths trail for 9 to 11-year-olds. Pupils can work in pairs using number sense to decide how best to perform the calculation. Pairs can start at any point on the trail since the cards form a loop where the answer to one calculation can be found on a different card. Answers and suggested solutions are included.

Practise addition and subtraction of integers using this second twenty card maths trail for 9 to 11-year-olds. Pupils can work in pairs using number sense to decide how best to perform the calculation. Pairs can start at any point on the trail since the cards form a loop where the answer to one calculation can be found on a different card. Answers and suggested solutions are included.

This interactive Powerpoint (consisting of 18 interactive slides plus printables) helps pupils in lower KS2 to add and subtract fractions. Adding and subtracting fractions is not something that pupils are likely to experience very often in real life (we would be more likely to use their decimal equivalents), so this is a rather abstract topic. It is best to start with manipulatives then link this use to examples without manipulatives. Statements are used to provoke discussion since pupils need to explain why they agree or disagree with the statement or give examples of the circumstances when the statement is true or false. Games are also included to consolidate ideas and promote discussion by justifying choices. Instructions and demonstration slides for the games are provided, as well as printable resources, so that the games can be played as a whole class or within groups. Printables and answers are included to minimise preparation time. Each slide has accompanying notes to assist teachers when working on the development of concepts with pupils.

The SATs arithmetic paper presents 36 questions to be completed in 30 minutes. Pupils therefore need to work efficiently and accurately. When marking maths assessments, it can be very frustrating when pupils get the answer wrong when we know that they understand how to carry out a particular calculation. This can often be due to a careless error that a pupil has overlooked since they are not asking themselves, ‘Is this answer reasonable?’ For this reason, it is useful to look at questions and answers and ask pupils to explain why particular answers cannot be correct, without carrying out the actual calculation. That is the focus of this PowerPoint presentation. It is worth removing any writing materials, including whiteboards, so that pupils cannot work out the actual calculation but have to rely on reasoning and estimates they can complete in their heads. 45 interactive slides each containing 4 cards that are flipped to reveal a calculation. An incorrect answer is provided for each calculation. Printables and suggested reasons for why the answers are wrong are included to minimise preparation time. Each slide has accompanying notes to assist busy teachers with details of suggested errors that have been made to produce the incorrect calculation.

The SATs arithmetic paper presents 36 questions to be completed in 30 minutes. Pupils therefore need to work efficiently and confidently. This PowerPoint focuses on working efficiently. 45 interactive slides each containing 4 cards that are flipped to reveal a calculation. Printables and answers are included to minimise preparation time. Each slide has accompanying notes to assist busy teachers with suggested methods for each calculation.  Using standard algorithms isn’t always the most efficient way to calculate an answer. The mark scheme does not require a particular method for any question but for those involving long multiplication and long/short division, an error in the answer can be awarded one mark if there is only one error and pupils have used the formal algorithm. Allowing pupils to discuss their methods reminds pupils about the most efficient ways to calculate different questions. Although pupils don’t always need to use formal algorithms that doesn’t mean that they need to calculate everything in their heads; informal jottings and the use of a number line can be very helpful for pupils. When working with larger numbers, it can be more efficient to use the standard algorithms. However, whichever method pupils use, it is worth getting them used to using an estimate to check their answer against.

This interactive Powerpoint (consisting of 46 interactive slides plus printables) helps pupils to compare fractions. When asked to compare or order fractions, pupils sometimes automatically think about finding common denominators, and in some cases, this is what is needed. However, there are also situations where pupils can use reasoning, such as when the fractions have the same denominator, the same numerator or can easily be compared to 1 or ½. Using fraction circles, fraction strips, fraction walls and number lines can help pupils to understand these ideas initially before moving towards working abstractly with fractions once they understand why a method works by using visual images. Statements are used to provoke discussion since pupils need to explain why they agree or disagree with the statement or give examples of the circumstances when the statement is true or false. Games are also included to consolidate ideas and promote discussion by justifying choices. Instructions and demonstration slides for the games are provided, as well as printable resources, so that the games can be played as a whole class or within groups. Printables and answers are included to minimise preparation time. Each slide has accompanying notes to assist teachers when working on the development of concepts with pupils.

This interactive Powerpoint (consisting of 38 interactive slides plus printables) helps pupils to understand equivalent fractions. One of the confusions for pupils when learning fractions is that they consider the numerators and denominators as positive integers rather than as representing the relationship between the part and the whole. This can be a problem for equivalent fractions since pupils can struggle to understand that fractions containing different numerators and denominators can be equivalent since they see the numbers as different. Pupils need to understand that fractions refer to relative amounts rather than focusing on the two separate numbers (the numerator and denominator) and that fractions answer how much, rather than how many. Using fraction circles, fraction strips, fraction walls and number lines helps pupils to see the connections between the different fractions and their relation to each other and the whole. While using these visual resources, pupils often start to spot how to create equivalent fractions and to make this more explicit, sequences are used to develop this idea of using multiples and factors of the numerator and the denominator. Simplifying fractions is associated with making fractions simpler rather than changing them so using the term reducing is avoided since pupils can associate this with the fraction being smaller and different from the original fraction. Statements are used to provoke discussion since pupils need to explain why they agree or disagree with the statement or give examples of the circumstances when the statement is true or false. Games are also included to consolidate ideas and promote discussion by justifying choices. Instructions and demonstration slides for the games are provided, as well as printable resources, so that the games can be played as a whole class or within groups. Printables and answers are included to minimise preparation time. Each slide has accompanying notes to assist teachers when working on the development of concepts with pupils. Typical SATs style questions are also included as practice at the end of the presentation.

Get into the festive spirit while providing your students with the opportunity to apply reasoning to maths tasks in the days leading up to Christmas. They can be used at the start of each day, or when there is a convenient slot. Alternatively, they can be incorporated into the daily maths lesson. Paired work is encouraged since the discussions that result when working together help to clarify students’ thoughts and ideas. Each slide contains notes that give advice on how to use the activities, what to look out for, and answers where applicable. This presentation includes twenty-four activities that include games and problems such as figuring out the best deal when shopping for presents, comparing the heights of huge Christmas trees in cities around the world, making geometric tree decorations and helping Santa to figure out the mixed-up numbering in some roads so that he can deliver presents. This set of activities is suitable for 7 to 9 year olds.

Get into the festive spirit while providing your students with the opportunity to apply reasoning to maths tasks in the days leading up to Christmas. They can be used at the start of each day, or when there is a convenient slot. Alternatively, they can be incorporated into the daily maths lesson. Paired work is encouraged since the discussions that result when working together help to clarify students’ thoughts and ideas. Each slide contains notes that give advice on how to use the activities, what to look out for, answers and printables where applicable. This presentation includes twenty-four activities that include games and problems such as comparing pupil feet lengths to reindeer lengths, sharing out buttons when building snowmen, making geometric tree decorations and how to collect and show data on favourite reindeer names. This set of activities is suitable for 5 to 7 year olds.

Get into the festive spirit while providing your students with the opportunity to apply reasoning to maths tasks in the days leading up to Christmas. They can be used at the start of each day, or when there is a convenient slot. Alternatively, they can be incorporated into the daily maths lesson. Paired work is encouraged since the discussions that result when working together help to clarify students’ thoughts and ideas. Each slide contains notes that give advice on how to use the activities, what to look out for, and answers where applicable. This presentation includes twenty-four activities that include games and problems such as comparing pupil heights to reindeer lengths, the speed that Santa travels, party planning and which table to sit at in order to get the most chocolate. This set of activities is suitable for 9 to 11 year olds.

This interactive Powerpoint (consisting of 36 interactive slides plus printables) helps pupils in upper KS2 to add and subtract fractions. Adding and subtracting fractions is not something that pupils are likely to experience very often in real life (we would be more likely to use their decimal equivalents), so this is a rather abstract topic. Pupils can start with manipulatives, if needed, then link this use to examples without manipulatives. In Upper KS2 pupils add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions. Pupils should be familiar with equivalent fractions before working on adding and subtracting fractions with different denominators. Printables and answers are included to minimise preparation time. Each slide has accompanying notes to assist teachers when working on the development of concepts with pupils.