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In 2016, I attended #MathsConf7 in Leeds. The outcome? A to-do list longer than my arm as I intended to create a textbook of exercises of increasingly difficult questions to improve upon the standard textbook diet that we in the UK feed from. 's 'Best New Resources' ahead of EdExcel's materials to support the new GCSE.
Resourceaholic.com
In February 2020, Craig Barton announced me as 'the master of fluency practice' for these resources.
In April 2017, IDQs was announced as

In between these two times, I've had a promotion at work, a difficult time with a beloved family pet and a new arrival (Elizabeth Taylor, who is now 'not so new'), so time hasn't really been something that I've been accustomed to ...

... but I had turned my attention to randomising the Increasingly Difficult Questions as part of an eTextbook. A sample is available here and any feedback is absolutely welcome.

Anyway... Here are the sets of Increasingly Difficult Questions. I hope they're useful.

LEVEL 2 FURTHER MATHEMATICS

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In 2016, I attended #MathsConf7 in Leeds. The outcome? A to-do list longer than my arm as I intended to create a textbook of exercises of increasingly difficult questions to improve upon the standard...

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Mathematical challenges for able pupils in Key Stages 1 and 2

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Mathematical challenges for able pupils in Key Stages 1 and 2

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Unleash your creativity with the world's best virtual manipulatives!

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Here you can find all the videos I produce about using manipulatives to teach maths in schools. If you want more information about using manipulatives, please see my website including my book "Visible Maths"

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Digital Manipulatives for Interactive Whiteboard

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Digital Manipulatives for Interactive Whiteboard

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"The choice provided for every year group, block and step is outstanding: from fluency work to discussion problems. I can always find tasks to support, challenge, engage and inspire my learners." Emily
Teacher - Bradford

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Home - Primary Teaching Resources, Worksheets & Activities

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Our selection of worksheets, resources and activities created by teachers for teachers. Join Over 100,000 members with over 8,000 resources.

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Professional Development | Courses | White Rose Maths

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White Rose Maths have teamed up with TV presenter, teacher and parent Michael Underwood to bring you a mini-series called Maths with Michael.

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Clicking "Accept" will allow us and our partners to use cookies, learn more in our cookie policy or to change your cookie preferences, click "Manage".

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Maths resources for teachers | White Rose Maths

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Find the free maths schemes and all related teaching resources for each of the year groups. View our Maths resources from White Rose Maths.

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The following teacher handbooks are intended to complement and support the implementation of the Primary School Mathematics Curriculum (PSMC). By providing additional guidance in the teaching and learning of mathematics, the publications attempt to illuminate an instructional framework for enhancing mathematical thinking. This instructional framework advocates methods of eliciting, supporting and extending higher-order mathematics skills such as reasoning; communicating and expressing; integrating and connecting; and applying and problem solving.

​Click on this link for a guide on how to use our manuals guide.

​​Click on the title of each manual to view or download. Print copies of any manual can be ordered from Laois Education Centre here.

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The following teacher handbooks are intended to complement and support the implementation of the Primary School Mathematics Curriculum (PSMC). By providing additional guidance in the teaching and learning of mathematics, the publications attempt to illuminate an instructional framework for enhancing mathematical thinking.

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Teachit Primary allows teachers to share resources with each other to avoid reinventing the wheel! You'll find varied and interesting approaches to teaching the EYFS, KS1 and KS2, including worksheets, lesson ideas, quizzes and games, all carefully crafted and edited by primary teachers.

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Teachit Primary allows teachers to share resources with each other to avoid reinventing the wheel! You'll find varied and interesting approaches to teaching the EYFS, KS1 and KS2, including worksheets, lesson ideas, quizzes and games, all carefully crafted and edited by primary teachers.

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Click on the SIGN UP link above to join the Freebie Library.

I will be adding new resources regularly here so sign up to my newsletter to be kept in the loop.

If there is something specific you are looking for, please do let me know and I will try my best to add it to the list :)

So far in this freebie library you will find...

100 squares

Multiplication squares

Times table resources

Place value charts and arrow cards

Number cards

Number tracks and lines

Number fans

Squashy boxes

Display resources

MORE COMING SOON :)

If you attended an in-person course with me in the past, you may have been given a log-in for resources. If this is what you are looking for, please email me and let me know the course you added and I can send you what you are after.

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Click on the SIGN UP link above to join the Freebie Library. I will be adding new resources regularly here so sign up to my newsletter to be kept in the loop.

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موارد تعليمية لمرحلة التعليم المبكر والمرحلة الأساسية والمتوسطة والثانوية‎

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للحصول على موارد تعليمية من خطط تدريس وخطط عمل وأوراق تمارين وموارد تقييم وأنشطة وحزم موارد وبوربوينت والكثير من الأفكار المفيدة لعملية التدريس

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This page lists recommended resources for teaching number topics at Key Stage 3/4.

Huge thanks to all individuals and organisations who share teaching resources.

Quick links: Negatives | Place Value | Addition & Subtraction | Multiplication & Division | Order of Operations | Decimals | Rounding | Estimation | Calculator Skills | Fractions | Percentages | Growth & Decay | Ratio & Proportion | Factors, Multiples and Number Properties | Recurring Decimals | Indices | Surds | Standard Form

Negative Numbers
Place Value

Addition and Subtraction

Multiplication and Division

(see my Order of Operations topics in depth pack)

Shading, simplifying, equivalence

Arithmetic

FDP

Growth and Decay and Interest

Ratio

Proportion

Proportion formulae

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Maths teaching resources for Key Stage 3/4 number topics

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Let me know if any course appeals to you and I will organise us to do it together- Maths related.

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Let me know if any course appeals to you and I will organise us to do it together- Maths related.

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CPD Courses for Irish Primary and Post Primary Teachers Ireland

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Education Support Centres Ireland Find Teacher CPD courses for all centres nationally. Information about Education Centre regions and listings for all centres

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Discover thousands of math skills covering pre-K to 12th grade, from counting to calculus, with infinite questions that adapt to each student's level.

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We detected a high number of errors from your connection. To continue, please confirm that youâ€™re a human (and not a spambot).

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​Whether you are an experienced teacher, a teacher trainee, a teacher educator, a parent, a researcher or a policy maker, we hope you will find this website interesting and useful. Specifically, we want to share with you the benefits of te﻿aching and learning mathematics through stories and creative writing, as well as to offer practical ideas for teachers and parents on how to embrace this approach.

This website has been designed and continuously developed based on the feedback we receive from the key stakeholders as noted above. There are plenty for you to do on this website, including, but not limited to:
Please take your time to explore the website using either the menu bar at the top of the page or from the menu below.

Finally, consider s ubscribing to our free quarterly newsletters, and please help spread the word about our project and its website :-)

Best wishes,

Dr. Natthapoj Vincent Trakulphadetkrai B.A. (Hons), M.Sc. (Oxford), M.Sc. (London, UCL), Ph.D. (Cambridge), QTS

@NatthapojVinceT Natthapoj.org

Associate Professor of Mathematics Education
​University of Reading (UK)

Founder & Principal Investigator
​MathsThroughStories.org
​

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Glossary- Mathematical words you need to know

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Glossary- Mathematical words you need to know

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The Curriculum Australian Curriculum: Mathematics Knowing the content Maths and numeracy

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These activities are all based around developing problem-solving skills at KS1 and KS2.

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On this page, you will find four groups of resources which will help you embed problem solving into your curriculum:

Curriculum Mapping Documents

Features

Collections

Resources to develop Mathematical Habits of Mind.

If you are an Early Years practitioner, you may well find our Early Years homepage more appropriate than this one.

To find out about the thinking that informs the development of these tasks, read What We Think and Why We Think it.

Curriculum Mapping Documents

Our Curriculum Mapping Documents link NRICH tasks to curriculum objectives.

Features

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Primary Teacher Curriculum collections including our mapping documents.

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Unfortunately, my father Don Steward passed away from Covid-19 on 3rd May 2020.

Throughout his working life he was passionate about improving the teaching of mathematics and has requested that all of his work remains freely available.

As per his wishes, I have uploaded all of his work to this Blog in the pages section which contains links to google drive where slides and presentations can be downloaded for free.

Don has also requested that those who use his work make a discretionary donation to charities supporting education in Africa.

We have set up a Justgiving fundraising page to support this wish below:
https://www.justgiving.com/fundraising/jessesteward

Many thanks for all of the kind messages we have received which are of great comfort to myself and the family.

Kind regards,

Jess

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ideas and resources for mathematics teachers of 10 to 16 year olds

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Fun fact: The number 163 is prime, which we can prove simply by showing that it is not divisible by 2, 3, 5, 7, or 11. (Of those prime factors, the only one that's a little tricky to check is 7, but I can see that since 140 + 21 = 161 is a multiple of 7, the number 163 is not.). By the way ... why don't I have to check prime factors greater than 11? Howie Hua gives a nice little video explanation.

First, indulge me while I give a little plug for my own playful math project, a series of free math songs on my YouTube channel called Tunes that Count. We just released a new song about powers of 2 called The Power of Powers. Check it out!

Now, check out the great things I found below. Some are perfect little nuggets for use in classrooms or homeschooling. I also found some great math-art project ideas. Enjoy!
INTERNATIONAL DAY OF MATHEMATICS
March 14 was Pi Day, of course, but according to UNESCO it is also the International Day of Mathematics. One of the activities that was organized was a mathematics cartoon contest. Children and adults from all over the world entered, and you can see some of the selected cartoons in this gallery. Since the cartoons have no words -- only visuals and mathematical symbols -- the gallery is a testament mathematics as a universal form of communication. Below is one of my favorite of the cartoons, submitted by two students from Colombia.
FRENCH WEEK OF MATHEMATICS
Speaking of playful math....The French Ministry of Education sponsors a "week of mathematics" each year with a different theme in which it encourages people to create and share playful mathematics activities. This year, the "week" of mathematics ran from March 6 to March 15 and had the theme "Mathématiques à la carte." The contribution shown below is a clever game of vector dominoes by Jeux 2 Maths. For more details and for more games see their website. (Many of the games are so visual that you don't need to read French to understand them.) If you want to see more ideas, search for the hashtag #SDM2023 on Twitter.
HAPPY PALINDROME DAY!
NCTM reminded us with a tweet that March 20, 2023 was a palindrome day! Naturally that raises questions. I wonder how special that is? Do we get only one per year? Do we get one every year?

PLAYFUL CLASSROOM MATH Math for Love
A recent post from Math for Love helps teachers out with resources to plan a Family Math Night at their school. In general, I love games and puzzles where the rules are simple but the math is not. This blog post offers a nice sample of such games and puzzles. The image below shows one puzzle type (The Broken Calculator), which I think would be perfect for 4th or 5th grade. In fact, I loved the idea so much I created my own version for a 5th grade decimal unit. (For example, how would you make 0.364 without the decimal point and without a 3, 6 or 4? Tricky!)

Denise Gaskin's Let's Play Math

Denise has been sharing free games and activities from her collection of playful books. One of her books is called "Thinking Thursday: A new math journaling prompt every week!" From this book Denise recently shared the prompt, "Pick a topic you have learned in math. Write two correct statements and one false statement. Trade with a friend. Can you find each other's fibs?"

Here's an example of a more targeted prompt: "Tell me two truths and a lie about the median of a set of 5 numbers." If you try it yourself, as I did below, you'll see it's not so easy to write these kinds of statements. Open-ended tasks like this are great for differentiation within a classroom because students will each challenge themselves at an appropriate level.

A. The median of 5 numbers is always a number in the set.

B. The median of 5 numbers is always greater than the smallest number in. the set.

C. The median of 5 numbers does not change if you add 10 to the largest number.

Reflections and Tangents: Thoughts on Math, Education, and Technology

The Reflections and Tangents blog has done a series of posts using what they call the "Same and Different inquiry routine." The idea is that you present students with two similar mathematical situations, and (as the name suggests) ask students to brainstorm how the situations are the same and how they are different. The March 3 blog post gives an example from calculus, but you could really adapt the structure of the activity to any grade level at all. For a middle school classroom, you might ask, for example, what is the same and what is different about 3 different sequences.
@Mathgarden
This recent tweet by Sunil Singh sort of blew my mind. He shows a textbook illustration that extends Pascal's triangle upwards to include Row - 1, Row -2, and Row -3. Why didn't I think of this before? Extending the triangle would make a wonderful, playful activity for middle schoolers. For older students, it broadens the application of the binomial theorem to include negative exponents.
PLAYFUL MATH PROJECTS, PUZZLES, AND GAMES FOR MATH CIRCLES Playful Bookbinding and Paperworks
This blog is by an artist (Paula Beardell Krieg) who explores mathematics visually. In a recent post she turns a circle theorem about inscribed right triangles into an art project. Notice the visual impact of this drawing: In spite of the complexity and asymmetry of the drawing, many of the lines Paula created intersect in what appears to be the center of the circle. The drawing invites you to wonder why!
Julia Robinson Mathematics Festival activities blog
The Julia Robinson Math Festival is always a good source of playful activities. Their new blog for activities that are not quite ready for prime time is a great find. The most recent post on Modular Origami with Sonobe Units is a rich activity that could keep a math circle busy and engaged for a few sessions. The origami squares become building blocks to create polyhedra, which can then be explored geometrically (exploring structures) and algebraically (exploring numerical patterns).

Early Family Math

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A math blog by Sian Zelbo for elementary and middle school. Emphasizes problem solving and mathematical reasoning.

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If you've arrived at this page looking for activities that will help you to develop your mathematical thinking skills, you may be interested in our new Thinking Mathematically Collection.

Are you a student who likes to think about mathematical problems?

Why not test and develop your skills with this special selection of NRICH problems? They have been chosen because they only make use of simple mathematical concepts (the sort encountered as some point early in Stage 3): the emphasis is on the thinking rather than the knowledge.

Why not print out the table and tick off the problems you have solved? Will you be able to crack them all? Don't forget, if you get stuck you can look at the Hint or Solution at the top of each problem.

Happy solving!

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On this page we give a selection of good starter activities for those new to NRICH

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Check Spotify/ Apple Podcasts App

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Mr Barton Maths Podcast

Contents

The Mr Barton Maths Podcast: " changing useless time into CPD time" - @MrsG on Twitter

On the Mr Barton Maths Podcast I interview guests from the world of education who interest and inspire me. They may be fellow teachers, bloggers, thinkers, or people of influence. As well as discussing my guest's particular areas of interest, I always like to dig deep into their lesson planning process, and ask them to describe lessons that did not go so well and what they learned from the experience. Be warned, these interviews are intended to be long and in-depth, and are probably best digested across a few journeys to work or a few laps of the park with your dog.

It makes me so happy that many teachers are using these podcasts as CPD, either listening in the car, on long walks and bike rides, or doing the dishes. That was never the original intention, but it makes sense - I learn so much from each of my guests, so I shouldn't be surprised that others do too :-) I really hope you find my guests as interesting and inspiring as I do, thanks so much for listening, and please help spread the word!

The Mr Barton Maths podcast is available on every major podcast platform. Just search for it, and it should come up. There you can follow/subscribe for free so you never miss an episode. Here are some links to a few of those platforms.
Apple Podcasts
Google Podcasts
Spotify
RSS feed

Alternatively you can stream an episode directly from the episode show notes page, all of which are linked to below.

Not content with one podcast, I also run the Tips for Teachers podcast, where guests join me to share their 5 tips for teachers. As well as the usual podcast format, each tips is also available as a video, which can be shared at departmental meeting or Inset sessions. Check out the website here.

Often my guests recommend books and research papers for teachers to read. You can find details of all of these here:
Recommended Books for Teachers to Read
Recommended Educational Research Papers for Teachers to Read

Do you have a product, service or event that you would like to promote?

Have you found that advertising at conferences, sending emails, buying adverts in publications, or producing flyers are either expensive or have relatively little impact?

Would you like to reach thousands of engaged, influential teachers to help spread your message in a relatively low-cost, innovative way?

If so, then you may wish to consider sponsoring an episode of the Mr Barton Maths Podcast. There are single and multi-episode options available.

You can listen to examples of sponsor slots at the start of the following episodes:

Please drop me an email at [email protected] to discuss further.
If you are new to the podcast and are looking for 4 episodes to get you started then, try these three beauties, all of which had a profound influence on how I think and teach.
Dylan Wiliam - Author, Researcher, Trainer and Assessment for Learning Expert
Dylan Wiliam is my hero. I know this is a big claim, but I think this interview is an absolute must-listen for teachers of all subjects, possibly all humans full-stop. We spoke about feedback, planning, questioning, research, lesson observations, what Dylan wishes he had known when he started teaching, and so much more. I genuinely have listened back to this interview more than 5 times, and I pick up something new on each listen. Thank you Dylan!

Peps Mccrea: Planning, Memorable Teaching and Teacher Expertise
Peps has done it all. He is a former Fasttrack maths teacher and Senior Lecturer in mathematics education. He has been a National Curriculum Advisor for the DfE, External Examiner at the OU, and is the author of Lean Lesson Planning and Memorable Teaching. He now leads on the Institute for Teaching's Masters in Expert Teaching course. We had a great time digging into three areas that really interest me: lean, effective lesson planning; making our teaching memorable; and helping teachers determine and develop expertise in their profession. Get your pen and paper ready for this one, there are nuggets left, right and centre.

Slice of Advice: What did you learn this year?
In an experimental episode, I asked 50+ of my favourite people one question: "what did you learn this year?". You will hear from the likes of Dylan William, Andrew Smith, Katharine Birbalsingh, Claire Sealy, Andrew Percival, Dan Meyer, and many others talking all things from feedback, work-life balance, signalling, metacognition, working abroad, and everything in between. A must listen for teachers of all subjects and age groups.
When I am lucky enough to attend a conference, I like to sit down with a fellow delegate at the end of the day and discuss the sessions we attended and our key takeaways. Hopefully these episodes are useful to those who could not make it on the day.

Conference Takeaways: MA Conference 2021
Join Jo Morgan and I for 3 days at the "virtual" MA maths conference, for discussions about race, problem solving, ratio, parental influence, misconceptions and much, much more.
Day 1
Day 2
Day 3

Conference Takeaways: MathsConf24 - Online - October 2020
Join me and Jo Morgan for a Conference Takeaways podcast from the second ever online MathsConf. We discuss a controversy about moving the decimal point, the importance of tasks, ratio tables, Increasingly difficult questions, technology, maths tricks, Times tables and much, much more.

Conference Takeaways: MathsConf23 - Online - June 2020
Join me and Jo Morgan for a Conference Takeaways podcast from the first ever online MathsConf. We discuss online CPD, Don Steward, magical maths, exact trig values, misconceptions with angles, teaching the what before the why, and much, much more.

Conference Takeaways: MathsConf22 - Manchester - March 2020
Join me and Dani Quinn for a Conference Takeaways podcast from MathsConf in Manchester, where we discuss percentages, algebraic thinking, surds, circle theorems, and I try to find out exactly how Dani and her team got those incredible GCSE results.

Conference Takeaways: MEI 2019
Join me and Jo Morgan for a controversial Conference Takeaways podcast from the wonderful MEI 2019 Maths Conference, where we discuss everything from calclator use, schemes of work, and a potential issue with manipulatives.

Conference Takeaways: ATM MA Conference 2019
Join Jo Morgan and I for 2 days at the ATM MA joint maths conference, for discussions about the evolution of maths vocabulary, problem solving, lesson observations, listening to learners, visual representations and much much more!
Day 1
Day 2

Conference Takeaways: Educating Northants 2019
Join Jo Morgan and I for a jam-packed discussion following the excellent Educating Northants Conference about mastery at primary, a knowledge curriculum, multiple mathematical methods, dual coding, variation starters... and a breathing exercise.

Conference Takeaways: researchEd Blackpool 2019
Simon Cox and I sat down to discuss our key takeaways from the excellent sessions we saw at researchEd Blackpool 2019. Hear reflections on workshops by the likes of Mark McCourt, Mark Lehain, Anne Watson, Oliver Caviglioli, Colin Foster, Simon Cox and Ben Gordon. It's a good one!

Conference Takeaways: Festival of Education 2018
I had the pleasure of attending and speaking at the Festival of Education. And if that wasn't enough, I also got to reflect on each day's session with Kris Boulton (@Kris_Boulton) from a sun-soaked Master's garden. So sit back, relax and listen to us discuss everything from curriculum, knowledge, reading, measuring progress, Ofsted, and even Love Island
Festival of Education Day 1
Festival of Education Day 2

Conference Takeaways: Comparative Judgement
In this special Conference Takeaways episode, myself and English teacher Jon Sellick reflect on what we learned from attending a workshop entitled R efining assessment and reducing workload, delivered by Daisy Christodoulou, which was all about the fascinating concept of Comparative Judgement. And just as you are getting sick of our voices, I am delighted to say that Daisy herself joins us to answer a few key questions, marking her return to the podcast following her very well-received 2017 appearance.

Conference Takeaways: BCME 2018
Jo Morgan (@mathsjem) and I spent four days at the BCME conference in April of 2018, and decided to record a podcast each night - it sounded a good idea at the time. Hear our thoughts on all things from variation, manipulatives, A Level teaching, tough GCSE questions, pub quizzes and Hannah Fry...
BCME Day 1
BCME Day 2
BCME Day 3
BCME Day 4
The podcast started out being just for maths teachers. But as the show developed, and my research widened, I realised I had so much to learn from teachers and researchers in other subjects. These episodes are hopefully of interest to everybody, no matter what subject or age of children you teach.

Ollie Lovell: relations, regulation, leadership & tools for teachers
Ollie Lovell is a maths teacher from sunny Australia. He is also a head of department, blogger, research ravager, pioneering podcaster, and best-selling author. He joins me to discuss the key ideas from his book: Tools for Teachers. We focus on two key areas: regulation & relationships, and leadership. Ollie offers his usual dose of practical, actionable takeaways that any teacher can try.

Adam Boxer: explanations, retrieval and maths & science working together
Adam Boxer is a science teacher, author and creator of Carousel Learning. He joins me to discuss the key ideas from his book: Teaching Secondary Science: a complete guide, including What makes a good explanation? What role does silence play in Adam's lessons, and how has this changed over the years? Is it important maths and science departments work together? If so, how? What role does technology have to play in terms of retrieval? Observation feedback, engaging with research, and so much more. .

Doug Lemov: Tips for the return to classrooms
Doug Lemov returns to the podcast to share tips to support teachers and students for the return to classrooms. Sharing takeaways from 3 books - Teach like a Champion 3.0, Teaching in online classrooms and the Coach's guide to teaching - Doug provides strategies, theories and resources to help make the return to classrooms as effective as possible. This episode was incredibly timely in March 2021, but is relevant whenever you may choose to listen.

Ollie Lovell: Cognitive Load Theory in Action
Ollie Lovell returns to the show to discuss one of our favourite subject - Cognitive Load Theory. But instead of going over the usual stuff, Ollie talks about the things surprised him whilst doing research for his new book, what Cigntive Load Theory has to say about remote teaching and online lessons, and finally Ollie helps me get my head around some aspects of the theory that I have long found confusing!

Peps McCrea: Motivated teaching
Peps McCrea returns to the podcast to talk about the secret ingredient in learning - motivation. Peps argues that it is motivation that dictates what students pay attention to, and it is what they pay attention to that determines what they are likely to remember. Peps describes the 5 core drivers of motivation, and provides practical suggestions for how teachers can tap into these in their classrooms. A must listen!

Mark Healy - Part 2: Sleep, growth mindset and teaching amid Covid-19
Mark is a psychology teacher and Deputy Head from Scotland who joins me for the second time to discuss the challenges of teaching amidst the Cobid-19 outbreak, the importance of sleep for both students and teachers, and he thoughts about Dwek's growth mindset. Hopefully this episode will keep you awake... in a good way.

Jemma Sherwood - Part 2: Preparing for September 2020 & being a Head of Department
Jemma returns to the show for a surprisingly maths-less episode as she discusses her and her department's plans for what will prove to be a challenging return to school in September 2020, as well as sharing advice for Heads of Department that is timeless.

Adele Bates: Behaviour and relationships
Adele has transitioned from an opera singer to a teachers, specialising working with students who have behavioral challenges both in mainstream schools and alternative provision centres. In this episode Adele shares her experiences, anecdotes and advice that will be useful to all teachers no matter how experienced you may be.

Mark Healy: Cognitive science versus cognitive psychology
Psychology teacher and Deputy Head, Mark Healy, joins me to discuss the distinction between cognitive science and cognitive psychology, their potential misuse in schools, and how schools can build a culture whereby staff willingly engage in meaningful CPD. Mark will also return soon to discuss sleep!

Paul Kirschner and Carl Hendrick: How learning happens
Paul Kirschner and Carl Hendrick join me to discuss their excellent book: How Learning Happens. But over the course of 2 hours we delve into so mich more, including the writing of and reaction to Paul seminal paper, Why Minimal Guidance During Instruction Does Not Work and what advice Paul and Carl would have for teachers trying to help their students learn amidst school closures.

Special episode: Online learning during the Covid-19 outbreak
In the wake of the Covid-19 outbreak, I sat down with 3 teachers from France who are a week ahead of the UK in terms of providing online learning to their students following school closures. Listen as we discuss what works and what doesn't. Stay safe everyone.

Kris Boulton - Part 3: Is cognitive science almost useless for designing effective teaching?
Kris Boulton returns to the show to complete the trilogy - although Parts, 4, 5... and 23 may not be far away as I have so much to talk to him about. Here we delve deep into Kris' belief that cognitive science has severe limitations when it comes to actually helping teachers improve, and what his alternative is. It is a cracker!

Multiple Choice Questions on trial with AQA's Zeek Sweiry
In a special episode of the show, I speak to AQA's resident multiple choice question guru, Zeek Sweiry to discuss the merits of diagnostic multiple choice questions both as a teaching tool and a tool of assessment.

Slice of Advice 2019: What did you learn this year?
The band are back together again to reflect on what they learned in 2018/19. Expect contributions from the likes of Dylan Wiliam, Mary Myatt, Harry Fletcher-Wood, Tom Bennett, Oli Caviglioli, and many, many, many more. Roll on the summer!

David Didau: Making kids cleverer
David Didau is a former English teacher turned educational consultant, blogger and author. He has written two of my favourite educational books of all time: What If Everything You Knew About Education Was Wrong? and What Every Teacher Needs to Know About Psychology, which he co-wrote with former podcast guest Nick Rose. David now has a new book out - Making Kids Cleverer: A manifesto for closing the advantage gap - and it is a little on the controversial side! In this thought-provoking conversation we cover everything from intelligence, IQ, heritability, cognitive load theory, desirable difficulties, and parenting!

Slice of Advice: What does the first lesson with your class look like?
Slice of Advice returns, and in this episode over 30 world-class educators give their answer to the question: What does the first lesson with your class look like? You will hear about specific activities, setting expectation, establishing routines, and much more from the likes of Bruno Reddy, Mark McCourt, Jemma Sherwood, Jo Facer, and many more besides. I love this episode!

Slice of Advice: What did you learn this year?
In an experimental episode, I asked 50+ of my favourite people one question: "what did you learn this year?". You will hear from the likes of Dylan William, Andrew Smith, Katharine Birbalsingh, Claire Sealy, Andrew Percival, Dan Meyer, and many others talking all things from feedback, work-life balance, signalling, metacognition, working abroad, and everything in between. A must listen for teachers of all subjects and age groups.

Doug Lemov: Teach like a Champion and Top Tips for delivering training
Doug Lemov is a legend. As the author of Teach Like a Champion, he has had a major impact on my teaching and thinking over the last two years. I this interview we discuss several key strategies from the book, looking at the practical ways we can implement them in the maths classroom. We then turn our attention to teacher training, and Doug shares some wonderful advice for anyone delivering a training session to their colleagues. This is a cracker.

Peps Mccrea: Planning, Memorable Teaching and Teacher Expertise
Peps has done it all. He is a former Fasttrack maths teacher and Senior Lecturer in mathematics education. He has been a National Curriculum Advisor for the DfE, External Examiner at the OU, and is the author of Lean Lesson Planning and Memorable Teaching. He now leads on the Institute for Teaching's Masters in Expert Teaching course. We had a great time digging into three areas that really interest me: lean, effective lesson planning; making our teaching memorable; and helping teachers determine and develop expertise in their profession. Get your pen and paper ready for this one, there are nuggets left, right and centre.

Robert and Elizabeth Bjork - Memory, Forgetting, Testing, Desirable Difficulties
Robert and Elizabeth Bjork are my heroes. The Godfather and Godmother of memory (my name for them, not theirs!), and they have transformed my teaching. It was an honour to talk to them. We spoke about how memory works, why forgetting is so important, why tests are far more than tools of assessment, when and why to make learning difficult, optimal spacing schedules, how to interleave successfully, and a whole lot more.

Greg Ashman - Cognitive Load Theory and Direct Instruction v Inquiry Based Learning
Greg is a head of maths in Australia and a prolific and influential blogger at Filling the Pail. We spoke about the implications of Cognitive Load Theory for planning and teaching mathematics (although the lessons are applicable to all subjects), and why Greg prefers direct instruction as opposed to inquiry based approaches to learning.

Tom Bennett - Behaviour, Teacher Workload and ResearchEd
Tom is the UK's leading figure on behaviour in schools, and the founder of ResearchEd. We spoke about in depth about managing behaviour in the classroom, including addressing some common myths. We also spoke about how best to tackle teacher workload, and what Tom considers to be the most important pieces of educational research.

Dylan Wiliam - Author, Researcher, Trainer and Assessment for Learning Expert
Dylan Wiliam is my hero. I know this is a big claim, but I think this interview is an absolute must-listen for teachers of all subjects, possibly all humans full-stop. We spoke about feedback, planning, questioning, research, lesson observations, what Dylan wishes he had known when he started teaching, and so much more. I genuinely have listened back to this interview more than 5 times, and I pick up something new on each listen. Thank you Dylan!
I am not going to lie - these episodes contain plenty of maths chat. There may be ideas that transfer across to other domains, but I make no promises!

Michael Pershan - Worked Examples - Part 1
In a podcast cross-over episode, Ollie Lovell from the wonderful Education Reading Room podcast interviews US teacher, blogger and author Michael Pershan about worked examples. How does Michael plan his worked examples, what do they look like in the classroom, what does the research say, and why is self-explanation so important?

Jo Morgan: tips and resources for teaching online
Jo Morgan returns to the show to discuss how she is approaching online teaching 6 months on from when she first experienced it. It turns out lots has changed. Jo has some great advice and resources for making remote teaching effective and manageable.

Jo Morgan: Teaching Key Stage 3 maths
Jo Morgan returns to the show to discuss how she is finding it this year with no GCSE or A Level classes. It turns out she is loving it, and we discuss in depth the beauty of teaching Key Stage 3 maths, the mistakes she sees other schools make with this phase, and the simple strategies for improvement that any school or teacher could implement.

Jonathan Hall: MathsBot, teaching visually and behaving mathematically
Jonathan Hall, the creator of the incredible MathsBot website joins be to discuss why he has moved to teaching in a more visual way, what this looks like in the classroom in terms of physical manipulatives versus virtual manipulatives, and what he means by behaving mathematically.

Robert Kaplinky: Depth of Knowledge, Open Middle Problems and effective CPD
Robert is a US maths educationalist and all round legend. He is the brains behind the Open Middle website, and the depth of knowledge framework. In this episode we delve deep into problem solving using those two key ideas as a stimulus, and also discuss effective CPD. It is a good one!

Tom Francome - Part 1: Supporting novice teachers, planning lessons and... Excel!
Tom is a former maths teacher and head of maths, and now lecturer, researcher and teacher trainer. In this epic conversation I manage to ask about 3 of my planned questions because the answers Tom gives are so insightful. We cover planning lessons, working with novice teachers, where lessons can go wrong, and much, much more.

Topics in Depth: Indices with Jo Morgan (supported by TES)
Jo Morgan and I go deep into the topic of indices, looking at resources, sequencing, misconceptions, historical background, and other key issues. This is available in audio form and also as a video. On the podcast page you will also find a link to download the PowerPoint used that contains all the resources.

Alex Bellos: Puzzles, Perception and Pool Tables
Alex is a journalist, the man who runs the Guardian's fortnightly Monday puzzle, and the author of some of the best-loved Maths books of recent times, including Alex's Adventures in Numberland. As I found out, he is also just a brilliant person to have a chat to. We talk about puzzles, writing about maths, the perception of our subject, and plenty more!

Julia Smith: Teaching GCSE resit and the 5Rs approach
Julia is a former teacher, who is now a teacher trainer, author, and pioneer of the 5Rs approach. This simple way of breaking down lessons into manageable chunks, each of which serves a key purpose, has been revolutionary in terms of the impact it has had on GCSE resit students. But, as we examine in this conversation, its application could go much wider.

Rob Eastaway: Estimation, perception of maths and the importance of haha
Rob is a mathematician, author, presenter and puzzle writer. In this episode we delve deep into the importance of estimation, even in the an age of technology. We also cover the public perception of maths, humour in lessons, the writing and answering of maths puzzles, the relationship between cricket and maths, and even a bit of parenting advice. It is a good one!

Jonny Griffiths: Rich tasks, mental health and problem solving
Jonny is a legend of maths education, being the brains behind the wonderful RISP activities. And of course in this conversation we dig into those. But we also delve into lots of other territories, ranging from problem solving, textbook writing, and an important discussion about mental health issues in teaching.

Chris McGrane: Task design and changing your mind
Chris is a former head of mathematics in Scotland who now works for La Salle education. Like me, he has undergone something of a mid-career crises when he started to engage in educational research. However, we have reached slightly different conclusions in a number of key areas. In this conversation we delve deep into those areas, as well as discussing how to create or choose a good mathematical task.

Michael Pershan: Example-Problem Pairs, problem solving and moving schools
Michael is a maths teacher and blogger from the US. I have been a fan of Michael's writing for a long time, and it was fascinating to get the opportunity to talk in depth about areas of pedagogy that are close to our hearts. We talked about the difficulty of moving schools, our views on problem solving and then the big one... Example-Problem Pairs (spoiler alert: we don't agree upon the best way to use them!)

Naveen Rizvi - Part 1: Scripted lessons, examples and social media
Naveen Rizvi is Maths Curriculum Advisor for United Learning, and has previously taught at Michaela and Great Yarmouth schools, both of which have been in the public eye over the last few years. In what will no doubt prove a controversial episode (always good for the listening figures!) Naveen takes us through how she plans a sequence of lessons on rearranging formulae, completed with a scripted resource booklet which you can download from the podcast page. It is fascinating listening.

Chris Smith: Injecting fun into lessons, Resources, Pi Day, Revision Days
Chris Smith is a maths teacher, Pi Day lover, TED Talker, popular newsletter writer, and the 2018 Scottish teacher of the Year. In this conversation we cover everything from lesson planning, time-management, running successful revision days, and the role of fun in maths lessons. Enjoy!

Jo Morgan: 100th Maths Gems Special
In this special podcast to celebrate Jo's 100th Maths Gem blog post, we end up talking about so much more than resources - although there is plenty of chat about that, so don't you worry. We also cover the role of fun in lessons, practical use of cognitive science in teaching, SSDD problems, what Jo has learned this year, and plenty more besides. Oh, and there is even a quiz!

Helen Williams: Early Years teaching and manipulatives
Dr Helen Williams has been teaching, and learning about mathematics teaching, for over 30 years. Her particular expertise is in learning maths with children from 3 to 8 years of age, which is most certainly not my area of expertise! In this wide-ranging conversation, we discuss exactly what an early years maths lesson might look like, why manipulatives are so important for children of all ages, and why Helen is not exactly sold on Cognitive Load Theory!

Bernie Westacott: Teaching maths with visuals and manipulatives
Bernie Westacott is a master of teaching key mathematical concepts in a visual way, using manipulatives and other representations. In this episode he takes me through 3 demonstrations: introducing number, operations with negative numbers, and simultaneous equations. In a world first for the Mr Barton Maths Podcast, this episode is available in both audio and also video so you can see Bernie in action, and watch me struggle!

Hannah Fry: Algorithms, love and being a mathematician
Dr Hannah Fry is a mathematician, and a legend. In this interview we discussed her career, books, and TV work, covering topics such as the role maths can play in relationships, parenting, solving crime and driverless cars. The includes a discussion of Hannah's book Hello World, which is outstanding.

Jeremy Hodgen: Teaching low-attaining students, relevance and fingers!
Jeremy is a Professor of mathematics education researcher at UCL Institute of Education, the co-author, along with Dylan Wiliam, of Mathematics Inside the Black Box, and the co-creator of the ICCAMS project. We had a fascinating and wide-ranging discussion that covered is findings on a project into the best way to teach low-achieving students, the importance of mathematical stories, how to deal with relevance in mathematics, and the key role fingers have to play in learning!

Simon Singh: Fermat's Last Theorem and stretching high-attainers
In this episode, I got to interview one of my all-time heroes, Simon Singh. Simon is the author of some of my favourite books, including Fermat's Last Theorem and the Codebook. But not content with retelling some of the most wonderful stories about our subject, Simon also wants to help develop mathematics excellence through his work with the Parallel Project. This is an episode not to be missed.

GCSE Maths Special: Graham Cumming and Karen Wilkinson
With the summer 2018 Maths GCSEs finally behind us, I thought it would be nice to reflect on the experiences of teachers and students over the first two years of sitting of the new GCSE Maths specification. And who better to join me on this voyage of discovery than my very own Head of Department, Karen Wilkinson, and the Head of Maths at Edexcel, Graham Cumming. Settle yourselves down for an enlightening discussion on good and bad questions, tiering decisions, and much, much more.

Alison Kiddle and Charlie Gilderdale: NRICH
Alison and Charlie work for NRICH, a website of rich maths activities and problems that I am sure most of my maths teaching audience have heard of and visited. But how can we get the very best out of NRICH? Are the activities only suitable for our highest attainers? And how on earth will my students develop fluency in key skills whilst doing them? It is these questions and more that I wanted the answers to, and Alison and Charlie certainly delivered!

Oliver Lovell: Planning, running a maths department and Cognitive Load Theory
Ollie Lovell is a high school maths teacher from Australia. He is also an incredible thinker. Like me, he is a little obsessed with educational research and how he can apply it to the greatest effect in his classroom. In an epic 3+ hour interview we dig into how Ollie has planned out a new approach to teaching Year 12, how he runs a maths department, and his views (and questions!) about Cognitive Load Theory. I loved this interview!

Anne Watson and John Mason: Variation, questioning, visualising and developing mathematical thinkers
Anne Watson and John Mason are two of the most influential people in the history of mathematics education. Their books, papers and workshops have influenced generations of maths teachers and this directly improved the experience of teaching and learning maths for hundreds of thousands of students. In this interview we look back over their careers, and then dive deep into the principles of Variation Theory, how to ask good questions and the importance of visualisation.

Helen Hindle: Mixed attainment teaching and growth mindset
Helen is an experienced maths teacher and head of department. She is also the organiser of the Mixed Attainment Maths Conference. Mixed attainment (or as I often mistakenly call it, mixed ability) teaching is an area I am woefully inexperienced in and clueless about, so it was incredible to speak to Helen to get to the bottom of why she believes in it so much, and how to make it as effective as possible. Along the way we also tackle the concept of a growth mindset, and how Helen tries to instill that in her students.

Amir Arezoo: Lean maths departments, deep work, schemes of work
Amir is an experienced maths teacher, someone who has been head of maths in several schools, and who is now Vice Principal for Raising Achievement at Horizon Community College in Barnsley. Listeners have requested more interviews with experienced and successful teachers, so they can learn from their habits, processes and past mistakes, and Amir certianly delivers. We talk about running successful departments, planning lessons, creating opportunities for deep work, what makes a good scheme of work, and a lot more!

Jane Jones: Ofsted, observations, marking, reasoning
Jane is a former teacher and head of maths who is now the HMI National Lead for Mathematics - to me and you that means she is the most senior maths specialist in Ofsted. In this revealing interview Jane discusses everything from observation and marking, setting and reasoning, and a lot more besides. Whether you are due an Ofted inspection, just had one, or simply curious about what Ofsted are looking for, this is the interview for you.

Colin Foster: Mathematical Etudes, Confidence and Questioning
Colin Foster is a former maths teacher who is now an Assistant Professor at the Centre for Research in Mathematics Education in the School of Education at the University of Nottingham. We talked about Mathematical Etudes, or what I term Purposeful Practice. I believe this is one of the most important types of practice we can give our students, allowing them to become fluent in key skills, whilst also developing problem solving capabilities. We also discuss the role of confidence in learning, and what makes a good question. I loved this interview.

Lucy Rycroft-Smith: Cambridge Mathematics, Setting, Times Tables, Anxiety
Lucy is the Research and Communications Officer at Cambridge Mathematics. I base my interview around five key questions from Lucy's espresso research series: What are the effects of attainment grouping on mathematics learning? What are the issues in learning and assessing times tables? How does maths anxiety affect mathematics learning? How does assessing confidence affect learning and testing in mathematics? How can mathematics teaching be measured? But we cover a lot more besides!

Kris Boulton - Part 2: Minimal guided instruction, Understanding, How before Why
Kris returns to the podcast for another epic. This time we cover Kris' concerns with minimal guided approaches to teaching, such a discovery and inquiry based learning. We also delve into what it actually means to understand something in maths, and whether we as teachers can ever truly assess that understanding. Finally, how do you decide if you should teach the How before the Why?

Andrew Blair interview from 2014: Inquiry Maths and being Head of Department
My first interview with Andrew caused something of a stir (in a good way!), so I thought it would be useful to release an interview I did with Andrew back in 2014 for my TES Maths Podcast. Here Andrew describes a completely open-ended inquiry lesson, as well as sharing some excellent advice on being a Head of Department.

Andrew Blair: Inquiry Maths
Andrew is a head of maths at the creator of inquirymaths.org. We spoke about planning and delivering inquires in mathematics, explicit instruction, developing fluency, problem solving, and evaluated evidence related to memory, motivation and purpose.

Rachel Webster: How your Year 7s have been taught maths
Rachel is an experienced primary maths teacher. We spoke about what primary maths lessons look like, what topics they have covered, their problem solving skills, their use of manipulatives, what students might be expecting maths lessons to look like at secondary school, and much more.

Chief Examiner Trevor Senior: How GCSE Maths exams are written
Trevor is AQA's Chief Examiner for the Maths GCSE. We spoke about when the GCSE maths writing process starts, who is involved, what makes a good question and what makes a bad question, what are the difficulties, how exams are marked, and much more. This is a great listen now we have finally made it through the first new specification GCSE cohort, and essential listening as we prepare for the next!

Dani Quinn - Part 2: Michaela School, Behaviour, Drills, Culture
Dani Quinn, the Head of Maths at Michaela Community School, returns! In the follow-up to the controversial first interview we spoke about the behaviour policy at Michaela, the practice of drilling, teaching for understanding and the staff culture.I wonder if I will get told to "go to hell" as a result of this one.

Dani Quinn - Part 1: Michaela, Lesson Planning and Low Stakes Tests
Dani is the head of mathematics at the controversial Michaela Community School. We spoke at length about what maths lessons at Michaela Community School looks like, the importance of their weekly test, and how competition between students is used.

Paul Rowlandson - Bar Modelling, Questioning, Shanghai, Tokyo & Training Teachers
Paul is a maths teacher and a leading expert on bar modelling. We spoke about planning for understanding, bar modeling, advice on questioning, what Paul learned from his trips to Shanghai and Toyko, advice for teacher training and much more.

John Corbett - Flipped Learning, Making Videos and Corbett Maths
John is an experienced maths teacher and the legend behind the ridiculously good Corbett Maths. We spoke about planning and delivering lessons using a flipped learning approach, the process that goes into creating maths videos, writing good maths questions, and advice for new teachers.

Beth Lilley - A year as an NQT
At the time of recording, Beth had just finished her first year as a maths teacher. We spoke about the pressures of being an NQT, maintaining a work-life balance, and Beth shares her top tips for surviving and thriving during a grueling year.

Jamie Frost - Dr Frost Maths and Teaching High Achievers
Jamie is an experienced maths teacher at the high achieving Tiffin School. He is also the creator of the outrageously good Dr Frost Maths website. We spoke about planning sequences of lessons, the importance of internalising concepts, and teaching high achievers.

Mark McCourt - Ofsted, emaths, La Salle Education and NCETM
Mark is a legend in the world of maths education. He is a former head of maths, Ofsted Insepctor, Headteacher, creator of emaths, creator of Complete Maths, and the organiser of the amazing La Salle Maths Conferences. We spoke about Ofsted lesson observations, teacher training, being Head of Department and why Mark has never marked a book in his life!

Stefanie Sullivan - Maths PGCE Tutor from Nottingham University
Stef is in charge of the PGCSE programme at Nottingham University, and was my tutor when I trained there many years ago. We spoke in-depth about the lesson planning process, habits of successful trainees, and the most common reasons for teachers leaving the profession.

Will Emeny - Great Maths Teaching Ideas and Numeracy Ninjas
Will is a genius. He is a head of maths, blogger, and the creator of Numeracy Ninjas. He also has a keen interested in cognitive science, and memory in particular. We spoke about being a successful Head of Department, prior learning dependency flow and the fascinating subject of memory

Dan Meyer - dy/dan, 3 Act Math and Desmos
Dan is possibly the most famous maths teacher in the world. His TED talk and subsequent work on 3 Act Math had a huge influence on my career. We spoke about good and bad uses of technology in teaching and learning, the future of Desmos and the excellent Aspirin and Headache series.

Charlie Stripp - NCETM and MEI
Charlie is a very important man in the world of maths education. He is the head of both the MEI and the NCETM, as well as still finding time to teach maths. We spoke about the importance of times tables, Mastery teaching and the best and worst features of the new maths GCSE.

Bruno Reddy - Times Table Rockstars and MrReddy.com
Bruno is incredible. He is the former head of maths at the pioneering King Solomon Academy, and the creator of the global dominating Times Tables Rockstars. We spoke about creating the right culture in lessons and in school, homework and written feedback, mixed attainment classes, Mastery, Shanghai, and much, much more!

Mel Muldowney - JustMaths
Mel is part of the award winning JustMaths team, a prolific blogger, and experienced maths teacher. We spoke about running a maths department, moving to a new school, and her now award-winning way of preparing students for the demands of the Maths GCSE.

Jo Morgan - Resourceaholic
Jo is a maths teacher, head of maths, and award winning blogger. Her Resourceaholic blog is a must visit for all maths teachers, and her Maths Gems posts are always overflowing with gold. We spoke about organising resources, blogging, Twitter and advice for NQTs.

Oxbridge Interview Special
On this episode I interviewed four Year 13 students about their experience in their recent Oxford and Cambridge interviews, which should be useful for anyone thinking of applying or helping a student prepare.

Neil Ogden - Maths Specialist at OCR
As part of my trilogy of interviews with the awarding bodies about the new Maths GCSE, and what it is like to do their job, I spoke to Neil Ogden from OCR

Graham Cumming - Head of Maths at Edexcel
As part of my trilogy of interviews with the awarding bodies about the new Maths GCSE, and what it is like to do their job, I spoke to Neil Ogden from OCR

Andrew Taylor - Head of Maths at AQA
As part of my trilogy of interviews with the awarding bodies about the new Maths GCSE, and what it is like to do their job, I spoke to Neil Ogden from OCR
Here you will find a series of episodes featuring fellows at the Mathematics Education Centre at Loughborough University. The aim of this series is to take a look at some of the most innovative research going on in the field of mathematics education, and consider what the implications are for the classroom. Episodes will be available throughout November and December 2020. Season 1 of this show (episodes 1 to 10) is kindly sponsored by The byOxford Revise GCSE Maths and Season 2 (episodes 11 to 19) is kindly sponsored byArc Maths.
1. Language and dyscalculia with Julia Bahnmuller 2. Parental engagement with Tim Jay
3. Estimation, equals sign and working memory with Iro Xenidou-Dervou
4. Maths anxiety with Kelly Trezise 5. Fingers and game-based apps with Korbinian Moeller 6. Cognitive Load Theory with Ouhao Chen 7. Designing and interpreting educational research with Matthew Inglis 8. Numbers and space with Krzysztof Cipora 9. PhDs and maths textbooks with Beth Woollacott 10. When to tell and teaching algebra with Dave Hewitt
11. University transition and oral assessments with Paola Iannone 12. Inquiry as a way of being with Barbara Jaworski 13. The self-explanation effect and how experts read maths differently with Lara Alcock 14. Counting in the animal kingdom with Krzysztof Cipora 15. Children's early understanding of number with Francesco Sella 16. Writing a maths curriculum with Colin Foster 17. Executive function with Camilla Gilmore 18. Comparative judgement with Ian Jones 19. Teaching mixed-attainment with Tom Francome I have teamed up with Jo Morgan (@mathsjem) and TES to delve deep into key matheamtical topics, looking at progression, misconceptions, resources, etymology and much, much more. Each of these episodes was filimed, and the videos are embedded into the show notes page. You will also find the PowerPoint Jo uses so you can access all the resources.
Topics in Depth: Indices Topics in Depth: Angles and Parallel Lines This is a series of episodes dedicated to supporting teachers who are working from home amidst the Covid-19 outbreak of 2020. There will be technology focussed episodes - just how does remote teaching work? But also episodes focussed on the practicalities of coping with setting students appropriate work whilst also having to look after your own children at home. Then there are issues of safeguarding, differentiation, mindset and more that I hope will come up as we progress. There will be maths teachers, teachers of other subjects, and primary school teachers. There will be teachers from the UK and overseas. Hopefully something for everyone.
Ben Rooney - structure, social interactions and experimenting with technology
Michael Pershan - Zoom, Assessment for Learning and a careful choice of questions Jo Morgan - Hegarty Maths, family life, and why she will not be doing "live" lessons Dan Pearcy - Google Meets, Poll Everywhere and 5 principles for remote teaching Adam Boxer - retrieval, conducting interviews, and staying safe and sane Jon Hutchinson - making videos for primary school students Helen Williams - supporting Early Years students Jules Daulby - supporting students with Special Educational Needs Ollie Lovell and Bryn Humberstone - Checking for understanding, Desmos and lessons learned Matt Hood - Oak National Academy and ResearchED Home Jamie Frost - Dr Frost Maths and virtual whiteboards
The podcast is free, and always will be. However, if you wish to support the show, there are 3 ways you can do so:

1. Write a review (ideally a nice one) wherever you access the podcast from

2. Tell a colleague about the podcast - maybe starting with recommending an episode for them to check out

3. If you wish to make a donation to support the production and hosting cots - or, more accurately, to buy me a Mellow Birds coffee, then you can do so via my Patreon page here: patreon.com/mrbartonmaths

How I wish I'd taught maths
Speaking to the wonderful guests on my podcast also inspired me to write my own book: How I wish I'd taught maths: Lessons learned from research, conversations with experts and 12 years of mistakes. The book is my attempt to distill all I have learned, and the practical changes I have made to my planning, lessons and thinking. It is published by John Catt Education Ltd, and can be bought via Amazon or directly from John Catt. For details on the associated series of workshops, please click here. I really hope you enjoy it.

Reflect, Expect, Check, Explain
This book is my attempt to take some core principles from Variation Theory and utilise them to help students get more from practice questions, better remember and understand rules, and harness technology such as Desmos and GeoGebra to its full potential. The book also contains an epic 45,000 word chapter that looks at how schools around the world have taken the core ideas from my first book, How I wish I'd taught maths, including Diagnostic Questions, SSDD Problems, Silent Teacher and more, and adapted them in the two years since the book's release. Reflect, Expect, Check, Explain is published by John Catt Education Ltd, and can be bought via Amazon or directly from John Catt. For details on the associated series of workshops, please click here. I really hope you enjoy it.

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Mr Barton Maths Podcast Contents The Mr Barton Maths Podcast: " changing useless time into CPD time" - @MrsG on Twitter On the Mr Barton Maths Podcast I interview guests from the world of education who interest and inspire me. They may be fellow teachers, bloggers, thinkers, or people of influence.

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Click on number line to zoom in, shift-click to zoom out.
Click at left or right to scroll.

Learn About Numbers

See that numbers behave the same, whether they are 1, 2, 3, or 10, 20, 30, or 0.01, 0.02, 0.03.

Learn about decimals:

Zoom in and look at: 0.6, 0.7, 0.8, 0.9, 1.0, 1.1, ...

Then ask: what is 0.9 + 0.1 ?

Do the same after zooming in further:

What is 0.09 + 0.01?

What is 0.19 + 0.01?

What is 0.99 + 0.01?

You can see how decimal place values work and get a feel for "infinite" sub-divisibility (but this tool gets into trouble around 30 decimal places).

Using

Click on number line to zoom in, shift-click to zoom out. It will zoom from where you click.

Click at left or right to scroll.

Or you can use your keyboard's arrow keys.
Up/down to zoom, left/right to move.

Try this:

Use the "right" key, you will see the counting numbers whizz past.

Stop when you reach 100.

Go back to zero (press the reset button).

Zoom in to show 0.1, 0.2, 0.3, ...

Now try tracking right. The tenths whizz by.

How long does it take to reach 100 now?

Try zooming in to 0.01, 0.02, 0.03, ...

How long does it take to track across to 100 now (if you have the patience!) ?

How much better to realise that you can zoom out a level and go up in tens. Then you can zoom in so that you are at 100.00

Test yourself. Start at 0. Use the zoom and left/right to find these numbers:

Race To 100.00357

Challenge your friends! Start at 0 (press the '0' button), then see how fast you can get to 100.00357 (you must see that number on the screen).

Least Moves

How many moves does it take to find a number?

Not against the clock but by counting the number of moves you make.

Use just the arrow keys and try to find the least number of key-presses to reach a number

(Note: A count of your keystrokes is in the bottom corner.)

How many moves does it take you to reach:

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Math explained in easy language, plus puzzles, games, quizzes, worksheets and a forum. For K-12 kids, teachers and parents.

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Online manipulatives bring all of the learning and fun without the mess. Our math virtual manipulatives help students grasp abstract concepts through modeling. Literacy virtual manipulatives create a fun space for practicing spelling, rhyming, and more!

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Virtual Manipulatives | Mathematical Modelling | Toy Theater

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Original teaching tools aimed at supporting teachers in the elementary school classroom. Two color counters, 3D dice, probability spinners, graph builders, fraction bars, base ten blocks, and more!

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Mathematical Dictionary for the refugees

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Mathematics Specific Words for students with English as an Additional Language

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Mathematics Specific Words for students with English as an Additional Language

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A very special thanks to the Cambridgeshire Race Equality and Diversity Service for the use of their excellent translation documents.

You can buy the Maths Words for Schools Pack - covering Arabic, Kurdish, Persian, Somali and Tamil - from the Refugee Council Online

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Emaths - English as an Additional Language (EAL)

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Resources and support for improving mathematics education in schools and colleges

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Do schools kill creativity? | Sir Ken Robinson | TED

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CoolMath4Kids - Math and Games for Kids, Teachers and Parents. Math lessons and fun games for kindergarten to sixth grade, plus quizzes, brain teasers and more.

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Free math problem solver answers your algebra homework questions with step-by-step explanations.

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Everything you need for KS2 Primary Maths at your fingertips. The best toolkit of assessments and resources.

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Access primary maths teaching resources designed by teachers. Streamline lesson planning and encourage maths mastery.

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Access over 250 online teacher training courses in our library by purchasing one annual membership for just £7 per month paid annually or £8 per month paid monthly. School Subscription If you are an institution looking to get access for all the teachers in your school or trust you can contact us directly at support@completemaths.com or you can use our bulk purchase form here.

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Mastery Explained

Evidence, exemplification and illustration to explain the mastery approach

Mastery Materials

Materials to help teachers develop a mastery approach in their classrooms and schools

Mastery Magnified

Insight into how teaching for mastery is working in schools across England

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Discover what teaching for mastery means and how to get involved

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On this page, you will find four groups of resources which will help you embed problem solving into your curriculum:

Curriculum Mapping Documents

Features

Collections

Resources to develop Mathematical Habits of Mind.

If you are an Early Years practitioner, you may well find our Early Years homepage more appropriate than this one.

To find out about the thinking that informs the development of these tasks, read What We Think and Why We Think it.

Curriculum Mapping Documents

Our Curriculum Mapping Documents link NRICH tasks to curriculum objectives.

Features

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Primary Teacher Curriculum collections including our mapping documents.

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Developing Mathematical Graphics in the 

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Developing Mathematical Graphics in the 

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Resourceaholic - free resources and ideas for teaching secondary school maths

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Growth Mindset Maths

'Motivation is the most important factor in determining whether you succeed in the long run. What I mean by motivation is not only the desire to achieve, but also the love of learning, the love of challenge, and the ability to thrive on obstacles. These are the greatest gifts we can give our students.' (Dweck 2006)

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Welcome to my site. My name is Helen Hindle, I am the Head of a Maths department in Rainham, East London. This website is a work in progress, follow me on twitter @HelenHindle1 for information on...

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Maths for Primary and Secondary

Resources for students and teachers

Access hundreds of quizzes and other interactive activities that will help you enjoy and improve your maths whether you are at school or at home. There are thousands of carefully designed questions to improve maths knowledge and help develop fluency in important maths skills. These activities, developed for ks1 up to GCSE, have been helping students to better their target grades for more than ten years.

You can access the activities for free, but if you sign up for an account activities will be grouped together by topic and your scores for the interactive games and quizzes will be saved so that you can keep track of your progress.

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Popular with both teachers and students, the questions in these free maths resources are carefully crafted and include the answers. They are designed to help students to take the first steps in each topic, then strengthen and extend their knowledge and skills. The resources include revision questions for KS2 SATs and GCSE.

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An ever increasing collection of ready to use resources

Resources for Key Stages 2, 3, 4 and 5

An ever increasing collection of ready to use resources

Resources for Key Stages 2, 3, 4 and 5

In Mathsbox you will find...

Question Generators

1500+ question structures available to generate customised resources including worksheets, exit tickets and bingo games

7000+ Ready made resources

New resources are added on a regular basis to keep the ever increasing collection relevant and current.

Variety of Resources

Different types of resources available for specific topics to support differentiation, challenge and engagement

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In 2016, I attended #MathsConf7 in Leeds. The outcome? A to-do list longer than my arm as I intended to create a textbook of exercises of increasingly difficult questions to improve upon the standard textbook diet that we in the UK feed from. 's 'Best New Resources' ahead of EdExcel's materials to support the new GCSE.
Resourceaholic.com
In February 2020, Craig Barton announced me as 'the master of fluency practice' for these resources.
In April 2017, IDQs was announced as

In between these two times, I've had a promotion at work, a difficult time with a beloved family pet and a new arrival (Elizabeth Taylor, who is now 'not so new'), so time hasn't really been something that I've been accustomed to ...

... but I had turned my attention to randomising the Increasingly Difficult Questions as part of an eTextbook. A sample is available here and any feedback is absolutely welcome.

Anyway... Here are the sets of Increasingly Difficult Questions. I hope they're useful.

LEVEL 2 FURTHER MATHEMATICS

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In 2016, I attended #MathsConf7 in Leeds. The outcome? A to-do list longer than my arm as I intended to create a textbook of exercises of increasingly difficult questions to improve upon the standard...

# data[].attributes.attachment_link.readable_text
In 2016, I attended #MathsConf7 in Leeds. The outcome? A to-do list longer than my arm as I intended to create a textbook of exercises of increasingly difficult questions to improve upon the standard textbook diet that we in the UK feed from. 's 'Best New Resources' ahead of EdExcel's materials to support the new GCSE.
Resourceaholic.com
In February 2020, Craig Barton announced me as 'the master of fluency practice' for these resources.
In April 2017, IDQs was announced as

In between these two times, I've had a promotion at work, a difficult time with a beloved family pet and a new arrival (Elizabeth Taylor, who is now 'not so new'), so time hasn't really been something that I've been accustomed to ...

... but I had turned my attention to randomising the Increasingly Difficult Questions as part of an eTextbook. A sample is available here and any feedback is absolutely welcome.

Anyway... Here are the sets of Increasingly Difficult Questions. I hope they're useful.

LEVEL 2 FURTHER MATHEMATICS

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In 2016, I attended #MathsConf7 in Leeds. The outcome? A to-do list longer than my arm as I intended to create a textbook of exercises of increasingly difficult questions to improve upon the standard...

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The latest entries posted on Interwoven Maths

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Information about diagnostic maths activities to help teachers assess understanding and lay foundations for KS3

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Inquiry Maths is a model of learning that encourages students to regulate their own activity while exploring a prompt (an equation, statement or diagram). Inquiries involve questioning, conjecturing, generalising and proving and, when required, listening to or giving an explanation. In Inquiry

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Welcome to Goal Free Problems, a place to find and share goal free problems for use with pupils in class and revision

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NonExamples.com - Something that is not an example of a rule or definition already shown, used for a clearer explanation.

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NonExamples.com - Something that is not an example of a rule or definition already shown, used for a clearer explanation.

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The latest entries posted on Interwoven Maths

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Fun fact: The number 163 is prime, which we can prove simply by showing that it is not divisible by 2, 3, 5, 7, or 11. (Of those prime factors, the only one that's a little tricky to check is 7, but I can see that since 140 + 21 = 161 is a multiple of 7, the number 163 is not.). By the way ... why don't I have to check prime factors greater than 11? Howie Hua gives a nice little video explanation.

First, indulge me while I give a little plug for my own playful math project, a series of free math songs on my YouTube channel called Tunes that Count. We just released a new song about powers of 2 called The Power of Powers. Check it out!

Now, check out the great things I found below. Some are perfect little nuggets for use in classrooms or homeschooling. I also found some great math-art project ideas. Enjoy!
INTERNATIONAL DAY OF MATHEMATICS
March 14 was Pi Day, of course, but according to UNESCO it is also the International Day of Mathematics. One of the activities that was organized was a mathematics cartoon contest. Children and adults from all over the world entered, and you can see some of the selected cartoons in this gallery. Since the cartoons have no words -- only visuals and mathematical symbols -- the gallery is a testament mathematics as a universal form of communication. Below is one of my favorite of the cartoons, submitted by two students from Colombia.
FRENCH WEEK OF MATHEMATICS
Speaking of playful math....The French Ministry of Education sponsors a "week of mathematics" each year with a different theme in which it encourages people to create and share playful mathematics activities. This year, the "week" of mathematics ran from March 6 to March 15 and had the theme "Mathématiques à la carte." The contribution shown below is a clever game of vector dominoes by Jeux 2 Maths. For more details and for more games see their website. (Many of the games are so visual that you don't need to read French to understand them.) If you want to see more ideas, search for the hashtag #SDM2023 on Twitter.
HAPPY PALINDROME DAY!
NCTM reminded us with a tweet that March 20, 2023 was a palindrome day! Naturally that raises questions. I wonder how special that is? Do we get only one per year? Do we get one every year?

PLAYFUL CLASSROOM MATH Math for Love
A recent post from Math for Love helps teachers out with resources to plan a Family Math Night at their school. In general, I love games and puzzles where the rules are simple but the math is not. This blog post offers a nice sample of such games and puzzles. The image below shows one puzzle type (The Broken Calculator), which I think would be perfect for 4th or 5th grade. In fact, I loved the idea so much I created my own version for a 5th grade decimal unit. (For example, how would you make 0.364 without the decimal point and without a 3, 6 or 4? Tricky!)

Denise Gaskin's Let's Play Math

Denise has been sharing free games and activities from her collection of playful books. One of her books is called "Thinking Thursday: A new math journaling prompt every week!" From this book Denise recently shared the prompt, "Pick a topic you have learned in math. Write two correct statements and one false statement. Trade with a friend. Can you find each other's fibs?"

Here's an example of a more targeted prompt: "Tell me two truths and a lie about the median of a set of 5 numbers." If you try it yourself, as I did below, you'll see it's not so easy to write these kinds of statements. Open-ended tasks like this are great for differentiation within a classroom because students will each challenge themselves at an appropriate level.

A. The median of 5 numbers is always a number in the set.

B. The median of 5 numbers is always greater than the smallest number in. the set.

C. The median of 5 numbers does not change if you add 10 to the largest number.

Reflections and Tangents: Thoughts on Math, Education, and Technology

The Reflections and Tangents blog has done a series of posts using what they call the "Same and Different inquiry routine." The idea is that you present students with two similar mathematical situations, and (as the name suggests) ask students to brainstorm how the situations are the same and how they are different. The March 3 blog post gives an example from calculus, but you could really adapt the structure of the activity to any grade level at all. For a middle school classroom, you might ask, for example, what is the same and what is different about 3 different sequences.
@Mathgarden
This recent tweet by Sunil Singh sort of blew my mind. He shows a textbook illustration that extends Pascal's triangle upwards to include Row - 1, Row -2, and Row -3. Why didn't I think of this before? Extending the triangle would make a wonderful, playful activity for middle schoolers. For older students, it broadens the application of the binomial theorem to include negative exponents.
PLAYFUL MATH PROJECTS, PUZZLES, AND GAMES FOR MATH CIRCLES Playful Bookbinding and Paperworks
This blog is by an artist (Paula Beardell Krieg) who explores mathematics visually. In a recent post she turns a circle theorem about inscribed right triangles into an art project. Notice the visual impact of this drawing: In spite of the complexity and asymmetry of the drawing, many of the lines Paula created intersect in what appears to be the center of the circle. The drawing invites you to wonder why!
Julia Robinson Mathematics Festival activities blog
The Julia Robinson Math Festival is always a good source of playful activities. Their new blog for activities that are not quite ready for prime time is a great find. The most recent post on Modular Origami with Sonobe Units is a rich activity that could keep a math circle busy and engaged for a few sessions. The origami squares become building blocks to create polyhedra, which can then be explored geometrically (exploring structures) and algebraically (exploring numerical patterns).

Early Family Math

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A math blog by Sian Zelbo for elementary and middle school. Emphasizes problem solving and mathematical reasoning.

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Fun fact: The number 163 is prime, which we can prove simply by showing that it is not divisible by 2, 3, 5, 7, or 11. (Of those prime factors, the only one that's a little tricky to check is 7, but I can see that since 140 + 21 = 161 is a multiple of 7, the number 163 is not.). By the way ... why don't I have to check prime factors greater than 11? Howie Hua gives a nice little video explanation.

First, indulge me while I give a little plug for my own playful math project, a series of free math songs on my YouTube channel called Tunes that Count. We just released a new song about powers of 2 called The Power of Powers. Check it out!

Now, check out the great things I found below. Some are perfect little nuggets for use in classrooms or homeschooling. I also found some great math-art project ideas. Enjoy!
INTERNATIONAL DAY OF MATHEMATICS
March 14 was Pi Day, of course, but according to UNESCO it is also the International Day of Mathematics. One of the activities that was organized was a mathematics cartoon contest. Children and adults from all over the world entered, and you can see some of the selected cartoons in this gallery. Since the cartoons have no words -- only visuals and mathematical symbols -- the gallery is a testament mathematics as a universal form of communication. Below is one of my favorite of the cartoons, submitted by two students from Colombia.
FRENCH WEEK OF MATHEMATICS
Speaking of playful math....The French Ministry of Education sponsors a "week of mathematics" each year with a different theme in which it encourages people to create and share playful mathematics activities. This year, the "week" of mathematics ran from March 6 to March 15 and had the theme "Mathématiques à la carte." The contribution shown below is a clever game of vector dominoes by Jeux 2 Maths. For more details and for more games see their website. (Many of the games are so visual that you don't need to read French to understand them.) If you want to see more ideas, search for the hashtag #SDM2023 on Twitter.
HAPPY PALINDROME DAY!
NCTM reminded us with a tweet that March 20, 2023 was a palindrome day! Naturally that raises questions. I wonder how special that is? Do we get only one per year? Do we get one every year?

PLAYFUL CLASSROOM MATH Math for Love
A recent post from Math for Love helps teachers out with resources to plan a Family Math Night at their school. In general, I love games and puzzles where the rules are simple but the math is not. This blog post offers a nice sample of such games and puzzles. The image below shows one puzzle type (The Broken Calculator), which I think would be perfect for 4th or 5th grade. In fact, I loved the idea so much I created my own version for a 5th grade decimal unit. (For example, how would you make 0.364 without the decimal point and without a 3, 6 or 4? Tricky!)

Denise Gaskin's Let's Play Math

Denise has been sharing free games and activities from her collection of playful books. One of her books is called "Thinking Thursday: A new math journaling prompt every week!" From this book Denise recently shared the prompt, "Pick a topic you have learned in math. Write two correct statements and one false statement. Trade with a friend. Can you find each other's fibs?"

Here's an example of a more targeted prompt: "Tell me two truths and a lie about the median of a set of 5 numbers." If you try it yourself, as I did below, you'll see it's not so easy to write these kinds of statements. Open-ended tasks like this are great for differentiation within a classroom because students will each challenge themselves at an appropriate level.

A. The median of 5 numbers is always a number in the set.

B. The median of 5 numbers is always greater than the smallest number in. the set.

C. The median of 5 numbers does not change if you add 10 to the largest number.

Reflections and Tangents: Thoughts on Math, Education, and Technology

The Reflections and Tangents blog has done a series of posts using what they call the "Same and Different inquiry routine." The idea is that you present students with two similar mathematical situations, and (as the name suggests) ask students to brainstorm how the situations are the same and how they are different. The March 3 blog post gives an example from calculus, but you could really adapt the structure of the activity to any grade level at all. For a middle school classroom, you might ask, for example, what is the same and what is different about 3 different sequences.
@Mathgarden
This recent tweet by Sunil Singh sort of blew my mind. He shows a textbook illustration that extends Pascal's triangle upwards to include Row - 1, Row -2, and Row -3. Why didn't I think of this before? Extending the triangle would make a wonderful, playful activity for middle schoolers. For older students, it broadens the application of the binomial theorem to include negative exponents.
PLAYFUL MATH PROJECTS, PUZZLES, AND GAMES FOR MATH CIRCLES Playful Bookbinding and Paperworks
This blog is by an artist (Paula Beardell Krieg) who explores mathematics visually. In a recent post she turns a circle theorem about inscribed right triangles into an art project. Notice the visual impact of this drawing: In spite of the complexity and asymmetry of the drawing, many of the lines Paula created intersect in what appears to be the center of the circle. The drawing invites you to wonder why!
Julia Robinson Mathematics Festival activities blog
The Julia Robinson Math Festival is always a good source of playful activities. Their new blog for activities that are not quite ready for prime time is a great find. The most recent post on Modular Origami with Sonobe Units is a rich activity that could keep a math circle busy and engaged for a few sessions. The origami squares become building blocks to create polyhedra, which can then be explored geometrically (exploring structures) and algebraically (exploring numerical patterns).

Early Family Math

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A math blog by Sian Zelbo for elementary and middle school. Emphasizes problem solving and mathematical reasoning.

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Open Middle- CHALLENGING MATH PROBLEMS WORTH SOLVING

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Open Middle- CHALLENGING MATH PROBLEMS WORTH SOLVING

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Home

CHALLENGING MATH PROBLEMS WORTH SOLVING

DOWNLOAD OUR FAVORITE PROBLEMS FROM EVERY GRADE LEVEL

WANT GOOGLE SLIDE VERSIONS OF ALL PROBLEMS?

HERE'S OUR GROWING COLLECTION

WANT TO SHARE OPEN MIDDLE WITH OTHERS?

CHECK OUT THESE FREE WEBINARS TO HELP TEACHERS RETHINK CLASSWORK

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CHALLENGING MATH PROBLEMS WORTH SOLVING DOWNLOAD OUR FAVORITE PROBLEMS FROM EVERY GRADE LEVEL Get Our Favorite Problems Take The Online Workshop WANT GOOGLE SLIDE VERSIONS OF ALL PROBLEMS? HERE’S OUR GROWING COLLECTION Get Google Slide Versions WANT TO SHARE OPEN MIDDLE WITH OTHERS? CHECK OUT THESE FREE WEBINARS TO HELP TEACHERS RETHINK CLASSWORK Elementary Version

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If you've arrived at this page looking for activities that will help you to develop your mathematical thinking skills, you may be interested in our new Thinking Mathematically Collection.

Are you a student who likes to think about mathematical problems?

Why not test and develop your skills with this special selection of NRICH problems? They have been chosen because they only make use of simple mathematical concepts (the sort encountered as some point early in Stage 3): the emphasis is on the thinking rather than the knowledge.

Why not print out the table and tick off the problems you have solved? Will you be able to crack them all? Don't forget, if you get stuck you can look at the Hint or Solution at the top of each problem.

Happy solving!

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On this page we give a selection of good starter activities for those new to NRICH

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Skip to main content

search

If you've arrived at this page looking for activities that will help you to develop your mathematical thinking skills, you may be interested in our new Thinking Mathematically Collection.

Are you a student who likes to think about mathematical problems?

Why not test and develop your skills with this special selection of NRICH problems? They have been chosen because they only make use of simple mathematical concepts (the sort encountered as some point early in Stage 3): the emphasis is on the thinking rather than the knowledge.

Why not print out the table and tick off the problems you have solved? Will you be able to crack them all? Don't forget, if you get stuck you can look at the Hint or Solution at the top of each problem.

Happy solving!

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On this page we give a selection of good starter activities for those new to NRICH

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This is Which One Doesn't Belong?, a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

Which One Doesn't Belong?

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This is Which One Doesn't Belong?, a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

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Don't spend hours marking books

Diagnostic Questions is a world leading assessment tool that provides detailed insights into student understanding in a fraction of the time, simultaneously reducing your workload and improving student results and confidence.

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Use our powerful Data Analytics, Feedback and Planning tools to understand your students better than ever.

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We're in the business of helping teachers. We know how tight departmental budgets are, we know the pain of change and we know how frustrating it is when a product you've come to depend upon starts charging. Well, we're giving you, the teacher in the classroom, a promise that Diagnostic Questions will always remain free. It's a small gesture, but we hope it helps.

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We want to support the most popular subjects that you teach. Help us focus on subjects that will make a difference by voting for our next subject.

Resolving misconceptions improves performance

A continuous system of misconception identification provides teachers with the foresight they need to intervene effectively in students' learning.

"Good diagnostic questions encapsulate our best information about what students find difficult, and are an indispensable part of any teacher's repertoire."
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"...the single greatest step forward in AFL in the maths classroom for years. I think it would be hard to find any better AFL strategy out there."
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"...good questions help us know more about our students' learning and help us to address misconceptions. An outstanding new resource to help us do just that."
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"Discover key misconceptions before you teach, track progress, review students explanations and quickly give personalised feedback."
Mohammed Ladak, mathedup.co.uk

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Better results, more confidence, less time

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Bold, bright and beautiful ideas for mathematics teaching, learning and play. Here you will find resources for mathematical art activities, ideas for classroom display, and suggestions for using origami in mathematics lessons.

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A selection of resources to support students' learning of mathematics, and teachers' and schools' promotion of such. Note that the images included on this page are not the resource; they are illustrations of what the resource is. Click on the links provided, in the format you require, to take you to a download page in a new window.

Menu (quick links)

Classroom Display

Lesson Sequences and Problem Sets

Out of School Engagement

Promoting Mathematics

Favourite Number Election
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A conceit to promote mathematics across your school's community - to encourage shared mathematical talk amongst students, their families and staff - the 'Favourite Number Election' could possibly be used to mark (in part) days such as the NSPCC's Number Day (1 February in 2019: click here for more information), πday (14 March every year), Ada Lovelace Day (9 October 2018), etc.

The ballot paper is provided here to be printed A4 double-sided and folded to make an A5 booklet. The 20 'candidates' included on the paper are numbers that secondary school students should / may come across, to varying degrees of depth, or will otherwise be able to access, but the ballot paper can of course be customised by adding and/or removing numbers if/as wished to suit the school, age group, and purpose.

Suggested use:

Run a whole-school election campaign before students, staff and possibly families vote for their favourite number using the ballot paper.

Students volunteer to be advocates, campaigners for respective numbers, or numbers are assigned to classes, houses, etc.

Run a hustings, perhaps in school assemblies, where each advocate or group of advocates argue their case for their candidate.

Do some polling before the actual election, gather sample data and use such in mathematics / statistics classes.

Publicise the result, with reasons why the number won, across the school and possibly wider.

Random Acts of Maths (RAMs) are Mathematical problems, puzzles, teasers, provocations, jokes, quotes, etc., to be offered or given to students (outside of lessons), their families, school visitors, et al., for no other reason than to make people mathier. Whilst the areas of mathematics shared through the RAMs may not necessarily be found in a typical school mathematics curriculum, they are intended to complement - and can be accessed with little if any technical knowledge or skill beyond that developed in - such curricula.

Designed to promote the doing of mathematics, and, indeed, to promote the promotion of the doing of mathematics, each RAM aims to stoke the recipient's curiosity, to encourage the recipient to want to find out more by hinting at the more that there is beyond - or down deeper in - the mathematics of the RAM itself. RAMs can be carried out either spontaneously, or as part of a deliberate school strategy.

The RAMs are presented here in pdf, doc and png format as A6-sized 'notes': four on an A4 sheet to print double-sided and cut-to-size, with a message on the reverse encouraging the recipient to 'pass it on'. They are also presented individually on ppt slides for those teachers who are using them in a classroom setting or for use on school media presentations.

Teachers pocket a selection of RAMs to randomly hand out to children during mid-morning breaks or lunch times - perhaps on days such as World Maths Day (15 October in 2019), πday (14 March every year), the NSPCC's Number Day (1 February in 2019), National Numeracy Day (15 May 2019), Ada Lovelace Day (8 October 2019), or, indeed, any other day.

Place a stack of RAMs (printed on card) in a prominent position in your school's reception for visitors, maybe with an accompanying notice.

Enclose a RAM, occasionally, in correspondence with families.

Put a RAM a day on your school's website, and/or reception area media presentation.

On Open Evenings, or other whole school events, give one RAM to a student ambassador, prefect, etc., as a badge to wear and thus spike visitors' curiosities enough for them to ask the students about them.

Parent/carers may use such, customising if they wish with positive messages, doodles, etc., and secretly placing into the lunch boxes, or school bags of their children before they go to school.

A Christmas card full of mathematical problems and curios, the xMaths card is designed for schools to distribute to students and their families, to promote the doing of mathematics as and end in itself, encouraging shared maths-play over the holidays.

Downloads:

Extra Stuff to Do at Home Corridor Cards
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A set of over 50 brochure style leaflets (more added regularly), full of mathematical problems, that are designed to promote the doing of mathematics for the sake of it, without that is any externally derived compulsion to do so, with no time-limits or deadlines or expectation of completion. The leaflets are intended to be housed in school corridors for students to pick up a problem as and when and if they wish. It is important to note that they are not a replacement for homework, but rather a compliment to it. They are about promoting an unashamedly purist approach to mathematics with students, that we do mathematics in other words because we are curious about finding things out, because we find some things intriguing and want to find out more, because of the sense of adventure that comes with solving problems and, indeed, in doing so, finding more problems to solve.

On each card students are encourage to 'Have a go at some (or all!) of these problems at home. They are problems we find interesting or just plain amusing. Ask your parents, brothers and sisters, or friends to try and do the problems with you, or against you!' Students should be encouraged to return the card to a teacher and, if possible, have a chat with them about it. Ideally, students who attempt the most problems should be rewarded at the end of a half or full term - being celebrated perhaps an assembly and/or through school-home communication (Newsletter, special single-item communication from the Headteacher, social-media), and perhaps receiving a mathematically themed prize.

Each card is presented here as a 1/3 A4 sized 'brochure', three on an A4 sheet to print double-sided and cut-to-size, with the reverse providing some blank space for solutions. They may be stored in departmental corridors, in a wall-mounted leaflet dispenser such as shown in the second image below, or perhaps in an outdoor brochure dispenser box for members of the public to pick up (both can be purchased from most major educational suppliers).

A set of 100 mathematical quotes, curios, provocations, etc. ( more added regularly), designed for use in mathematics spaces to colour our classrooms with mathematics, and avoid moreover the 'cheeze-fest' of the motivational poster, as Tom Sherrington memorably described it in this post. The real risk that the explicitly motivational poster that urges you to have a 'growth mindset' actually reinforces a 'fixed mindset' is removed with the use of posters whose fundamental purpose is to celebrate the subject you are studying.
Downloads:

Mathematical Formulae Display
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A set of over 50 A4 (or A3) sized posters displaying the formulae that students will come across in the course of their mathematics and statistics studies up to GCSE. Each poster is designed to be printed on acetate and affixed to windows for a 'stained glass' effect, as illustrated in the image below.
Downloads:

A set of over 80 posters displaying the key mathematical vocabulary (with definitions) that students will come across in the course of their mathematics studies up to GCSE. Each poster is designed to be printed on A4 (or A3) acetate, cut to size and affixed to windows for a 'stained glass' effect, as illustrated in the image below.

Downloads:

Maths in the News Corridor Leaflets
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Brochure style leaflets (more added regularly) outlining recent news reports with a mathematical bent. As with the 'Extra Stuff to do at Home' cards, the leaflets are intended to be housed in school corridors for students to pick up a problem as and when and if they wish. They are about promoting an interest in the wider aspects of mathematics, as well as heightening students' awareness of the relevance of mathematics in everyday life.

Each leaflet is presented here as a 1/3 A4 sized 'brochure', to be folded in thirds. They may be stored in departmental corridors, in a wall-mounted leaflet dispenser such as shown in the second image in the 'Extra Stuff to do at Home' section, or perhaps in an outdoor brochure dispenser box for members of the public to pick up (both can be purchased from most major educational suppliers).

A template is provided for schools and teachers to populate as desired.

Downloads:

Multiplication Tables Practice Booklets
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A set of 4-page booklets, designed for children to improve their recall - and the rapidity of their recall - of simple multiples, from 1 × 1 to 12 × 12, through embedding their understanding of what a multiple is, what a multiple means. Each booklet follows exactly the same format and is intended to be completed ideally one-to-one in discussion with another person that is proficient with their 'times tables', e.g. parent, teacher, teaching assistant, elder sibling. Each booklet is best suited, therefore, for intervention work with individual students or small groups.

Working through each booklet will support children's understanding of the commutative nature of multiplication, their appreciation of the link between multiplication and division, their appreciation about how our language makes a difference to our understanding, and their burgeoning understanding of multiples relatively as rates. Each booklet - presented for an A3 double-sided print and fold to A3, or printed in 4 separate A4 pages - has QR code links to the excellent and simple online ' Maths from Scratch' resources, which puts recent research into practice with children practising groups of four multiples at a time at gradually increasing speeds. Each booklet ends with a gradated 'mission impossible' test that children can complete timed or not.
Downloads (all pdf):

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A selection of resources to support students' learning of mathematics, and teachers' and schools' promotion of such. Note that the images included on this page are not the resource; they are illustrations of what the resource is. Click on the links provided, in the format you require, to take you to a download page in a new window.

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The calendar of mathsy 'moments' is a calendar marking at least one mathsy 'moment' of interest for each day from 1 October 2022 to 31 December 2023 ( downloads provided below). It is primarily intended for schools and teachers to use in gentle cultivation of a respectful yet intellectually playful approach to mathematics in their students, in support moreover of the development of students' deeper and perhaps wider appreciation and framing of mathematics in the historical, cultural and intellectual sense. But it of course may be used by anyone who would like to spend a playful mathsy moment in their day.

The calendar is shared to help teachers establish and cultivate an ethos of mathematics as progress in the classroom, to help teachers in other words help their students develop and sustain happy and fulfilling relationships with their mathematics, encouraging the desire to explore further, deeper, and more independently - fuelling students' curiosity and their capacity for such. It is hoped that in sharing these brief moments of mathematics with students, in unabashedly celebrating the joy that is to be found in mathematics, teachers will fulfil their roles as enthusiasts, advocates and celebrators of mathematics, both as an intellectual discipline and cultural artefact, and students will, in turn, stand a greater chance that the subject will inspire - rather than beguile - them.

The calendar is provided below for access from this page. Downloads in a range of formats are also provided for easy import. Each 'moment' is outlined in more detail within the description/notes section of each calendar entry, which may serve as a prompt for the teacher with respect to how to use/share it, if at all. Where applicable, links to sources, and other sources of information - including online articles, historical artefacts, videos, podcasts, etc. - are provided within each description as a start for further exploration, as desired.

The moments are categorised within the calendar as follows:

Moments / Events occurring at various times throughout the year (note that a 'Day' relates to the day of the year, e.g. 14 March 2023 is the 73rd day of the year, and so a curio about 73 may be given. A 'Date' relates to the date as a concatenated number, in dd/mm/yyyy format unless otherwise indicated, e.g. 14 March 2023, the 14th day of the 3rd month in the 2023rd year, 14/3/2023, which concatenates to 1432023). These moments include:
Mathsy Moments 2022-2023 calendar
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Prime Number Dates, Mathematicians' Birthdays, Historical Dates to note in Mathematics, Circular Prime Number Dates, Emirp Dates, Frustrating Prime Number Dates, Days for Curious Calculations, Days for Number Facts, Palindromic Number Dates, Palindromic Prime Number Days, Pi Dates, et al.

The 'Day for a Number Fact' days aims to feed our natural love of numbers (or perhaps revitalise it), exposing students to - or maybe tantalising them with - a wide range of more exotic-sounding mathematics from number theory that they may not ordinarily come across in their day to day curriculum. For example, in sharing such moments students will know of: good primes, home primes, long primes, Sophie Germain primes, Ramanujan primes, Fibonacci primes, near-repdigit primes, quadruprimes, prime triplets, prime sums, primes that remain prime when added to their reverse, circular primes, emirps, permutable primes, near primorial primes, palindromic primes, dihedral primes, twin primes, sexy primes, numbers commonly assumed incorrectly to be prime, semiprimes, sphenic numbers, other prime products, unprimeable numbers, happy numbers, sad numbers, distinctly happy numbers, perfect numbers, superperfect numbers, pseudoperfect numbers, weird numbers, abundant numbers, deficient numbers, almost integers, duck-duck-goose numbers, Mersenne numbers, lucky numbers, amicable numbers, polite numbers, sociable numbers, automorphic numbers, narcissistic numbers, odious numbers, pernicious numbers, evil numbers, practical numbers, arithmetic numbers, polygonal numbers, undulating numbers, telephone numbers, antisigma numbers, highly composite numbers (or anti-primes), refactorable numbers, taxicab numbers, tetranacci numbers, vampire numbers, untouchable numbers, Bell numbers, Euclid numbers, Franel numbers, Frobenius numbers, mountain numbers, star numbers, Smith / Joke numbers, Friedman numbers, the divisor (factor) function, the partition function, Jacobi's formula, Aronson's sequence, Fibonacci factorials, Euler's 6n+1 theorem, repdigits, primorials, subfactorials, double factorials, superfactorials, hyperfactorials, trees, Golomb's sequence, numbers in different bases, etc.

Moments / Events occurring once in the year (including some national or globally recognised awareness days with particular reference to mathematics). These moments include: A Perfect Day, An Anti-Perfect Day, Ada Lovelace Day, e day (Europe and US), Fibonacci Day (US), Half Year Day, Halloween (Vampire Numbers), Mathematics and Statistics Awareness Month, McNugget Numbers Day, National Numeracy Day, Phi Day, Phi Day (US), Pi Approximation Day, Pi Day, Root-2 Date, Spreadsheet Day, The Golden Ratio Moment, The Oddest Prime Day, et al.

Other Moments / Events not directly related to mathematics (that schools/teachers may nonetheless wish to mark, either because of the mathematics latent within them or for other more school-centred reasons around values, community and relationships). These moments include: Ask A Stupid Question Day, Autumnal Equinox, Black History Month, Book Lovers' Day, European Day of Languages, International Joke Day, International Women's Day, Make Up Your Own Holiday Day, National Coding week, National Poetry Day, National Read a Book Day, National School Nurse Day, National Teaching Assistant's Day, Origami Day, Random Act of Kindness Day, Roald Dahl Day, Space Day, Summer Solstice, Vernal Equinox, Winter Solstice, World Book Day, World Kindness Day, World Music Day, World Teachers' Day.

There are and will be, of course, many other 'moments' that could and maybe should be included in such a calendar. I make no claim that the calendar offers anything comprehensive. If there are other 'moments' that you think other teachers may enjoy sharing with students, please let me know in the comments and I will update in subsequent versions. Equally, whilst every effort has been taken to eliminate errors, if users notice any error in the content of the calendar, I would be very grateful if you could again let me know in the comments.

Further sources
Sources of information (or explanation), where applicable, have been provided in link form in the description of each moment/event. If you wish to play further, explore the following sites:

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Click on number line to zoom in, shift-click to zoom out.
Click at left or right to scroll.

Learn About Numbers

See that numbers behave the same, whether they are 1, 2, 3, or 10, 20, 30, or 0.01, 0.02, 0.03.

Learn about decimals:

Zoom in and look at: 0.6, 0.7, 0.8, 0.9, 1.0, 1.1, ...

Then ask: what is 0.9 + 0.1 ?

Do the same after zooming in further:

What is 0.09 + 0.01?

What is 0.19 + 0.01?

What is 0.99 + 0.01?

You can see how decimal place values work and get a feel for "infinite" sub-divisibility (but this tool gets into trouble around 30 decimal places).

Using

Click on number line to zoom in, shift-click to zoom out. It will zoom from where you click.

Click at left or right to scroll.

Or you can use your keyboard's arrow keys.
Up/down to zoom, left/right to move.

Try this:

Use the "right" key, you will see the counting numbers whizz past.

Stop when you reach 100.

Go back to zero (press the reset button).

Zoom in to show 0.1, 0.2, 0.3, ...

Now try tracking right. The tenths whizz by.

How long does it take to reach 100 now?

Try zooming in to 0.01, 0.02, 0.03, ...

How long does it take to track across to 100 now (if you have the patience!) ?

How much better to realise that you can zoom out a level and go up in tens. Then you can zoom in so that you are at 100.00

Test yourself. Start at 0. Use the zoom and left/right to find these numbers:

Race To 100.00357

Challenge your friends! Start at 0 (press the '0' button), then see how fast you can get to 100.00357 (you must see that number on the screen).

Least Moves

How many moves does it take to find a number?

Not against the clock but by counting the number of moves you make.

Use just the arrow keys and try to find the least number of key-presses to reach a number

(Note: A count of your keystrokes is in the bottom corner.)

How many moves does it take you to reach:

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Math explained in easy language, plus puzzles, games, quizzes, worksheets and a forum. For K-12 kids, teachers and parents.

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Posted by at 9:14 pm Tagged with: compass, constructions, geometry toolbox, mrreddy, protractor, ruler

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.
Watch the video to learn how sharing works.

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.

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Printable resources for teaching numeracy / Maths from Entry 1 to Level 2 (also see our separate Functional Skills links).

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Support and strategies for offering Core Maths

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Increasing rigour in the maths classroom - Dani Quinn

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Increasing rigour in the maths classroom - Dani Quinn

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Increasing rigour in the maths classroom - Dani Quinn blog summary.pdf

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Here's how I sequence my lesson to develop pupil's understanding of the meaning of the equal sign. Actually the lesson uses the context of the meaning of equal sign to introduce the students to the meaning of variable intuitively. The students enjoyed this lesson and they said they loved the way I made them think. Scaffolding was done through questions that engages pupils in reasoning and making decisions. Note that the emphasis of the lesson is not on computations but on thinking and problem solving. This is also an example of teaching algebraic thinking in the grades.

I first wrote the equal sign on the board then said What does the equal sign mean? You may use an example to explain your answer. One boy said it means you add or do the operation and provided this example 2 + 10 = 12. I asked the class who agrees with him and 25 out of 35 showed hand.

What about in 15 + ____ = 21 + ____? One girl said "It means balance" and explained that 15 plus a number balances with 21 plus another number. When I asked the class who agrees with her 30 out of 35 raised their hand. Everyone's eyes was on me, waiting for me to say which meaning of equal sign is correct. I just gave them a wink to heighten their curiosity.

Now that I got them all thinking, I asked: Do you think you can put just any two numbers in the blanks? With this question I successfully divided the class into two camps: those who say yes and those who say no and everyone is challenged to prove themselves right or prove the other wrong.

Click here for the slide version of this post.

lesson planning, meaning of equal sign, teaching equal sign

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Teaching the meaning of equal sign - Mathematics for Teaching

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Here's how I sequence my lesson to develop pupil's understanding of the meaning of the equal sign. Actually the lesson uses the context of the meaning of equal sign to introduce the students to the meaning of variable intuitively. The students enjoyed this lesson and they said they loved the way I made them think.

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Mathematics Specific Words for students with English as an Additional Language

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Mathematics Specific Words for students with English as an Additional Language

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A very special thanks to the Cambridgeshire Race Equality and Diversity Service for the use of their excellent translation documents.

You can buy the Maths Words for Schools Pack - covering Arabic, Kurdish, Persian, Somali and Tamil - from the Refugee Council Online

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Emaths - English as an Additional Language (EAL)

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Resources and support for improving mathematics education in schools and colleges

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Form Time Ideas - Tutor group activities

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Ideas and activities to keep your tutor group engaged during form time. A fresh set of activities is generated each time you visit.

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Padlets can be a brilliant tool for sharing ideas and resources, I thought I would put my favourite Padlets all in one place.

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I love incorporating games into math as much as possible. Who doesn't love playing games, right?! But the problem with games is that they often require quite a bit of prep work for us teachers. I've been trying to come up with some that require little to no preparation to use. I'm so excited to share these place value games for first grade with you that are student AND teacher friendly!

Last Number Standing

This is by far my kids' favorite game! It's such a fun whole class activity that students will want to play again and again. It's also great to leave for a substitute teacher.

1. Have students stand at their desks and write a two-digit (if doing tens and ones) or three-digit number (if doing ones, tens, and hundreds) on a sheet of paper. It works with larger numbers for older students as well.

2. Start calling out different place value amounts one at a time. If a student has that amount in their number, they have to sit down. For example, you might say, "If you have a 2 in the tens place, sit down" or "If you have a 4 in the ones place, sit down" and so on. You may choose to call on students who sit down to share their number aloud.

3. Keep calling out different place value amounts until only one student is left standing. Have them share their number with the entire class. That is the last number standing!

Place Value War

This is a fun two player game that is perfect for centers. It requires a deck of playing cards or UNO cards. If using a deck of playing cards, leave the Joker cards but remove the jacks, queens, kings, and aces. If using UNO cards, leave the WILD cards, but remove the reverse, draw two, draw four, and skip cards.

1. Students turn over two cards from the deck if they are working with ones and tens, and three cards if doing ones, tens, and hundreds. Again, larger numbers work for older students as well.

2. Students lay the cards side by side in the order they draw them to make a two or three-digit number. If they turn over a Joker or WILD card, it can stand for any number. The person with the largest number gets a point. The first student to reach a certain number of points is the winner.

To change it up a little, for one game you might tell students that the number with the largest value in the tens place is the winner of each round, or the number with the largest value in the ones place gets a point, etc.

Place Value Scavenger Hunt

My kids love scavenger hunts, so I thought, "Why not do one with numbers?" In this activity, students look for numbers in the real world that fit a certain description. For example, they might look for a number with a three in the tens place, or try to find a number with a five in the ones place. They cut out the number and glue it beside the clue it matches.

We used food packages from our recycling bin and magazines to find the numbers for our hunt. Students might also use newspapers or other printed materials to search for numbers. Sales ads are a bit tricky because sometimes the numbers are written in dollars and cents which can be confusing to young students.

I suggest doing this as a special activity for students to complete at home and then return to school. If you want to do it as a center activity, have an ample supply of materials students can look through to find numbers. Another alternative is to print out a bunch of numbers for students to search and cut out for the activity.

At the end of the post, you can download this activity for FREE! I included several options to make your job easier and to help differentiate it for all students. I also provided an editable note to send home if you choose to use this as a homework activity.

Place Value Super Powers

These place value games for first graders are my latest labor of love in my TPT store. 🙂 In them, students are on a mission to earn their super powers in place value! They practice place value skills as they catch The Jokester, find the missing gem, and other tasks in these eight engaging PowerPoint games. These games are perfect to use as math centers or whole class activities. And the best part? They can also be played on tablets and smart phones using the Microsoft PowerPoint app!

My goal for these games is that students are able to complete them independently with little to no help or supervision. All of the directions and words on the screen are read aloud to the students so even non-readers can successfully play them. There are "next" arrow buttons that students click to move through the game, and "back" arrows that allow them to go back to previous screens. There's even fun superhero-themed music in the background that can be turned down or muted!

If students are completing these on their own, how do you know they're actually understanding the concept or getting the answers correct? Each game has a recording sheet for students to write down their answers and answer keys are included. I like the accountability that the recording sheets provide. They also allow these games to be used for assessment. These games are almost like digital task cards with a twist.

Games and Skills Covered

Find the Mystery Number (Identify numbers 10-20 in base ten)

Catch The Jokester (Identify numbers 10-99 in base ten)

The Jokester is Back! (Subtract multiples of 10 from multiples 10-90)

Find the Missing Gem (Find 10 more or less than a number from 10-99)

Race to the Top of the Empire State Building (Count within 120)

Who is the Mystery Superhero? A Hundred and Twenty Chart Mystery Picture (Count within 120)

Moose on the Loose (Add within 100: two-digit and one-digit numbers)

Who Left the Footprints? (Compare two-digit numbers using >, <, =)

Try Before You Buy!

The PowerPoint games are .pptx files created with PowerPoint 2016. They work best when opened in newer versions of Microsoft PowerPoint, Microsoft PowerPoint Online, or the Microsoft PowerPoint app. If you have older versions of PowerPoint, they can be played using Microsoft PowerPoint Online. The BEST way to play the games is in newer version of Microsoft PowerPoint or download them into Dropbox and then open them in Microsoft PowerPoint Online or the PowerPoint App.
*Please note: They DO NOT run as intended in Google Slides, OpenOffice, or Keynote.* Wondering if these games are compatible with your device or software? Click HERE to try "Find the Mystery Number" for FREE before purchasing to make sure it will work for you.
If you have any questions about the PowerPoint games, leave a comment below or email me at primarythemepark@gmail.com. I've had several teachers try them out for me and they've been successfully played on PCs, MACs, laptops, iPads, iPhones, and Android smart phones. Click the picture below to find out more!

I hope these place value games are something that you'll be able to use in your classroom. I think they'll be engaging for your students and low-stress for you. Don't forget to download the Place Value Scavenger Hunt before you go!

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Place Value Games for First Grade - Primary Theme Park

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I love incorporating games into math as much as possible. Who doesn't love playing games, right?! But the problem with games is that they often require quite a bit of prep work for us teachers. I've been trying to come up with some that require little to no preparation to use.

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​Whether you are an experienced teacher, a teacher trainee, a teacher educator, a parent, a researcher or a policy maker, we hope you will find this website interesting and useful. Specifically, we want to share with you the benefits of te﻿aching and learning mathematics through stories and creative writing, as well as to offer practical ideas for teachers and parents on how to embrace this approach.

This website has been designed and continuously developed based on the feedback we receive from the key stakeholders as noted above. There are plenty for you to do on this website, including, but not limited to:
Please take your time to explore the website using either the menu bar at the top of the page or from the menu below.

Finally, consider s ubscribing to our free quarterly newsletters, and please help spread the word about our project and its website :-)

Best wishes,

Dr. Natthapoj Vincent Trakulphadetkrai B.A. (Hons), M.Sc. (Oxford), M.Sc. (London, UCL), Ph.D. (Cambridge), QTS

@NatthapojVinceT Natthapoj.org

Associate Professor of Mathematics Education
​University of Reading (UK)

Founder & Principal Investigator
​MathsThroughStories.org
​

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Maths - No Problem! Maths Mastery for Primary School Education

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Whether you're a teacher attempting to navigate the complex world of mathematics education, a parent trying to make sure your child gets the best possible maths instruction, or a school leader needing to decide how best to invest limited resources, you've likely heard of maths mastery.

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Mathematics at Harrow Gate Primary Academy

At Harrow Gate Primary Academy, we teach Maths using the Mastery approach.

This involves most children moving through the programmes of study at broadly the same pace unless a personalised curriculum is needed. We believe that all children can achieve therefore all children are given the same starting point in lessons. Children who may be less confident with a concept are given support or interventions, and children who have grasped concepts rapidly will be challenged by depth of understanding, not acceleration. Through Maths Talk and mixed grouping, all children are able to be immersed in the vocabulary rich environment necessary for effective problem solving and reasoning.

Our Maths units are embedded with the three main aims of the curriculum: fluency, reasoning and problem solving. Once children have gained fluency in a subject area, they are given further time to reason with their understanding and develop this with problem solving situations. Maths concepts are introduced through many different structures and representations to allow depth of understanding for the children.

Lessons involve using a mixture of concrete, pictorial and abstract approaches in order to make connections and expose the underlying structure of the mathematics.

To fully master a subject, we also believe children should be able to explain their thinking and reasoning and confidently teach others. Use of language is therefore a major feature of all Maths lessons as it develops children's reasoning and explanation.

In addition, embedded in the Maths daily classroom routines, previous learning is revisited in DNA activity designed to recall previous learning from last lesson / last week / last unit / last year. This is used to keep learning fresh and gives the opportunity for interleaving to cover some less frequently taught units. In Upper Team, daily Mini-Maths promotes our strength in Mathematical arithmetic and fluency.

Maths is given a high profile in Harrow Gate and is given purpose and audience at every given opportunity. Through opportunities in cross-curricular subjects through to everyday living, Maths is made and taught explicitly. When in the classrooms you will hear a vocabulary rich environment where children are confident, not only to answer given questions, but to challenge explanations in reasoning situations using a high level of vocabulary. Every classroom has a Maths working wall and resource area which is accessed freely and independently by all children.

HGPA Calculation Policy

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At Harrow Gate Primary Academy, we teach Maths using the Mastery approach. This involves most children moving through the programmes of study at broadly the same pace unless a personalised curriculum is needed. We believe that all children can achieve therefore all children are given the same starting point in lessons.

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This site contains the content from the Programmes of Study for Key Stages 1 and 2 as published in September 2013. To view the Programmes of Study for each year group, please select one of the year groups below:

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KS1 & KS2- Exemplification of ready-to-progress criteria 

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KS1 & KS2- Exemplification of ready-to-progress criteria 

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These PowerPoints include links to relevant resources and pupil-facing activities. They are ideal to be used with small groups of pupils to review, practise, and consolidate learning. The five-minute video at the foot of this page demonstrates this in more detail.

The pupil activities are intended to stimulate interaction and discussion. We suggest you use them flexibly and are guided by pupil response, repeating activities where pupils lack confidence. The ready-to-progress criteria are intended as goals for the end of the year. When used at the start of a year, you might want to use the materials from the previous year group. If you are teaching Year 4 for example, the Year 3 materials are used to review, practice and consolidate learning from the previous year.

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79 PowerPoints, each one focusing on one of the ready-to-progress criteria in the new DfE maths guidance for KS1 and KS2

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The 7 Essential Features Of Every Maths Mastery Approach

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The 7 Essential Features Of Every Maths Mastery Approach

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Maths Mastery Approach & the 7 Essential Features

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Teaching new material to students that haven't grasped the fundamentals is a recipe for disaster. Yet that was what traditional teaching methods almost always encountered. This blog describes what a maths mastery approach is and the 7 essential features of teaching using a maths mastery approach.