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Maths home learning | Home learning | White Rose Maths

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View all of our maths ‘home learning’ lessons and videos for early years through to Year 11. View our Maths resources from White Rose Maths.

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ABCya! • ABCya! • Learning Games and Apps for Kids

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Educational games for grades PreK through 6 that will keep kids engaged and having fun. Topics include math, reading, typing, just-for-fun logic games… and more!

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Math Games – Free Online for Grades K–6 | Math Playground

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300+ free math games to build fluency and problem solving. Kid-safe, classroom-ready, no sign-in.

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search

Enriching mathematics for all learners

A free-to-use collection of mathematics activities, lessons and problems designed to nurture curious, resourceful and confident learners of mathematics. Produced by The University of Cambridge.

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The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.

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At youcubed, we inspire, educate and empower teachers of mathematics, transforming the latest research on mathematics learning into accessible and practical forms.

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Resource finder
The most efficient way to search for teaching resources on nzmaths. Filter resources by level, strand, achievement objective, LPF aspect or resource type. Login to add search results to your teaching plans in the Planning Space.

Problem solving activities
An extensive collection of problem solving sessions. Each session includes a problem, a suggested teaching sequence, and possible extensions.

Rich learning activities
A collection of activities in engaging contexts in which to explore the achievement objectives from the NZC at levels 1-5.
Several differentiated approaches to engage students with varying levels of understanding are described and useful prompts for the teacher are included.

e-ako maths
More than 200 interactive student modules linked to strands and levels 1-5 of the NZC. These pedagogically sound modules illustrate best teaching practice and include authentic New Zealand contexts. Teachers can tailor learning pathways and monitor student progress.
Information about e-ako maths.

Picture books are an effective way to engage and entertain students. Books with mathematical content are linked to level and strand of the NZC. Suggested teaching activities are included for many of the books.

Figure It Out is a series of mathematics curriculum support books designed to supplement existing classroom mathematics programmes. Download teacher notes, or use the carousel interface to download individual student activities with teacher notes.

The Take This collection is based on the idea that you can 'take something' of interest to students and use it as a context to flexibly connect mathematics across the strands.

The Connected series promotes scientific, technological, and mathematical literacy and covers curriculum levels 2, 3, and 4.

Digital Learning Objects developed to support teaching and learning, now available password-free.
Access learning objects by strand and/or curriculum level.

Early childhood education
Support for early childhood educators to use everyday interactions with children to foster the development of mathematical thinking. Includes early learning progressions, questions to pose, things to watch for, and ways to extend children's thinking.

Links to teaching and learning guides on TKI, NCEA resources, and other useful sites.

Ask and discuss questions relating to NCEA in the professional learning communities. Online discussion threads for each achievement standard are moderated by Secondary Mathematics and Statistics advisers.

Planning space
Create and manage teaching plans using resources from nzmaths. Plans include a summary and copies of all resources selected, and can be printed or emailed. You need to be logged in to use the planning space.

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Resource finder The most efficient way to search for teaching resources on nzmaths. Filter resources by level, strand, achievement objective, LPF aspect or resource type. Login to add search results to your teaching plans in the Planning Space. Problem solving activities An extensive collection of problem solving sessions.

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Topmarks: teaching resources, interactive resources, worksheets, homework, exam and revision help

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Searchable site of thousands of quality teaching resources, interactive resources, homework, exam and revision help. Useful for teachers, pupils and parents.

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Teaching and learning math can be hard. Math in Practice is like a math coach for every teacher. This grade-by-grade resource is filled with strategies and support for teaching math more confidently and effectively.

Overview

Math in Practice is a standard-based, professional learning resource from Sue O'Connell and colleagues. This grade-by-grade K-5 resource fits with any math curriculum you are using. It identifies the big ideas of math content and best-practice teaching, unpacking essential teaching strategies and detailing why those strategies are powerful.

Math in Practice is not another curriculum; it's professional development in a book! It supports teachers, administrators, and entire school communities as they

Guide students into deeper math understanding

Respond to the challenges of their math curriculum

Support students who are struggling, excelling, and anywhere in between

Download a Sampler Preview Six K-5 Modules

Grade-Level Books

Each grade-level book is organized into modules that carefully unpack the specific math content taught at each grade, K-5. Rather than being used in order, teachers can select modules as needed based on their curriculum map, areas of instructional focus, or reteaching needs.

Every module provides:

insights about the key math ideas

teacher notes highlighting approaches for promoting student understanding

a wealth of classroom tasks and activities illustrating the specific strategies

an extensive collection of corresponding online resources

Preview Six K-5 Modules
Click below to see the full list of modules in each grade-level book:

Kindergarten Modules

Counting and Cardinality: Numbers 1-5
Counting and Cardinality: Numbers 0-10
Counting and Cardinality and Place Value: Numbers 0-20
Counting Numbers
Comparing Numbers 1-10
Decomposing Numbers
Understanding Addition
Understanding Subtraction
Understanding Facts
Exploring Measurement
Sorting and Classifying Objects
Introducing Geometry
Exploring Geometry

Grade 1 Modules

Grade 2 Modules

Grade 3 Modules

Grade 4 Modules

Grade 5 Modules

Guide for Teachers

The Guide for Teachers lays out big ideas in best-practice math instruction, including topics such as math talk, modeling, and differentiation.

Topics addressed include:

Asking questions that stimulate student thinking

Making sense of and connections between mathematical ideas

Using representations and models effectively

Helping students communicate about math

Learning from meaningful formative assessment

Guide for Administrators

The Guide for Administrators helps principals, coaches, and other leaders know what to look for in effective math classrooms and how to support teacher growth.

Topics addressed include:

The importance of ongoing professional development

What to look for in the "new" math classroom

How to support teachers and promote effective instruction

Ideas for intervention and assessment across an entire school

Support for working with parents

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Teaching and learning math can be hard. Math in Practice is like a math coach for every teacher. This grade-by-grade resource is filled with strategies and support for teaching math more confidently and effectively. Overview Math in Practice is a standard-based, professional learning resource from Sue O'Connell and colleagues.

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Easy to set up a class. Easy to follow student progress. From KG - G5

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SplashLearn - Fun Math Practice Games for Kindergarten to 5th Grade

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SplashLearn is an award winning math learning program used by more than 40 Million kids for fun math practice. It includes unlimited math lessons on number counting, addition, subtraction etc.

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When ever you are ready to take maths to another level - this is the website for you!

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Creating a PYP Maths Planner:
Experimenting with different ways to create and implement PYP maths planners over the years, I've found the following the key elements in helping a maths unit become enquiry-based, student-owned, flexible for differentiating student needs and to allow each child to feel successful as a mathematician:
° The central idea is pivotal. The language needs to be simple enough for each child to understand it and it should allow for a wide range of student-generated questions that they or we as a whole class could enquire into. The central idea should be useable for students to record the reflections on what they have learnt during the unit.
° Beginning in the first few sessions by introducing the central idea and asking students to generate questions we should find out about to become experts on the meaning of the central idea arouses student curiosity and instantly lankes the unit student-owned as they decide what they need/want to learn.
° Lines of inquiry must link up with a PYP key concept to guide and deepen the conceptual understandings. Using the key concepts instantly makes the maths unit enquiry-based rather than a traditional skills-oriented unit of learning.
° Give the central idea on a large A3 paper as a summative assessment. During the unit, students are given 5 to 10 minutes every few sessions to record what they have discovered. This reflection time allows the students to deepen their understanding of the central idea which is the essence and whole purpose of the unit.

Example Summative for Place Value /Number Systems Unit

We can investigate data more easily with suitable graphs.
Student-generated questions when unpacking our central idea:

Unit of Inquiry Link (Migration: Where we are in place & time):

° Function: analysing data to determine migration patterns

° FUNCTION: Ways we can analyse data

Bowling scores - mean Students imagine they have been bowling with 5 different scores. Then use these to calculate their average score.( what is an average? How do we know if we have calculated the average correctly?) Next, calculate the average scores of group partners and then the entire group's average. Bowling Scores Mean Home learning (Based on student-generated scores in class for next week)

Students collect own data from class and then select ways to analyse the data and select suitable graphs to convey it. Eg, languages spoken, number of countries travelled to, number of places migrated to (UOI link) etc

° FUNCTION: How to create line and pie graphs

° REFLECTION: How to determine suitable graphs to convey data

Student time sprinting and student created data collecting activities: determine a suitable graph and explain why you felt it was the best choice

° CONNECTION: How we use graphs in our daily lives

° FUNCTION (Migration Unit Link) analysing data to determine migration patterns

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Creating a PYP Maths Planner: Experimenting with different ways to create and implement PYP maths planners over the years, I've found the following the key elements in helping a maths unit become enquiry-based, student-owned, flexible for differentiating student needs and to allow each child to feel successful as a mathematician: ° The central idea is pivotal.

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Don't be afraid of the chart...he teaches primary students!

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Authentic Inquiry Maths - how it plays out in the primary/elementary school context

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From KG - Grade 8

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Math Kite - Practice, games, exercises - MathKite

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Math games for kids and grade 1-8. Practice math with free games and see that learning can be fun! A lot of content for kids and teachers...

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Pre-K - G8

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Math Games, Math Worksheets and Practice Quizzes

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Math games online that practice math skills using fun interactive content. Over 1000 free skill testing apps and games - tablet and chromebook friendly.

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G1-G5

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I am thrilled to share that I am embarking on a new project: developing an innovative line of math resources called "Escape Room Adventures"! These interactive digital puzzles are designed to engage students and facilitate the revision and practice of specific math concepts. Each adventure is centered around a unique ...

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Virtual Maths Manipulatives

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A required part of this site couldn’t load. This may be due to a browser extension, network issues, or browser settings. Please check your connection, disable any ad blockers, or try using a different browser.

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Math Antics | Basic Math Videos and Worksheets

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Maths lessons from Kindergarten to grade 8.

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Teaching multiplication of fractions is, in one way, simple-the rule of multiplying across the numerators and the denominators is easy for teachers to teach and for students to learn. However, teaching so that students also develop understanding is more demanding, and Marilyn Burns tackles this in her new book Teaching Arithmetic: Lessons for Multiplying and Dividing Fractions, Grades 5-6 (Math Solutions Publications, 2003). In the following excerpt from Chapter 2, Marilyn builds on what students know about multiplying whole numbers to begin developing understanding of what occurs when we multiply fractions.

I began the lesson by posting the chart of "true" statements about multiplying whole numbers that I had previously generated with the class:

1. Multiplication is the same as repeated addition when you add the same number again and again.

2. Times means "groups of."

3. A multiplication problem can be shown as a rectangle.

4. You can reverse the order of the factors and the product stays the same.

5. You can break numbers apart to make multiplying easier.

6. When you multiply two numbers, the product is larger than the factors unless one of the factors is zero or one.

I planned to use these statements as a base for helping the students think about multiplying fractions. To begin, I pointed to the first statement:
1. Multiplication is the same as repeated addition when you add the same number again and again.
"Do you think this is true when we think about fractions?" I asked. I wrote on the board:

"Talk with your neighbor about how you might make sense of this problem with repeated addition," I continued.

After a few minutes, I called on Juanita. She said, "I think you can do it by adding one-half over and over again. I did one-half plus one-half, like that, six times. I think the answer is three." I wrote on the board:

"How did you get the answer of three?" I asked.

Juanita responded, "One-half plus one-half is one whole, and you can do that three times, and you get three." I wrote:

Eddie added, "It's like if you had six times something else, you could add the something else six times, and that's what Juanita did with the one-halves."

"So, does this first statement work for multiplying with a fraction?" I asked. The students nodded their agreement, and I wrote OK next to the first statement.

I then pointed to the second statement:
2. Times means "groups of."
"Does it make sense to read 'six times one-half' as 'six groups of one-half'?" Most of the students nodded.

Saul added, "The answer is still three." I wrote OK next to the second statement and then pointed to the third statement:
3. A multiplication problem can be shown as a rectangle.
I asked, "Can we draw a rectangle to show six times one-half?" The students weren't sure.

"Suppose the problem were six times one," I said, writing 6 x 1 on the board. The students were familiar with using rectangles for whole number multiplication. I sketched a rectangle, saying as I did so, "One side of the rectangle is six units long and the other side of the rectangle is one unit long." I labeled the sides 6 and 1 and then divided the rectangle into six small squares.

"See if this rectangle helps you think about how I might draw a rectangle to show six times one-half," I said.

Kayla said, "Just cut it in half."

"Which way should I cut the rectangle?" I asked.

"Sideways," Kayla said. I split the rectangle as Kayla suggested, then erased the 1 and replaced it with 1 written twice. Also, I shaded in the bottom half to indicate that it wasn't part of the problem.

"The top half of the rectangle is six units by one-half unit and shows the problem six times one-half. The bottom shaded half shows the same problem again, but we don't need to consider both. How many squares are there in the unshaded rectangle? Does this still give an answer of three?"

Damien explained, "Two halves make a whole, and you do that three times, so the six halves make three whole squares. Three is still the answer."

"But what about if both the numbers are fractions?" Julio challenged.

"Let's try one," I said. I wrote on the board:

I decided to show the students a way to think about representing the problem with a rectangle. "When I draw a rectangle for a multiplication problem with fractions, I find it easier first to draw a rectangle with whole number sides. So, for this problem, I think about a rectangle that is one by one," I said. I drew a square on the board, labeled each side with a 1, and continued, "This rectangle is a square because both factors are the same. It shows that one times one is one. Now watch as I draw a rectangle inside this one with sides that each measure one-half." I divided the square, shaded in the part we didn't need to consider to show the 1/2-by-1/2 portion in the upper left corner, and labeled each side 1/2.

I said, "The part that isn't shaded has sides that are each one-half of a unit. How much of the one-by-one square isn't shaded?"

"One-fourth," several students responded.

Saul was skeptical. He asked, "You mean that one-half times one-half is one-fourth?" I nodded.

"I don't get it," he said.

"But do you agree that the unshaded rectangle has sides that are each one-half?" I asked. Saul nodded.

"But you're not sure that the answer of one-fourth is correct?" I asked. Again, Saul nodded.

"Let's see if the other statements can help you see why," I said. I knew that if the students thought of the problem as "one-half of one-half," they would agree with the answer of one-fourth. I planned to develop this idea, and I used the next statement to do so.

I pointed to the next statement:
4. You can reverse the order of the factors and the product stays the same.
Craig commented, "That should work." Others agreed.

"But it doesn't matter for one-half times one-half," Brendan said. "If you switch them, you still have the same problem."

I said, "Right, so let's think about this statement for the first problem we solved-six times one-half. What about if we think about the problem as one-half times six?" I wrote on the board:

I continued, "If we think about the times sign as 'groups of,' then one-half times six should be 'one-half groups of six.' But that doesn't sound right. It does make sense, however, to say 'one half of a group of six,' or 'one-half of six,' and leave off the 'groups' part. Both sound better, and they're still the same idea. What do you think 'one-half of six' could mean?"

"It's the same," Sabrina said. "One-half of six is three, so one-half times six is three, and that's the same as six times one-half."

I said, "Let's think about one-half times one-half the same way. What is one-half of one-half?"

I heard several answers. "A fourth." "A quarter." "One-fourth."

"So what do you think about reversing the order of the factors when the factors are fractions?" I asked.

The students agreed that it would work, so I wrote OK next to Statements 3 and 4.

"Let's look at the fifth statement," I said, pointing to it:
5. You can break numbers apart to make multiplying easier.
"Talk with your neighbor about how you could apply this statement to the problem six times one-half."

After a few moments, I called on Brendan. He said, "It works. You could break the six into twos, and then you do two times one-half three times. Two times one-half is one. One plus one plus one is three. So it works." I wrote on the board:

Anita said, "We split the six into four and two. Half of four is two and half of two is one and two plus one is three. It works." I recorded:

I wrote OK next to the statement. "We have one statement left," I said, pointing to it:
6. When you multiply two numbers, the product is larger than the factors unless one of the factors is zero or one.
I asked, "Does this statement hold true for six times one-half?"

"It doesn't work," Sachi said. "Three is smaller than six, so it doesn't work."

"Could we change the statement so that it does work?" I asked.

Julio said, "It should say at the end 'unless the factors are zero or one or a fraction.'" I edited the statement as Julio suggested:
6. When you multiply two numbers, the product is larger than the factors unless one of the factors is zero or one or a fraction.
I thought about how to respond. If one of the factors is a fraction less than one, then Julio's idea works. But if the fraction is more than one, Julio's idea might not work. I wanted to acknowledge Julio's idea but also give him the chance to refine it. I posed a problem that had a fraction as one of the factors for which the answer was greater than both of the factors. I said, "That's a good idea, but I think it needs a little more information. Think about this problem-six times three-halves. That's the same as six groups of three-halves." I wrote on the board:

"Talk with your neighbor about what the answer would be to this problem," I said. After a couple of minutes, I called on Craig.

"We got nine," he said. "We knew that three-halves is the same as one and a half, and one and a half plus one and a half is three, and three plus three plus three is nine, so the answer is nine." I recorded Craig's idea on the board:

Craig continued, "And nine is bigger than six or three-halves. So the statement doesn't work. It works the way it used to be, but it doesn't work the way you changed it."

"I think I can fix what I said," Julio said. "The fraction has to be smaller than one. So any number that is zero or one or in between makes an answer that is smaller than the factors."

"So what should I write to change the statement?" I asked.

Julio said, "At the end, write 'zero or one or a fraction that's smaller than one.'" I wrote on the board:
6. When you multiply two numbers, the product is larger than the factors unless one of the factors is zero or one or a fraction smaller than one.
Julio and others nodded. I wrote OK next to the revised statement.

This was just the first lesson I planned to teach about multiplying fractions. In later lessons, I further developed the students' understanding and skills.

From Online Newsletter Issue Number 12, Winter 2003-2004

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Teaching multiplication of fractions is, in one way, simple-the rule of multiplying across the numerators and the denominators is easy for teachers to teach and for students to learn. However, teaching so that students also develop understanding is more demanding, and Marilyn Burns tackles this in her new book Teaching Arithmetic: Lessons for Multiplying and Dividing Fractions, Grades 5-6 (Math Solutions Publications, 2003).