How about Roman numerals? Let children snap sticks to size if they need to! Twigs are great for making shapes and demonstrating a variety of angles. Challenge children to make as many shapes as they can with right-angles.
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Can they make a regular dodecagon? How many interior right-angles does this shape have? Put children in a group and challenge them to make the biggest shape with 10 pieces of bamboo?
Can they make a shape with 12 angles? This one is a great follow up to the sticky activities and helps children discover the natural connection between Maths and art. Show examples of his work to inspire children.
Get them to combine materials to make different shapes and collect stones, flowers and twigs to create a special environmental art sculpture. As an added bonus, photograph their creations and put them up around your classroom. This Maths activity is perfect for the end of term because it allows children to explore and become enthused about Maths in a natural way, so they look forward coming back to Maths lessons over the holidays. Ask children to explore outside and collect various natural materials such as sticks, leaves, pine cones, etc.
Next, ask them to measure various their own body parts and compare their findings with the items. For example, how many pebbles does it take to measure your arms?
How many leaves does it take to measure your leg? Discuss why results may vary. This end of term Maths activity is probably best done outside. Mark out a quadrant on the grass and get children to count the numbers of daisies or flowers in a particular grassed area. You can mark out the same sized quadrant in different areas, for example under a tree, by a fence or by a path. Then get children to compare the number of daisies in each section and show their findings on bar charts. This one is a classic that can be done outside or recreated in the classroom. Find the approximate age of a tree using just a tape measure or piece of string!
Children measure the distance around the trunk roughly one metre from the ground. As every 2. Tell children they are going to help the school caretaker solve a problem: he has been asked to plant 10 trees in five rows, so that each row contains 4 trees. How would they do it? For this problem, children can pretend to be the trees themselves and become part of the problem or they could use plastic marker PE cones. Once again, these end of term Maths activities are great for the outdoors, but easily recreated inside. Just create paper cut out of leaves for children to work with.
Guesstimate the number of leaves on a deciduous tree. To work this out, children count the number of leaves on one twig, estimate the number of twigs on a branch and the number of branches, then multiply these numbers together to get a rough total. For example:. Ask children to take a number of leaves from the same tree and then measure the length and width of each one.
They can then record the range and calculate the average dimensions using mean, mode and median. Then compare them by colour, size, etc. This activity is discussion-rich because leaves come in all shapes, sizes and colours. As such, children can talk in depth about these differences and how best to categorise them. As an extension, why not conduct a survey of all the different types of trees in your area? You can record findings on a map with a key and then display the number of different types of tree on a bar chart. Or ask children to bring them in from their walk into school.
Show children this mathstick picture ask them to copy the shape below with their twigs. Then ask the question below. Then give the instruction:. Twigs and sticks are superb natural materials for exploring patterns and for exploring algebra. Following this logic, can children work out how many sticks would be needed for Shape 10 a shape with ten square rectangles joined together? Can they find a rule? Children could also investigate different shaped patterns such as triangles or houses, like below:. Or, instead of twigs, you could make some patterns using stones instead and ask children to investigate the next pattern is a sequence like below:.
Then you can challenge children to work out what the fifth and sixth shapes in the pattern would look like. Can they develop an expression to show the number of stones needed for the nth shape? Tell children that a frog has fallen down a wishing well that is 21m deep.
The frog jumped 3m every 15 mins then has to rest the frog slips down 1m each time it rests. If the frog started at what time did it reach the top of the wishing well? For this you could use a line on a field or draw one. In groups, children can re-enact the jumping and falling, measuring as they go. Solution : it would take mins to cover the distance and it would reach the top at This leapfrog maths investigation is a great one to act out. You could use chairs as the lily pads, mark out lily pads on the playground or use PE hoops. Can children master the sequence of moves and work out the minimum number of jumps needed to swap places?
As an extension, get them to try 4 frogs in each family with 9 lily pads. The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].
At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1. The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value.
This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them.
It should ensure that they can use measuring instruments with accuracy and make connections between measure and number. By the end of year 4, pupils should have memorised their multiplication tables up to and including the multiplication table and show precision and fluency in their work.
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Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling. The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers.
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This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio. At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation.
With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
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Pupils should read, spell and pronounce mathematical vocabulary correctly. Please see the PDFs below for the mathematic objectives for each individual year group. Throughout each lesson formative assessment takes place and feedback is given to the children through marking and next step tasks to ensure they are meeting the specific learning objective. The teaching of maths is also monitored on a termly basis through book scrutinies, learning walks and lesson observations.
Each term children from Year 2 and above complete a summative assessment to help them to develop their testing approach and demonstrate their understanding of the topics covered. Click here for more information. Goldfinches Year 1.