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Maths anxiety can be experienced by pupils, staff and parents within a school. These resources will give an introduction to maths anxiety and ways to support those experiencing this.

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Introduction to Maths Anxiety- LLP Video

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Introduction to Maths Anxiety- LLP Video

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Information on ways mental maths and memory based maths problems can support mental health plus ideas for maths puzzles and mental maths challenges.

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An online course in maths anxiety from Mathematics Anxiety Research Group (MARG) at the University of Derby

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Online Survey Software | Qualtrics Survey Solutions

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Qualtrics sophisticated online survey software solutions make creating online surveys easy. Learn more about Research Suite and get a free account today.

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Article: Could Mental Maths Boost Emotional Health? 

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Article: Could Mental Maths Boost Emotional Health? 

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Memory-based math problems stimulate a region of the brain called the dorsolateral prefrontal cortex, which has already been linked to depression and anxiety. Studies have found, for example, that higher activity in this area is associated with fewer symptoms of anxiety and depression.
https://today.duke.edu/2016/10/could-mental-math-boost-emotional-health

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Engaging a specific part of the brain during mental math exercises is connected with better emotional health, according to a new brain-scanning study published by Duke researchers in the journal Clinical Psychological Science.

The research takes a preliminary step toward informing new brain training strategies to stave off depression and anxiety. Although the relationship between math and emotion needs further study, the new findings may also lead to new tests gauging the effectiveness of psychological therapies.

"Our work provides the first direct evidence that the ability to regulate emotions like fear and anger reflects the brain's ability to make numerical calculations in real time," said Matthew Scult, a neuroscience graduate student in the lab of the study's senior investigator Ahmad Hariri, a professor of psychology and neuroscience at Duke.

Although they may seem unrelated, doing "cold" calculations and regulating "hot" emotions both rely on similar mental gymnastics: the ability to manipulate and update information. Researchers have long speculated about the link between the two.

In the new study, Hariri's group analyzed brain activity of 186 undergraduates -- using a type of non-invasive brain scan called functional magnetic resonance imaging -- while they were doing math problems from memory.

The students are participants in the ongoing Duke Neurogenetics Study, which is exploring relationships between genes, the brain and mental health. In addition to the scans, participants completed questionnaires and interviews assessing their mental health status and emotional coping strategies.

Memory-based math problems stimulate a region of the brain called the dorsolateral prefrontal cortex, which has already been linked to depression and anxiety. Studies have found, for example, that higher activity in this area is associated with fewer symptoms of anxiety and depression. A well-established psychological treatment called cognitive behavioral therapy, which teaches individuals how to re-think negative situations, has also been seen to boost activity in the dorsolateral prefrontal cortex.

In the current study, the more active a person's dorsolateral prefrontal cortex was while performing mental math, the more likely he or she was to report being able to adapt their thoughts about emotionally difficult situations.

"We don't know for sure why that is, but it fit into our hypothesis that the ability to do these more complex math problems might allow you to more readily learn how to think about complex emotional situations in different ways," Scult said. "It is easy to get stuck in one way of thinking."

Greater activity in the dorsolateral prefrontal cortex also was associated with fewer depression and anxiety symptoms. The difference was especially obvious in people who had been through recent life stressors, such as failing a class. Participants with higher dorsolateral prefrontal activity were also less likely to have a mental illness diagnosis.

It is still unclear whether more actively engaging the brain area with math exercises would lead to better emotional coping strategies or the other way around. The researchers plan to collect the same type of data over a longer time period, to see whether one observation precedes the other.

"We hope, with these and future studies, that we can inform new strategies to help people regulate their emotions, and to prevent symptoms of anxiety and depression from developing in the first place," Scult said.

Hariri is a member of the Duke Institute for Brain Sciences. The research was supported by the National Science Foundation Graduate Research Fellowship, the National Institutes of Health (P30DA023026, R01AG049789, R01DA033369, R01AG049789).

CITATION: "Thinking and Feeling: Individual Differences in Habitual Emotion Regulation and Stress-Related Mood are Associated with Prefrontal Executive Control," Matthew A. Scult, Annchen R. Knodt, Johnna R. Swartz, Bartholomew D. Brigidi and Ahmad R. Hariri. Clinical Psychological Science, Online Oct. 6, 2016. DOI: 10.1177/2167702616654688

Online: http://cpx.sagepub.com/content/early/2016/10/06/2167702616654688.abstract

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Could Mental Math Boost Emotional Health?

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Engaging a specific part of the brain during mental math exercises is connected with better emotional health, according to a new brain-scanning study published by Duke researchers in the journal Clinical Psychological Science. The research takes a preliminary step toward informing new brain training strategies to stave off depression and anxiety.

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Information from National Numeracy about maths anxiety and how to address this.

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Maths anxiety or a fear of maths is common, and although it can limit performance in certain situations and contexts, it's not linked to intelligence or ability.

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Problem solving and open ended challenges can help children to develop resilience. These resources give lots of ideas of investigations and challenges.

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Maths Anxiety Article from the Guardian based on Nuffield's Maths Anxiety Report

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Maths Anxiety Article from the Guardian based on Nuffield's Maths Anxiety Report

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This Guardian article summarises a report from the Nuffield Foundation into maths anxiety in primary/secondary pupils. You can read the full Nuffield Report at Understanding Mathematics Anxiety (cam.ac.uk)

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Children as young as six feel fear, rage and despair as a result of "mathematics anxiety", a condition which can cause physical symptoms and behaviour problems in class, according to a study.

Pupils in both primary and secondary school can find themselves locked in a cycle of despair, suffering from anxiety which harms their maths performance, which in turn leads to increased anxiety.

Researchers say maths anxiety should be treated as a "real concern" because of the damage it does to a child's learning. They also point out it may be contributing to a growing maths crisis in the UK, where the level of adult numeracy is relatively low and getting worse.

According to the Nuffield Foundation report, Understanding Mathematics Anxiety, the proportion of adults with functional maths skills equivalent to a GCSE grade C has fallen from 26% in 2003 to 22% in 2011. In contrast, functional literacy skills are steadily increasing, with 57% of working-age adults gaining the equivalent level.

Researchers from the faculty of education and the centre for neuroscience in education at Cambridge University worked with 2,700 primary and secondary students in the UK and Italy - including detailed one-to-one interviews - to explore maths anxiety and its causes.

The children they interviewed provided graphic descriptions of their fears about maths. "I felt very unwell and I was really scared," said one primary school student, describing his reaction during a lesson about equivalent fractions. "Because my table's in the corner I kind of tried not to be in the lesson."

The co-author Dr Ros McLellan, who led the interview research, said: "Maths anxiety is very much an emotional reaction. Younger kids won't want to go to school when they have maths classes; they get tearful and upset.

"We had some young people saying: 'I get so frustrated, I end up hitting the desk,' and then they get themselves into bother. If we know what is at the bottom of the problem rather than addressing the symptoms we can address the root cause."

Researchers found there was a general sense that maths was hard compared with other subjects, which led to a loss of confidence, yet the study points out that most children with high levels of maths anxiety are normal to high achievers in the subject.

Key triggers for anxiety included poor marks, test pressures, teasing by fellow pupils and a confusing mix of teaching methods. National Sats tests taken in the final year of primary school were a cause of anxiety for some, while the transition to secondary school was challenging for others.

The children's emotional reactions included feelings of apprehension, tension, frustration or fear, while physical symptoms included butterflies, a racing heart or struggling to catch breath.

"The experiences of maths anxiety are multifaceted, with students expressing emotions from rage to despair," the report says. "Students often reported overwhelming negative emotions which in some cases led them to act out in class and be removed from the classroom, or to become tearful. Others reported that they dreaded their mathematics lessons or that physical symptoms had an impact on their ability to flourish."

It warns teachers and parents that their own anxieties about maths might have a negative influence and so urges them to tackle these first. It also urges policymakers to be conscious that emotional blocks can affect learning potential.

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'Maths anxiety' causing fear and despair in children as young as six

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Children as young as six feel fear, rage and despair as a result of "mathematics anxiety", a condition which can cause physical symptoms and behaviour problems in class, according to a study. Pupils in both primary and secondary school can find themselves locked in a cycle of despair, suffering from anxiety which harms their maths performance, which in turn leads to increased anxiety.

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A handout from Sheffield University summarising Maths Anxiety. 5.6_what_is_maths_anxiety_handout.pdf (heacademy.ac.uk)

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Dr Thomas Hunt - How To Overcome Maths Anxiety

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Dr Thomas Hunt - How To Overcome Maths Anxiety

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A video of Dr Thomas Hunt from National Numeracy on how to overcome maths anxiety

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Dr Thomas Hunt - How To Overcome Maths Anxiety

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A blog from Dr Tom Hunt on maths anxiety and how this affects adults.

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Maths anxiety can be experienced psychologically; it is often associated with words such as apprehension, dread, panic, frustration, confusion, worry, tension, and stress. It is typically, although not always, associated with test anxiety, maths confidence and attitudes towards maths.

Maths anxiety can also be "seen". Research investigating brain activity has shown that the brains of those who are highly maths anxious respond slightly differently when doing (or even in anticipation of doing) maths. It appears that maths anxiety can negatively interfere with the parts of the brain that are usually required for effective mathematical problem solving. Similarly, it is associated with differences in brain activity associated with regulating emotion; it's no wonder maths anxiety can lead to panic. Such physical differences don't stop there. People experiencing maths anxiety, especially in high-pressured situations, may feel hot, sweaty, and nauseous. Indeed, researchers interested in studying stress responses will often use mental arithmetic tests to induce heightened physiological reactivity - we can sometimes feel our pulse become stronger when feeling stressed.

Some people may ask why such physiological changes are necessarily interpreted negatively - maybe maths simply gets people excited! Our recent work at the University of Derby may shed some light on this. We assessed changes in blood pressure when faced with maths problems of increasing difficulty. Not only did blood pressure increase consistently with increased maths difficulty, this change was associated with self-reported maths anxiety. And of course, perhaps the most obvious physical sign of maths anxiety is when people simply avoid maths.

How does it affect adults?

Other than the psychological and physical impact of maths anxiety, there is a clear impact on performance. However, it is more than simply maths anxiety = poor performance. To some extent, a certain level of maths anxiety may be helpful, providing we feel suitably motivated to do maths. In many cases, though, maths anxiety can mask a person's true ability. The pressure of a test situation, for example, can take over. Not only can the physical changes noted above start to happen, but a maths anxious person can feel a sense of panic. Their mind can "go blank" or be consumed by unhelpful, worrisome thoughts. It is these "intrusive" thoughts that many academics believe to be important in understanding how maths anxiety can lead to poorer performance. For instance, maths anxiety is often associated with thoughts about making mistakes, feeling panicked, time pressure, and social evaluation (or what others might think of you or your performance). Such thoughts usually get in the way of successful mathematical problem solving.

It's important to also consider the type of maths. Whilst many maths anxious individuals will recoil in horror at the thought of attempting algebra, we often see a negative impact of maths anxiety on relatively simple maths problems, such as two-digit addition. Research has shown that it is the requirement of the maths problem in terms of working memory resources that is key. Among other things, this refers to the need to temporarily maintain a number in mental space. For instance, a problem such as 47 + 26 can be solved in several ways. However, a typical strategy would be to add the tens (40 + 20 = 60) and then add the units (7 + 6 = 13). Whilst doing this second part of the calculation the "60" needs to be kept one's head, ready for the "13" to be added to it. Such a task can be made extra tricky if you experience maths anxiety, possibly because of the intrusive thoughts clogging the mental space, either in volume or simply through the person paying attention to the thoughts rather than focusing on the task at hand.

We can also view maths anxiety effects in terms of the vicious cycle in which it occurs. Whilst some academics have argued that maths anxiety may appear very early in childhood and this later affects attainment, others have argued that it is poor performance as children that influences the development of maths anxiety later on. It is likely that the relationship between maths anxiety and maths performance works both ways - poorer-than-expected/hoped performance may lead to us feeling maths anxious, or at least exacerbate existing maths anxious feelings. Likewise, maths anxiety is likely to negatively impact performance. Not only that, but poor performance and maths anxiety are associated with behaviours that do not support the improvement of maths skills; we can disengage from anything maths related, we might avoid calculations, we might drop out of maths courses (or avoid enrolling all together), we might avoid maths homework (our own or children who we are supporting), or we might develop a fixed mindset in which we believe there is no room for improving our own maths skills.

In sum, maths anxiety is common. While some researchers have argued for a genetic basis for it, there is a lot of evidence that links early and ongoing negative experiences with maths anxiety. Maths anxiety can detrimentally impact learning and performance, although this often depends on the specific situation. It is also likely that a range of individual differences, including personality and different ways of thinking, contribute to this.
Dr Tom Hunt is an associate professor in psychology at the University of Derby. He has worked extensively in the field of maths anxiety and published several papers on the causes, consequences and strategies to reduce it.

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Maths anxiety can be experienced psychologically; it is often associated with words such as apprehension, dread, panic, frustration, confusion, worry, tension, and stress. It is typically, although not always, associated with test anxiety, maths confidence and attitudes towards maths. Maths anxiety can also be "seen".

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An article from Early Years Educator Eye called 'Maths and Wellbeing', focused on maths anxiety in young children.

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Maths can be an intensely creative activity, with many different routes to problem-solving, but the potential can be dampened by an overemphasis on rote learning, it can be a source of deep anxiety.

THE Rose Review: Mathematics in Primary Years (2008) reminds us that maths provides us with a powerful language for abstraction and logical thinking. It is an intensely human activity that embraces connected processes, such as representing, pattern-seeking, generalising, proving and evaluating, which are relevant beyond the subject.

Wellbeing in children

We are reminded of Goldspink's thought that 'a child in a state of well-being is like a fish in water'. (Goldspink 2002; in McGrath 2010). A child experiencing wellbeing would display a number of qualities, such as enjoyment, vitality, peace, self-confidence, self-esteem and resilience - they are at ease, spontaneous and free of emotional tensions.

While babies are born with an incredible propensity for learning, recent research places more emphasis on experiential learning. Thus rich and relevant experiences are essential for the child to capitalise on the innate ability to think mathematically.

Maths anxiety

In the UK, there is pressure for children to grasp mathematical concepts ever earlier, and not always successfully, which can lead to decreased self-esteem. In McGrath (ibid), Boaler comments that 'far too many children hate maths and that for many it is a source of anxiety and fear'. The subject can be hard and often behaves like the links of a chain - one link misunderstood will impact the rest.

Kate Brian, writing in the Guardian (30 April 2012: Maths Anxiety: the Numbers are Mounting), states that possibly two million schoolchildren in England suffer from 'maths anxiety'. As distinct from dyscalculia (a severe difficulty in making arithmetical calculations), maths anxiety is little understood. It seems when experiencing maths anxiety the brain responds as an arachnophobia's might to seeing a spider.

This fear in the activity centres inhibits the problem-solving parts of our brain, leading to poor performance and ability to reflect on our work.

Maths is often seen as the preserve of the ultra-intelligent, a world of clear-cut rights and wrongs, reliant on quick recall. Slowing maths down, according to Peter Lacey, of the Association of Teachers of Maths, is difficult due to government pressure for high attainment levels but nonetheless rushing in the early years can interfere with secure understanding and strong confidence. Leading expert of maths anxiety, Professor David Sheffield of Derby University's Centre for Psychological Research, advises to focus on relaxation and not to simply increase the level of maths undertaken.

Mathematical resilience

While resilience is important in all spheres, the ability to persist in the face of difficulty, to discuss and reflect on problems and to try different strategies is important in maths and should be encouraged.

Yet the Open University's Developing Mathematical Resilience (2010) reports on Ofsted findings of a strong focus in schools on skills acquisition, test preparation and speed calculations. These activities are known to increase anxiety and reduce mathematical resilience, whereas more broad-view active learning helps children to come to know the process of maths.

Growth and entity orientations

Far from maths ability being 'fixed', recent evidence demonstrates both the incredible potential of the brain to grow and change, and the powerful impact of growth mindset messages upon children's attainment ( Boaler, 2013).

Children with an 'incremental' or 'growth' orientation believe ability and intelligence to be malleable, a quality that increases with effort. These children believe they have resources, such as friends, teachers, the internet and textbooks to support them. Children with an 'entity' orientation believe ability to be non-malleable and fixed. While the entity orientation is pervasive, it seems particularly entrenched in maths and may explain gender divides in achievement.

Fixed ability thinking damages all children. Indicating a child's ability level, or inferring through ability grouping, can lead to them avoiding challenge, risk and failure, with high-achieving girls damaged disproportionately in fixed-ability mindset environments. Likewise, children who believe themselves to be below average will lower their own expectations.

Emotions

Hannula (2004) suggests that maths is sometimes seen as a logical, purely intellectual endeavour, but current thinking is that emotion and cognition are closely intertwined. Under emotional pressure, such as being asked to perform mental maths at speed, people might have difficulties to form certain thought processes.

For example, a child might start off feeling curious about a maths problem, then feel confused if the problem is non-routine. If confusion persists they may feel frustration and may seek changes in strategy, which, if successful, will lead to elation and satisfaction, or if unsuccessful to fear and avoidance.

Both outcomes may lead to long-term global structure changes affecting future curiosity, engagement, and more. Affect, that emotion which influences our behaviour, also influences meta-affect, that is, affect about affect. It is what enables people, in the right circumstances, to experience fear as pleasurable (for example, having fun on a rollercoaster) and is influential in our approach to something like maths.

Children with specific needs will need support in building confidence and self-regulation, and will also need their learning styles taken into account. Children on the autistic spectrum may be more comfortable accessing maths via pattern and logic rather than via a social context; attention-deficit children respond to kinaesthetic activities, as their need to move can be channelled into embodying mathematical relationships. Using signs with maths can be useful.

Sustained shared thinking

Egan (1989) reminds us that 'the pedagogical trick is to show them why they should be interested enough to expend the intellectual energy to do so'. In short, we must humanise maths.

In the Netherlands, children learn by a process of 'progressive mathematization' in the 'Realistic Maths Education' programme, based on Vygotsky's cultural-historical perspective, embedding maths firmly in a child's cultural experiences.

By this process children bridge the world of their own informal mathematics and the more formal world of schools maths with its world of symbols - referred to as 'bi-numeracy' ( Carruthers and Worthing, 2006). They quote Oers (2002): 'Maths is a cultural activity that should not be reduced to correctly performing mathematical operations'. The emphasis is on flexibility and mastery through thorough understanding.

Numerous studies on the impact of different ability grouping practices have shown that when schools abandon ability grouping practice and move to mixed or heterogeneous grouping, achievement and participation improves significantly (Boaler, op cit).

Ability grouping as a practice rests upon fixed mindset beliefs and is more prevalent in the UK than in the US. Teachers and practitioners must believe fundamentally that everyone has the ability to 'do maths' and grow, change and improve generally.

Carruthers and Worthing (ibid) encourage us to provide children with the ability to represent their ideas on blank paper, listening to them talk about the marks they make. Others suggest we encourage discussion about mathematical issues and observations of children's mathematical concerns, their 'meaning making' and the multi-modal forms of playfulness in which they engage.

Mistakes

Understanding the pedagogical value in making mistakes, like ability grouping, are aspects of learning in which research and practice are severely misaligned (Steele, 2011; in Boaler, op cit).

Dweck (2012; in Boaler, op cit) proposes that every time a child makes a mistake and considers why it is wrong, new synapses are formed in their brain. This is inhibited when children are too focused on getting maths 'right'. When adult-led agendas focus children's learning into predetermined goals, maths will make little personal sense.

Schemas, maths and emotions

Schemas, patterns of linked behaviours, which the child can generalise, may be ways for children to express their own mathematical ideas ( Arnold, 2010). While it is believed that there is no hierarchy of emerging schemas, they appear to be influenced by sociocultural contexts - emotional behaviours may draw children to certain schemas.

Deep satisfaction and comfort seem to be gained by the child from their dominant schemas; a schema might be what Janet Shaw of Pen Green calls a 'mediator' of feelings and emotional events and, therefore, useful to observe. Language can be used to extend a child's schemas, such as 'round and round', 'another one', 'together', 'link', and so on.

Personal, social and emotional development

I began to observe the myriad occurrences of everyday maths-related experiences, which relate to children's wellbeing. One day, I posed the question: 'What would happen if we passed the fruit in a different shape around our circular table?' Children's interest was piqued as they worked out they might get left out of a star shaped path or a square trajectory.

At home, when halving things, we employ the 'child A cuts, child B chooses' method, noting the children's focused precision in halving. I noted the maths in sharing food, the patterns involved in taking turns, the hierarchy involved in sharing key resources and the maths inherent in sport. Even metaphors, such as 'a glass half full' relate to both maths and a person's disposition.

Estimating can be linked with wellbeing, as can writing and sending letters; a child's sense of being the same or different; the exhilaration of speed; the spatial awareness in negotiating space; excitement at their own growth and concepts such as infinity, the infinitesimally small, space and the concept of nothing.

Ideas, such as the time until a parent returns to pick them up, their own age and house numbers and birthday charts make maths more personal. Symmetry, seriation and patterns in nature (such as those highlighted by artist Andrew Goldsworthy) are important in life, as well as for jobs like engineering. Many shapes, such as mandalas, spirals and fractal patterns, are aesthetically pleasing.

Further examples might be the familiarity of home corner maths; the sociability and maths in board games; relating counting and money to objects children have a personal interest, such as football cards and the importance of the occurrence of things in threes in stories. There are close links between maths and music; beat competency and achievement.

Balance is a mathematical concept but the idea of metaphorical equilibrium is a powerful one. The comfort in a cosy space explores capacity and security.

Practical

Teachers need a sound knowledge of maths. Seeing maths from the child's point of view, while shifting from seeing maths as a complex set of recipes for solving abstract problems as a web of interrelated ideas, can allay fears. We need to 'begin by enabling young children to like maths' (Pound, 2008; in McGrath, 2010) and to do this we must enjoy it ourselves, taking an overview of the whole curriculum and challenging staff who say they are 'bad at maths'.

Experience in the early years shapes future opinion on maths. If a child lacks confidence or experience in maths they might resort to rote memorisation. Young children learn best when learning is pleasurable, thanks to the function of dopamine, and this is best achieved through play or playful teaching. We can lead children through the hierarchy of maths ideas 'without losing the chain of connections with the real world' (Liebeck, 1984; in McGrath, 2010), keeping attitudes positive, not rushing ahead and promoting discussion.

Working from a growth orientation mindset, we might begin to observe and plan environments for key elements of the characteristics of effective learning, such as seeking challenge, taking a risk, showing a 'can do' attitude, learning by trial and error, showing persistence, keeping maths fun, personal and context-related, and making links and noticing patterns in their experience.

Children should be encouraged to pursue that which interests them mathematically so they can 'begin to identify their own mathematical problems based on own their interests and fascinations' ( Development Matters).

Gura (1992) postulates that children represent their maths three-dimensionally, bridging their practical mathematics with the 'disembodied symbolism of formal mathematics'. Practitioners might use open-ended resources and collections of loose parts, heuristic treasure baskets, buttons, lengths of chains, recycled containers and cardboard boxes.

Practitioners might use an interactionist approach, working alongside children as they represent and use a variety of responses from pictographic to iconic, encouraging parents past their own possible maths anxiety and tuning into home cultures.

McGrath reminds us that children's independence is promoted by their understanding of time and money, games and puzzles, as well as maps, statistics and diagrams. Even mastering rote-learning can enhance self-esteem. Promoting strong understanding of positional language helps children as they go to school, where they must master the layout of their new surroundings, coat-pegs, toilets... promotes positive self-esteem.

Stories can help overcome maths shyness and can 'feed' schemas, aiding the grasping of big ideas before mastering the more procedural elements. The Doorbell Rang or A squash and A squeeze can be used to encourage children's own mini number stories, such as 'what would happen if a creature came and ate a cookie', to explore adding or taking away operations.

Number stories are often hard to understand but are important in real-life because maths is rarely presented in numbers. stories You Can Count on by Neil Griffiths explores these type of stories.

Key Points

* Maths anxiety affects around a quarter of the population - two million children

* Fear in the activity centres affects problem-solving and performance

* Encouraging children to discuss maths, keeping it context-related and personal, and allowing them to make mistakes helps to maintain confidence in maths

* Practitioners need a sound knowledge of maths and a positive attitude.

* Allowing children to find their own maths problems, to represent freely using marks and explore open-ended resources can help

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Maths can be an intensely creative activity, with many different routes to problem-solving, but the potential can be dampened by an overemphasis on rote learning, it can be a source of deep anxiety. THE Rose Review: Mathematics in Primary Years (2008) reminds us that maths provides us with a powerful language for abstraction and logical thinking.

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Third Space Learning- Blog about Maths Investigations

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Third Space Learning- Blog about Maths Investigations

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A blog about maths investigations with lots of links to themed ideas

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It's been a long week and it is time to hand out your latest 'exciting' KS2 maths investigations, carefully crafted problem solving investigations focused specifically on the work you've been doing this week.
But then you hear the the immortal words from your Year 6: " What Does This Have To Do With The Real World?"

Any good teacher knows, of course, exactly how relevant maths is in the real world and how, without maths, modern society as we know it would never have existed.

The problem is, not all 11 year olds know it too - and you're going to have a hard time convincing some of them.

In defence of 11 year olds, the curriculum - maths in particular - can sometimes feel all too distant from what's 'real'.

So the question then becomes, how do we show young learners how Maths intersects and dominates our day to day life?

How do we give our KS2 pupils maths investigations that inspire them, change their perceptions and help them to move beyond a fixed mindset to see maths problem solving as entirely relevant to what may come next in life?

If you're just interested in maths investigations for Year 5 and Year 6 we've created jump to the end of the blog where they're all listed by term.

KS2 Maths Problem Solving Investigations In Context

We believe that one of the answers is putting your maths problem solving activities into a context that your pupils can relate to.

We call this Topical Maths, and we've used this idea as the source for several of our most popular Year 5 and Year 6 maths problem solving resources, all offering the kind of KS2 maths investigations we know your pupils will love!

Benefits Of Maths Problem Solving Investigations At KS2

There are lots of benefits of course, but the most important as far as we're concerned are these:

1. pupils are required to talk and reason about their maths

2. the maths problem solving investigations cement higher order reasoning skills and problem solving

3. starting early with Year 5 maths investigations you can support familiarity with the sorts of questions that come up in Year 6 SATs.

To encourage you to give these KS2 maths investigations a go, we'll first look at the benefits and principles of introducing them for your reasoning and problem solving at Year 5 and Year 6, we'll then give you some ideas for how you can create these problem solving activities for the rest of KS2 yourself.

We guarantee you'll see your pupils' reasoning and problems solving skills improve!

1. KS2 Maths Investigations Involve Pupils Talking and Reasoning

Getting pupils to verbalise their numerical reasoning has a knock-on effect on pupils' overall reasoning skills, which is why the core element of our KS2 maths intervention is mathematical reasoning; asking pupils to explain not just what they're doing, but why they're doing it.

As a teacher of a large class, it can be difficult to provide the teacher time necessary for each pupil to verbalise to you their reasoning.

The inherently collaborative nature of year 5 and year 6 maths investigations gives pupils the opportunities to to reason out loud and work on their maths problem solving skills.

2. KS2 Maths Investigations Cement Higher Order Reasoning Skills

Our experience teaching thousands of primary school pupils maths every week has shown us that at KS2, even by Year 5 or Year 6, pupils often have good procedural understanding, but struggle with higher order problem solving questions.

The problem solving element to these topical maths investigations naturally improves reasoning skills in Year 5 and Year 6 pupils, as they are more likely on reaching an answer to have to think about not just how but why that answer is correct.

By setting topical maths investigations at KS2 as group-work or a whole class activity, you can ensure that all pupils get to experience this deep level of reasoning.

Many of our topical maths investigations are open ended, but if you're teaching a fully mixed ability class, we've also created some low threshold high ceiling open ended maths investigations specifically for mixed ability classes.

3. KS2 Maths Investigations Give Early Exposure To SATs Style, Reasoning Questions

Most, if not all, schools will provide their pupils with exposure to reasoning via SATs-style questions, but this often comes hand in hand with exams and assessment.

Yet, it is equally important to get pupils reasoning and problem solving in a low stakes classroom setting or as a group.

Creating a learning environment where the types of problem solving questions found in SATs just become part of your lessons will help pupils feel comfortable with exam terminology, and ensures they are more at ease with being asked the same kind of question (say, multiplying and dividing fractions) in lots of different ways.

These maths problem solving investigations and downloadable resources enable you to include these type of SATs style questions in a way which is fun and confidence boosting.

More problem solving and reasoning articles

5 Top Tips For Creating Your Own KS2 Maths Investigations

You don't need to create your own problem solving investigations - the links at the end of this article should provide you with everything you need. However if you do want to have a go these were our principles and, judging by the number of visits. to the date related articles and downloads of these resources we get every year, they're still very popular.

Nothing solidifies maths in the real world quite like the real world. Nearly, if not everyday of the year holds some significance to someone.

February? Pancake day, Valentines Day, and Fairtrade Fortnight.

March? Red Nose Day, World Book Day, and Holi.

Why not spice your lesson up and throw in some Pancake Day Maths for ratios, or Bonfire Night Maths for measurements. Capitalise on special celebrations throughout the world to excite and enthuse young learners.

For example these Christmas activities always prove popular with KS1 and KS2 or at a different time of year you could try these summer holiday maths investigations or any of these maths activities.

2. Trends and pop-culture KS2 maths investigations

Peers and pop culture hold huge sway over most pupils, and the reason for this is that as growing persons we want to fit in and find friends.

Nothing achieves this more effectively than mutual interest. As a teacher, utilise it - whether this is measuring the speed of explosions in the latest Transformer film, or totalling the high notes in Disney's Moana - you'll have pupils hooked in no time.

For the exceptionally savvy teacher, you might want to capitalise on the latest fads and trends within your school. How about measuring amounts via the infamous bottle trick, or examining angles through the lens of the dab?

3. Simple stuff engages pupils with maths problem solving and reasoning

Sometimes when teachers link maths back to real world issues, politics, and the universe at large, it can still feel a little dissonant for the younger pupils.

Don't be afraid to stick with the simple stuff and the smaller aspects of the world.

Everybody needs to know how much change they'll have left over after a bus ride home, everyone wants to know exactly how many chocolate bars they can gorge themselves on with two pounds, and everyone wants to know how many times they can go on the log-flume with five tickets.

Keeping it simple can be one of the most effective ways to engage pupils by showing them the mathematics they will employ in every-day life.

4. Cool factor for primary teachers - even in Maths

Generally - note this is a generalisation - as a secondary teacher, one can spend eternity being uncool. Luckily primary school teachers get an easier rap, and KS2 pupils are willing to be 'wowed'. All students can be 'wowed' under the right circumstances, but with younger, more malleable minds it can be somewhat easier.

Astronauts, magicians, superheroes, cute animals, cartoons, all carry the power of enthusiasm. They can be your secret weapon for making percentages fun - you're not halving a number, you're a magician halving a 167cm person in a special box, etc.

5. Make your maths investigations REALLY relevant

Relevance can be highly underrated when it comes to linking seemingly abstract topics to the real world.

One trick is to instead of distributing your problem solving activity sheets with strangers' names and unrelatable allegories in the questions, why not make those names and allegories about your class.

Instead of a stranger gathering four apples and eating three, make your pupil.

Instead of apples, why not their favourite snack?

Letting students pick names in questions gives them greater agency in their learning and can be highly engaging.

Better still, putting their names/hobbies/likes/dislikes will not only show them that you know them, and that you care, but it will establish clear links between the work they are doing and the world proper.

Year 5 And Year 6 Maths Investigations

Here's our complete list of topical maths investigations for year 5 and year 6.

Autumn Term maths investigations year 6 and year 5

Spring Term maths investigations year 6 and year 5

Summer term maths investigations year 6 and year 5

And if that's not enough we've even got maths investigations for Year 5 and Year 6 for events you're likely to celebrate in primary school but don't come round every year...

We update these blog posts every year so keep an eye on your calendar, and let us know how you get on @thirdspacetweet.

Do you have pupils who need extra support in maths?
Every week Third Space Learning's maths specialist tutors support thousands of pupils across hundreds of schools with weekly online 1-to-1 lessons and maths interventions designed to plug gaps and boost progress.

Since 2013 we've helped over 100,000 primary and secondary school pupils become more confident, able mathematicians. Learn more or request a personalised quote for your school to speak to us about your school's needs and how we can help.

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How to Use Topical Maths Investigations KS2

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It's been a long week and it is time to hand out your latest 'exciting' KS2 maths investigations, carefully crafted problem solving investigations focused specifically on the work you've been doing this week. But then you hear the the immortal words from your Year 6: " What Does This Have To Do With The Real World?"

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Problem Solving Resources from STEM Learning

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Problem Solving Resources from STEM Learning

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This selection of 5 resources is a mixture of problem-solving tasks, open-ended tasks, games and puzzles designed to develop students' understanding and application of mathematics.

Thinking for Ourselves: These activities, from the Association of Teachers of Mathematics (ATM) publication 'Thinking for Ourselves', provide a variety of contexts in which students are encouraged to think for themselves. Activity 1: In the bag - More or less requires students to record how many more or less cubes in total...

8 Days a Week: The resource consists of eight questions, one for each day of the week and one extra. The questions explore odd numbers, sequences, prime numbers, fractions, multiplication and division.

Number Picnic: The problems make ideal starter activities

Matchstick Problems: Contains two activities concentrating upon the process of counting and spotting patterns. Uses ideas about the properties of number and the use of knowledge and reasoning to work out the rules.

Colours: Use logic, thinking skills and organisational skills to decide which information is useful and which is irrelevant in order to find the solution.

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This selection of 5 resources is a mixture of problem-solving tasks, open-ended tasks, games and puzzles designed to develop students' understanding and application of mathematics. Thinking for Ourselves: These activities, from the Association of Teachers of Mathematics (ATM) publication 'Thinking for Ourselves', provide a variety of contexts in which students are encouraged to think for themselves.

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Our first two maths problem solving booklets are aimed at children in upper Key Stage 2. Each containing 20 problems, they are sure to get children thinking and practicing those essential reasoning and problem solving skills.

Each set of 15 are printed in a handy A5 full colour booklet. For each problem solved children should receive a sticker to collect on the back page. Full worked solutions are provided in a separate document that you can project onto your whiteboard.
Buy online now

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Our first two maths problem solving booklets are aimed at children in upper Key Stage 2. Each containing 20 problems, they are sure to get children thinking and practicing those essential reasoning and problem solving skills. Each set of 15 are printed in a handy A5 full colour booklet.

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This feature is somewhat larger than our usual features, but that is because it is packed with resources to help you develop a problem-solving approach to the teaching and learning of mathematics. Read Lynne's article which discusses the place of problem solving in the new curriculum and sets the scene. In the second article, Jennie offers you practical ways to investigate aspects of your classroom culture and in the third article, she suggests three ways in which we can support children in becoming competent problem solvers. The fourth article builds on the third by discussing what we mean by problem-solving skills and how NRICH can help children develop these skills. Scroll down to see groups of tasks from the site which will give learners experience of specific skills.

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This feature details how NRICH can help you embed a problem-solving approach in your classroom.

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Solvemoji - Emoji teaching resources - Emoji math puzzles, great as a primary math starter, download our pdf worksheets - great for home schooling

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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.

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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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Open-ended discussion resources

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New for Maths Week England 2021!

We'd love to see them on Twitter: #MathsWeekEngland #MWE21 .

Maths Week England 2020 resources

Using these resources

The idea behind this piece of work is to provide a structure for students which demonstrates that maths can be found all around them. It will help them see what that maths is and, by using photographs and pictures, encourage creativity. Using pictures to stimulate discussion and debate shows students that they can talk about maths and that maths is not always about right and wrong answers and written methods.
How to use the slides
The slides are designed for you to use as many or as few as you like and for as long or as short a time as you like. You might like to use them with your tutor group, in a maths lesson, another subject or even an assembly. The slides have been designed to be as flexible as possible. We suggest that resource A is suitable for years 5-8, resource B are suitable for years 7-10 and resource C is suitable for years 9-12, depending on the strengths and interests of your students.
Simply:

1. Choose a photograph and display it

2. Ask "Where is the Maths in that?"

3. Let the ideas flow!

Aim to show:

maths is all around us

maths is creative

maths is not always about being right or wrong

In order to promote discussion

Emphasise - Nobody can be wrong

It's just about explaining your thoughts

Note: There is a hidden slide after every photograph with suggestions of the maths in the picture but they are in no-way exhaustive! They also range in complexity and so you may consider some to be beyond what you would like to use with your students. Use as many or as few as you wish. Some of the slides also contain links for developing some of the ideas into longer activities or lessons.

Ideas: Consider what maths is used to model the situation in the photo. What maths might the people in the pictures need? Discuss what questions the photographs raise in the students' minds.

Going further: You might like to use your own photographs or encourage the students to provide their own photographs - especially ones where they think there is no maths involved and then the class can persuade them otherwise! You could print out some of the photos and use as a carousel activity. The students move around in groups with a few minutes at each picture to come up with ideas and then feedback as a class after each group has seen all the pictures.

Why not share that you have had a go at this resource? We'd love to hear how you got on - tweet from your school account and tag @Advanced_Maths and @Maths_Week . We hope you enjoy them.

These resources were designed as part of the AMSP's support for Maths Week England .

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We'd love to see them on Twitter: #MathsWeekEngland #MWE21 . The idea behind this piece of work is to provide a structure for students which demonstrates that maths can be found all around them. It will help them see what that maths is and, by using photographs and pictures, encourage creativity.

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Third Space Learning: Maths Investigations for KS1/2

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Third Space Learning: Maths Investigations for KS1/2

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Fun Maths Activities and Investigations for KS1 and KS2 in Primary School

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Collection of 100s of fun KS1 & KS2 maths activities that develop fluency, reasoning & problem solving; ideas for every primary school term.

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Liverpool Counts was developed to promote positive messages around maths and to help dispel the myth of the "maths brain".  The Liverpool Counts programme and campaign includes the Liverpool Counts Quality Mark and the annual Liverpool Maths Party.

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Liverpool Counts is the Liverpool Learning Partnership’s response to the identification of mathematics as an issue facing settings, schools, academies and colleges across all phases in the city. Liverpool Counts is based on the successful model of Liverpool: City of Readers and aims to raise stand…

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Liverpool Maths Party Resources for Primary

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Liverpool Maths Party Resources for Primary

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Primary Maths Party Padlet Collection A padlet collection created to help schools celebrate the Liverpool Maths Party 2021. Click here

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Liverpool Maths Party Resources for Secondary

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Liverpool Maths Party Resources for Secondary

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A padlet collection created to help schools celebrate the Liverpool Maths Party 2021. Click here

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Mental and Oral Starters - mathsticks.com

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Over the years we have created and shared many different Mental Maths Starter Activities. Here you will find a selection of our most popular and useful 'Mental and Oral Starters': This is the first of our 'Mental and Oral starters' series. This activity is focused on collaborative calculation. Four numbers are[...]

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At KS2 maths games provide an essential bridge between the playfulness of maths in KS1 and the more rigorous mathematical concepts that children have to learn from year 3 onwards.

Children love playing games, whether that's just running around playing tag at break time or sitting down for an afternoon's board game play at home. Mathematical games harness the fun and motivation of 'normal' games, and, when incorporated into a primary school maths lesson, turn ordinary class work into something more interactive, more fun, and potentially more memorable.

For any maths games sceptics among you, you may be interested in reading about the arguments for and against 'making maths fun' and also the science of learning and memory in the classroom. Used appropriately they can hit the sweet spot of supporting children to learn effectively while being enjoyable and engaging.

When to use KS2 maths games

At KS2 maths games are often seen as a 'filler' activity, or something to do at the end of term, but mathematical games in the KS2 classroom can be so much more. Maths games are also fantastic for enabling children to explore fundamental number concepts and they can allow children to take learning further, through the deepening of mathematical understanding and reasoning skills.

They provide opportunities for practice, whether they be as a starter activity, the main activity, as an alternative to a worksheet, or a chance to consolidate learning at the end of the lesson. Teachers are able to sit back and observe the games, making an assessment of children's understanding in the process.

It is important that children are provided with repeated opportunities to play the same games. This is because the mere act of learning a new game will contribute to the cognitive load of the maths activity. The sooner the rules of the game are internalised, the quicker the children's focus will be on the maths involved.

How to use these KS2 maths games

There is absolutely no expectation that you should try out all these maths games with your key stage 2 class but we hope that the list below gives you enough fun games to draw on whenever you're looking to develop or practise mathematical skills at school - or provide some ideas for home learning.

The maths games for KS2 in this article have been organised according to year group but many games are suitable for children of different ages, sometimes with small adjustments to the numbers used. One of the easiest ways to increase the level of challenge of any maths activity or maths problem is to change all the whole numbers into decimal numbers.

Maths games for year 3

Year 3 maths games are great for consolidating children's understanding of place value, in addition to working on mental addition, subtraction and multiplication skills. Times tables are a key focus for children in year 3, as they work towards the target of learning all the tables to 12 x 12 by the end of year 4. For this reason, I have also included several simple times table games to engage children in learning their tables.

Year 3 maths game 1: place value battle

This is a good KS2 maths game for helping children understand the concept of place value and how the position of a digit in a number affects its value. In year 3, children are expected to recognize the place value of each digit in a 3-digit number, but the game can be adapted for different age groups by changing the number of digits in the number.

What you will need to play:

This can be played in pairs or small groups..

Shuffle the 0-9 digit cards and place down on the table.

The first person chooses a card and each player decides which column of their baseboard to write the number.

Then the next player chooses a card and each player again chooses which column to write the number in.

This continues until three numbers have been selected and each player has written the 3 numbers into different columns on the baseboard.

The aim of the game is to be the player with the largest number once all 3 have been chosen.

The winner gets a point and the children play again.

The overall winner is the first person to score 10 points.

This can be played with just the children, or the teacher can join in as well. The class have to work as a team, trying to choose the best column to place their number, to try and beat the teacher.

Year 3 maths game 2: guess my number

In this KS2 maths game, children calculate solutions to a problem, by using the information available to them. They need to identify the missing number, through the information they pick up on one number in the question and the answer. It is a much more fun way to solve missing number calculations, than the traditional worksheet method.

What you will need to play:

Year 3 maths game 3: multiplication war

In year 3, children need to work hard to master their times tables. This is a quick, simple KS2 maths game which gets children practising their tables, but also having fun through the competitive element in getting to the answer first. The game can be adapted to take out the speed element, for any children who find the speed aspect a challenge.

What you will need to play:

Year 3 maths game 4: what shape am I?

This KS2 maths game is good for getting children thinking about the properties of shapes. It can be played as either a 2D or a 3D shape game.

What you will need to play?

More useful year 3 resources

Maths games for year 4

As children move into year 4, a focus on times tables is again important, as the children work towards achieving the target of knowing their tables up to 12 x 12 by the end of year 4. Children also consolidate their understanding of written method addition and subtraction. Fractions is a big topic, in year 4 and children are introduced to Roman Numerals for the first time. Both of which are included in my year 4 maths game suggestions.

Year 4 maths game 1: addition / subtraction tug of war

In year 4 children are expected to add and subtract numbers up to 4 digits using the formal written method. This KS2 maths game is a great game for practicing this, whilst also getting the children to think about place value, without having to resort to using worksheets.

What you will need to play:

Year 4 maths game 2: multiplication 4 in a row

This maths game for KS2 is a twist on the traditional game of connect four. It's very easy to set up with only minimal resources required.

What you will need to play:

Year 4 maths game 3: multiplication bingo

Bingo has always been a popular game for people of all ages. This multiplication version is a great KS2 maths game to play with the whole class.

Year 4 maths game 4:equivalent fractions dice game

In year 4, there are a number of fraction objectives which need covering. Equivalent fractions is one which some children can find particularly challenging. This is a great KS2 maths game for encouraging children to work with equivalent fractions, whilst having fun.

What you will need to play:

Each player throws their dice twice.

Use the 2 numbers thrown to create a fraction by using the smallest number as the numerator and the larger number as the denominator (e.g. if a 2 and 5 are thrown, they would make the fraction 2/5.

The player with the largest fraction gets the point.

The winner is the first player to score 10 points.

Year 4 maths games 5: Roman numerals snap

Children are introduced to Roman Numerals for the first time in year 4. They are expected to know all the numbers up to 100, so start with the basics below and adapt to harder numbers, as children get more confident with this KS2 maths game.

What you will need to play:

Year 4 maths game 6: shape battleships

This KS2 maths game is a twist on the popular game 'battleships' and gets children practising both coordinates/ grid references and names of 2D shapes.

What you will need to play:

Battleships grid

For the battleships grid and all the other printables you'll need download the free accompanying resource pack.

More useful year 4 resources

Maths games for year 5

In year 5, children consolidate their knowledge of written multiplication and begin to learn how to multiply 3 and 4-digit numbers by a 2-digit number. They also are introduced to prime numbers. With another large fractions topic, children build upon the fraction knowledge gained in year 4. In this section of year 5 maths games for KS2, we focus on written multiplication, prime numbers and addition/subtraction of fractions.

Problem solving is encouraged in Third Space Learning's interventions

Year 5 maths game 1: how many ways?

By year 5, children should be confident with all four written methods. This KS2 maths game is good for getting children practising the four written methods, as well as bringing in other mathematical calculations, such as fractions.

What you will need to play:

Throw the dice 4 times to generate a 4 digit number

Players then have 3 minutes to make as many different calculations with the target numbers as an answer.

1 point is given for each correct calculation, using an operation which hasn't been used before. For example, a point is given for an addition calculation, but if a second addition calculation is recorded, a 2nd point wouldn't be given.

If a 3, 2, 1 and 6 were thrown, this would give a target number of 3216.

The players could create an addition calculation, e.g. 1568 + 1648 = 3216, or a subtraction calculation, e.g. 4536 - 1320 = 3216. Another example would be a calculation involving fractions, e.g. ½ of 6432 = 3216

Year 5 maths game 2: product hunt

This maths game for KS2 enables children to practice the written method of multiplication, in a more fun and motivational way then just working through calculations on a worksheet.

What you will need to play:

Year 5 maths game 3: prime numbers game

In year 5, children are introduced to prime numbers. This is a good KS2 maths game for helping children to learn which numbers are prime.

What you will need to play:

Year 5 maths game 4: adding fractions game

In year 5, children are expected to add and subtraction fractions with the same denominator and fractions with different denominators which are multiples of the same number.

What you will need to play:

2 or more players

1 dice

Blank fractions sheet (See downloadable resources)

Pen/pencil

More useful year 5 resources

Maths games for year 6

In year 6, children are expected to work with larger numbers for the 4 written calculations. They are introduced to algebra, ratio and proportion for the first time. year 6 children are also able to cope with slightly more complex game play.

Year 6 maths game 1: algebra 3 in a row

Algebra is a topic children sometimes perceive to be difficult. This KS2 maths game builds children's confidence with algebra.

2 players

Algebra game board (see downloadable resources)

Equations list (see downloadable resources)

20 counters (2 colours)

2 dice (can be just 1)

Algebra board game

List of equations

What you will need to play:

2 or more players

4 'large number' cards - 25, 50, 75, 100

2 sets of 1-10 cards

How to play:

Set out the large number cards face down in one pile and the small number cards face down in another pile.

Players take it in turns to choose a card from either the small or the large number piles and place it face down on the table.

Once there are 6 cards face up on the table, the target number needs to be generated

The target number can be generated by picking 3 number cards from a pile of 0-9 cards.

Once the number has been generated, children have 2 minutes to try and reach that total using the 6 cards selected.

Children can use any calculation using the 6 numbers, but each number can only be used once.

The winner is the first person to reach the target number or the person to have the closest answer after 2 minutes.

What you will need to play:

Year 6 maths game 2: countdown
What you will need to play:

2 players

A set of fraction, decimal and percentage cards (shuffled- see downloadable resources)

How to play:

Place the shuffled pile of cards face down on the table.

Take in turns to turn over a card. If 2 cards are turned over with matching fractions/ decimals/ percentages, e.g. 50% and ½ , then the first player to call out 'snap' and put their hand on the pile gets to keep all the cards put down so far.

The winner is the player at the end of the game with the most pairs of cards.

What you will need to play:

2 players

A set of 1-9 cards.

Blank fractions sheet (see downloadable resources)

Pen

How to play:

Each player has a blank fractions page.

Take it in turns to throw the dice and each player decides which box on their sheet to put the number in

Once for numbers have been generated and all 4 boxes contain a number, each player multiplies their fractions together.

The player who has made the greatest fraction, when the 2 are multiplied together, scores 2 points.

If both players make the same sized fraction, each player scores 1 point.

The winner is the first player to reach 10 points.

This is a good KS2 maths game to play with year 6 children. It works well in small groups, or as a whole class activity and encourages players to think deeply, to identify calculations which will get them to the target number.

Year 6 maths game 3: fractions, decimals and percentages snap
What you will need to play: How to play:

Both players stand facing each other.

Similar to the traditional game of 'paper, scissors, stone', players hold one hand out in front but this time call out 'maths, paper, scissors'. On 'scissors', they hold out any number of fingers.

Players then have to race to add together the number of fingers they are holding out to the number of fingers the other player is holding out.

The winner is the first player to call out the total.

This can be adapted by having both children using 2 hands, to make larger numbers.

The game can also be played as a subtraction game, subtracting the smallest from the biggest number or a multiplication game (multiplying the 2 numbers together).

In year 6, children build on the work on fractions and decimals from year 5. They are expected the recognise equivalent fractions, decimals and percentages. This game will help children practise this.

Year 6 maths game 4: multiplying fractions game
What you will need to play:
2 players at a time, but a whole class game.
How to play:

2 players stand at the front of the classroom back to back, cowboy shootout style.

The teacher, or the game leader calls out a times table, for example 'what is 8 x 3?'

The first player to turn, face their opponent, shout 'bang bang' and give the answer wins the round.

Another member of the class then comes out to the front as 'the challenger'.

The winner is the last person standing once time runs out.

More useful year 6 resources

Mental maths games KS2
What you need to play: How to play:

One player thinks of a number between 0 and 100.

The aim for the other player (or the rest of the class, if playing as a whole class) is to ask questions to work out the number.

The questions can only have the answer 'yes' or 'no'.

For example, the number could be 52. Questions players might ask could be: 'Is it an odd number?' 'Is it over 30?' 'Can it be divided by 3?' etc....

The winner is the player to have worked out the mystery number with the fewest number of questions asked.

Mental maths games at KS2 are great for practising a range of mental maths concepts, whilst not requiring resources or time to set up. They can be used as a quick warm up at the start of a lesson, a fun way to consolidate learning at the end of a lesson, or as a time filler at any point in the day.

Mental maths game 1: maths, paper, scissors
What you need to play: How to play:

Players take it in turns to count, starting from 1

Each player calls out 1, 2 or 3 consecutive numbers, before it moves to the next player to carry on counting up.

The player who ends up saying '21' is out of the game.

The game then continues, counting back from 1 to 21, until there is only one person left. They are the winner.

This is KS2 maths game that requires no set-up and can be used to addition, subtraction and multiplication.

Mental maths games 2: bang bang

This is a fun times tables game and good for practising the instant recall off tables. It can be adapted to suit other mental maths skills, such as number bonds, quick addition/subtraction of 2 digit numbers, fractions of amounts etc.

Mental maths game 3: The yes / no game

This is another quick and easy game to set up and can again be played at any time, when there's a spare few minutes.
What you will need to play:

2 or more players

A pack of cards (number cards only)

How to play:

Shuffle the pack of cards and lay face down on the table.

Each player picks a card and turns it face up on the table, until there are 4 cards displayed.

The aim of the game is to make '24' using only the cards on the table and any of the 4 operations.

For example, if they have a 6, 10, 2 and 6, the solution could be very simple, such as basic addition: 6 + 10 + 2 + 6 = 24

Older children may include more complex operations involving brackets, for example, they may have 9, 5, 6 and 9 and solve it by 5 - (9 ÷ 9) x 6 = 24.

If nobody is able to reach 24, the player who is the closest wins.

Mental maths game 4: 21

This simple strategy game can be played in small groups or works as a whole class activity. The game is great for getting children to think ahead, problem solving to identify the best strategy to use.
What you need to play:

2 players

Set of playing cards Ace to 10 (Ace is worth 1)

How to play:

Both players select 4 playing cards.

With the 4 cards they have 2 minutes to make a 2-digt + 2-digit number sentence which is closest to 50.

The number sentence closest to 50 scores 1 point. If the player creates a calculation with exactly 50 as the answer, they earn 2 points.

The winner is the player with the most points after 5 rounds.

More mental maths resources

Problem solving games KS2
What you need to play: How to play:

Each player takes it in turns to say a number

The number called must not be greater than 15 for 3 players, 20 for 4 players and 25 for 5 players.

At the same time as the number is called, each player puts forward their hand, holding out 1,2,3,4 or 5 fingers.

If the total of the fingers matches to the number called, the player wins two points.

If they score within 2 of the total, they win one point.

If the total fingers doesn't match, but stays below the number called, the player wins 2 point.

Ask children to think about how else the game could be played. Get them to think what would happen if they added their other hand in. What would be the maximum number of fingers shown.

Problem solving games at KS2 are a great way for children to deepen their mathematical understanding. These KS2 maths games require children to think strategically and to approach problems in different ways.

Problem solving game 1: the 24 game
What you will need to play:

2 or more players.

A set of cards numbered 2-9

How to play:

Shuffle the number cards and place face down on the table.

The first player picks one of the cards.

This is their '5 of a kind' number, so they can do any calculation the want to, but it can only contain the number 5.

The aim of the game is to use one or more of the 5 digits to get an answer between one and ten. If for example, the player chose a 7, they would then need to use one or more of the digits to make the answer 1, 2, 3 up to 10. To make 1, they could do 7÷7. To make 2 they could do (7÷7) + (7÷7) etc....

This is a challenging game, but the winner is the player to achieve the most answers between 1 and 10

This maths game is a great problem solving and 'low floor, high ceiling game', as players search for a solution. They can use only the basic calculations to reach the target number, or they can utilise much more complex mathematical calculations.

Problem solving game 2: nifty fifty
Download your free KS2 Maths Games Printable Resource pack here!
This KS2 maths game is good for developing logical thinking and problem solving.

Problem solving game 3: add them up

This is another fun low floor-high ceiling maths game for KS2.

Problem solving game 4: 5 of a kind

This problem solving game is more suited to children in upper KS2.

More problem solving resources

Hopefully this blog has given you some ideas for KS2 maths games you could play in your classroom. Most are easy to adapt, to suit any age or the topic you are covering. Don't just adapt the games yourself. Give children the opportunity to adapt and think up their own rules too.

Looking for more fun games to boost pupils' learning? Look out for our top 25 maths games you can do at home, 24 KS1 maths games and our favourite times tables games and place value games.

If you want to engage children more fully with maths, Third Space Learning's online maths lessons provide 1-to-1 support that's personalised to children's needs. Tutors make lessons fun, and match the interests and previous maths experience of the child being taught.

Online 1-to-1 maths lessons trusted by schools and parents
Every week Third Space Learning's maths specialist tutors support thousands of primary school children with weekly online 1-to-1 lessons and maths interventions. Since 2013 we've helped over 70,000 children become more confident, able mathematicians. Find out how children are able to make faster progress in maths with us in schools and at home.

Our online tuition for maths programme provides every child with their own professional one to one maths tutor

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KS2 Maths Games For School & Home | Fun Maths Activities

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At KS2 maths games provide an essential bridge between the playfulness of maths in KS1 and the more rigorous mathematical concepts that children have to learn from year 3 onwards. Children love playing games, whether that's just running around playing tag at break time or sitting down for an afternoon's board game play at home.

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KS3 maths games are still a really good way to engage and motivate pupils in year 7, 8 and 9. Just because they've moved on from the more traditionally 'fun' stage of their schooling to secondary school, doesn't mean that KS3 children are any less susceptible to the attractions of fun KS3 maths games.
At KS3, we try to encourage pupils to look for different strategies for solving problems and deepen their understanding of numbers. KS3 maths games are a great way to do this. They provide opportunities for pupils to practise, without the need for any input from the teacher. Teachers are able to watch and observe how pupils approach problems and make assessment judgements. Another great thing about these maths games is they support home-school links which are particularly valuable at a time when parents can start to feel increasingly isolated from what their child is experiencing at school.

Parents are able to learn about their children's mathematical thinking by playing some of these KS3 maths games with them at home.

When played repeatedly in KS3, maths games are fantastic for supporting a child's development and understanding of maths.

In this blog, I will be looking at games that can be played in each of the year groups in key stage 3. Many of these games aren't restricted to the year group they have been allocated and can be suitable for children of different ages, sometimes with small adjustments to the numbers used. In many cases, no adjustments are needed for them to appeal to all ages.

Maths games for year 7

The curriculum in year 7 is more diverse and varied than key stage 2. The focus moves from number and calculation and broadens to include algebra, ratio & proportion and probability. Whilst all the elements of calculation, place value and fractions are still covered within key stage 3, it is instead under the heading 'number'. The games in this section will all help year 7 children to build upon the skills developed in year 6, and to build upon those covered in year 7.

Practising place value through fun maths activities in Third Space Learning's interventions

1. Prime numbers game

This fun maths game gets children thinking about prime numbers and factors, to determine whether they have the cards to make a prime number each time.
What you will need to play: How to play:

Shuffle the cards and deal 11 cards to each player, which they hold in their hand. The top card of the remainder of the pack is turned over and is the 'starting number'.

The non-dealer (or person to the left of the dealer) adds a card from their hand that adds to the starting card to equal a prime number.

The next player then tries to add to that total to equal a larger prime.

When a player can no longer add a card that sums up to a prime the hand is over, and the last person to make a prime gets a point.

The first player to score 5 points is the winner.

2. Multiplication game: product hunt

This game enables children to practise the written method of multiplication in a more fun and motivational way than just working through calculations on a worksheet.
What you will need to play: How to play:
3. Fractions, decimals and percentages game: snap

In year 7, children need to be able to recognise equivalent fractions, decimals and percentages. This game is a simple way of practising this in a more engaging and fun way than working through a worksheet.
What you will need to play:

2 players

A set of shuffled fraction, decimal and percentage cards (see printable resource pack)

How to play:

What you will need to play:

How to play:

4. Multiplying / dividing fractions game
What you will need to play:

How to play:

This game can be used for both multiplying and dividing fractions, as well as comparing the size of 2 fractions. This game really gets children thinking, as they have to think carefully where to position their digits to make the largest fraction.
What you will need to play:

How to play:
5. Algebra game: 3 in a row

In year 7, children build on the algebra skills learnt in year 6 and start applying the skills that will take them through to GCSE. This game is a great way to practise algebraic equations and more fun than simply answering questions from a textbook.

6. Coordinates game: battleships

In this game, players must identify all the coordinates of their opponent's battleships. It can be played using a 2 or a 4 quadrant grid and is great for practising the reading and plotting of coordinates.

Read more
What you will need to play:

How to play: Thinking ahead? Check out our GCSE Maths page and Algebra lessons!
Maths games for year 8

By the end of year 8, children should be increasingly fluent in making meaningful connections between different mathematical concepts and be able to apply them readily. Children should understand and solve a variety of algebraic equations, understanding how to manipulate expressions and equations fluently. The games in this section will enable children to practice the skills learnt both in year 8 and in previous years.
What you need to play:

How to play:
7. Algebraic equations game: find the operation

This game is a fun way to get children to practise working with algebraic equations, through both thinking of their own and identifying their partner's.

8. Factors and multiples game
What you need to play: How to play:
This game encourages children to focus on both factors and multiples, and gives children a valuable chance to practise their times tables.

If you liked this, then check out our times tables games!
What you need to play: How to play:

Both players think of a number between 1 and 100 for the other player to guess.

Player 1 gives a number between 2 and 10.

Player 2 works out what the remainder would be if their mystery number was divided by that number.

For example, player 2 may have chosen 44. If player 1 chose a 3 as their first number, then player 2 tells them what the remainder would be if their number was divided by 3. In this case, it would be a remainder of 2.

Players jot down this information, to help them work out the number once all the clues have been used.

Roles then swap and player 2 gives player one a number. Player 1 works out what the remainder would be if their number was divided by the number given by player 2.

This continues. The winner is the first player to correctly identify the number.

9. Number game: yes / no

A game that can be used to get children to identify the basic properties of individual numbers (e.g. square number, multiple, factor). The child guessing has to prioritise which questions are going to enable them to get closer to the answer.

10. Division and remainders game: mystery number

In this game, children use a range of clues involving division and remainders to work out the mystery number.
What you need to play: How to play:

Each player is given the same starting number and answer to use (e.g. starting number of 6, answer of 17).

Each player has 1 minute to write down the steps they would take to get from 6 to 17.

Players can use any numbers they wish.

Players are allowed to repeat an operation to get to an answer (e.g. for getting from 6 to 17, players can just do 6 +1, +1, +1 etc. until they get to 17), but will only score 1 point for each different operation.

The number of different steps used is the score (e.g. 5 different steps = 5 points).

E.g. to get from 6 to 17 in the time given: 6 (x3) = 18 (+9) = 27 (+8) = 35 (/5) = 7 (+10) = 17. This would score 5 points.

Each player scores their number of different steps taken for each round.

The player with the most points after the number of rounds played is the winner.

Players are encouraged to check each other's answers and the steps taken.

If any stage is incorrect, the player scores 0 points for that round.

Maths games for year 9

During year 9, pupils continue to build upon the key skills from year 7 and year 8. One of the other key procedures and formulae they investigate is Pythagoras' theorem. The games in this section will build a pupil's understanding of Pythagoras' theorem and enable them to practise other skills learnt during their time in key stage 3.
What you need to play: How to play:

5 numbers are selected at random.

A consecutive set of 10 answers is agreed to work towards (e.g. 21-30, 41-50).

Players are given a 5-minute time limit to get the answers to as many of the totals as possible.

Players cannot repeat the use of a number for a single answer (unless it is part of the ones they have).

The more individual numbers used for an answer, the more points can be awarded.

E.g. the selected numbers are 9 5 2 7 1 and consecutive totals are from 21-30.

For 23, the player could get to it using the following calculations: (7 x 5) = 35, (9 + 2 + 1) = 12, 35 - 12 = 23. Because 5 different numbers were used, the score is 5 points.

For 28, the player could get to it using the following calculations: (5 - 1) = 4, 4 x 7 = 28. Because 3 different numbers have been used, the score is 3 points.

If a player has two of the same answer (eg: two methods for getting 23), whichever one used more of their numbers is the points they score.

11. Number game: how many steps?

This game encourages pupils to look at multiple steps they can use to get from one number to another number. It also encourages the use of inverse operations/checking of calculations to check whether answers are correct - one of the most valuable maths skills they'll learn!
What you will need to play:

How to play:

12. Number game: take five
What you will need to play: How to play:

The first player throws the 4 dice to generate 4 numbers.

Using BIDMAS, they write a number sentence and colour in the square on the 1-50 grid, which contains the answer.

The next player does the same.

The aim of the game is to be the first player to colour in 4 squares in a row.

Prepare for year 10 and year 11 with our GCSE Maths pages!
This is a number game to encourage pupils to think carefully about strategies needed to get an answer within a range of totals. The more individual numbers used to get an answer, the more points the player gets. Pupils need to decide whether a strategy of getting maximum points for each answer or using fewer numbers to get each answer is the best method.

13. Fractions game: countdown

This is a more challenging version of the standard, whole number game of countdown and requires players to carry out the 4 operations using fractions and whole numbers.

14. BIDMAS game: 4 in a row
What you need to play:

2 players

Set of playing cards - Ace to 10 (Ace is worth 1)

How to play:
This is a great game for practising the rules of BIDMAS alongside strategy skills. It can be played individually or against other players.

KS3 mental maths games
What you will need to play: How to play:

Starting with the number 123, the first player chooses an amount to subtract.

The number subtracted must contain one digit from the previous answer.

The player could choose to subtract 22, so the new number would be 101.

A zero cannot be subtracted, so the next number has to contain a 1.

The next player could subtract 11, so the new number is 90.

The only number that can be subtracted now is 9.

The game continues. The first player to get to zero is the winner.

The game can be played with a different starting number each time.

Mental maths games are great for practising a range of mental maths concepts, whilst not requiring resources or time to set up. They can be used as a quick warm up at the start of a lesson, a fun way to consolidate learning at the end of a lesson, or as a time filler at any point in the day.

15. Number game: nifty fifty
What you will need to play: How to play:

Set out the large number cards face down in one pile and the small number cards face down in another pile.

Players take it in turns to choose a card from either the small or the large number piles and place it face down on the table.

Once there are 6 cards face-up on the table, the target number needs to be generated.

The target number can be generated by picking 3 number cards from a pile of 0-9 cards.

Once the number has been generated, children have 2 minutes to try and reach that total using the 6 cards selected.

Children can use any calculation using the 6 numbers, but each number can only be used once.

The winner is the first person to reach the target number or the person to have the closest answer after 2 minutes.

This game is good for developing logical thinking and problem solving.

16. Subtraction game: sub-zero
What you will need to play:

A pack of cards (number cards only)

2 or more players

How to play:
This is a simple mental subtraction game, which doesn't require any resources. An easy interactive game to play when there are a spare few minutes.

17. Number game: countdown
What you need to play:

2 or more players

Playing cards with all picture cards (other than the Jacks removed)

How to play:
This mental maths game is popular for any age. Younger children can access it on a more basic level, whereas older children can use more complex calculations. It works well in small groups, or as a whole class activity, and encourages players to think deeply to identify calculations that will get them to the target number.

18. Number game: target 24

This game is a great problem solving and 'low floor, high ceiling game', as players search for a solution. They can use only the basic calculations to reach the target number, or they can utilise much more complex mathematical calculations.

19. Number game: wild jack
What you need to play: How to play:

6 numbers are selected at random.

A consecutive set of 10 answers is agreed to work towards (e.g. 21-30, 41-50).

Players are given a 5-minute time limit to get the answers to as many of the totals as possible.

Players cannot repeat the use of a number for a single answer (unless it is part of the ones they have).

The more individual numbers used for an answer, the more points can be awarded.

E.g. the example numbers given are: 4 8 6 3 5 9 and consecutive totals are from 31-40.

For 31, the player could carry out the following calculations: (4 x 8) = 32, (6 - 5) = 1, 32 - 1 = 31. Because 4 different numbers were used, the score is 4 points.

For 37, the player could carry out the following calculations: (4 x 9) = 36, (8 + 3) = 11, (6 + 5) = 11, 36 + (11 / 11) = 37. Because 6 different numbers were used, the score is 6 points.

If a player has two of the same answer (e.g. two methods for getting 31), whichever one used more of their numbers is the points they score.

This is another great game for practising mental maths and numeracy skills using all four operations.

KS3 problem solving games
What you will need to play:

2 or more players

A set of cards numbered 2-9

How to play:
Problem-solving games are a great way for pupils to deepen their mathematical understanding. These games require children to think strategically and to approach problems in different ways.

20. Number game: game of six
What you need to play: How to play:
This is a number game to encourage children to think carefully about strategies needed to get an answer within a range of totals. The more individual numbers used to get an answer, the more points the player gets. Children need to decide whether a strategy of getting maximum points for each answer or using fewer numbers to get each answer is the best method.

21. Number game: 5 of a kind
What you need to play: How to play:
This problem-solving game is quite a challenging maths activity. It requires players to think deeply about the calculations they use and how they can use quite complex calculations to achieve solutions.

22. Addition game: got it
What you need to play:

One or more players

27 cubes (3 each of 9 colours) per person

How to play:

This game can be played individually, or as a speed challenge against other players.

Each player needs to make a large cube using the 27 small cubes.

The aim of the game is to be the quickest player to make a large cube with all 9 cubes on each face containing only 1 of each cube colour.

If any face contains more than one of the same colour cube, the player hasn't successfully completed the challenge.

This is a great strategy game and with no set up required, it's easy to play at any time. It involves adding, but players need to think carefully about the strategy they use and whether they are able to find a winning strategy.
Download the free KS3 Maths Games Printable Resource Pack
23. 2D shapes game: square it

This is another good strategy game, not only requiring players to think about their own game but also that of the other player's.

24. 3D shapes game: nine colours

This is a fun game and challenging activity, similar to playing with a Rubik's cube.

Hopefully, this blog has given you some ideas for games you could play in your classroom. Most are easy to adapt, to suit any age or the topic you are covering. Don't just adapt the games yourself; give children the opportunity to adapt and think up their own rules too.

Looking for more fun maths games?

Online 1-to-1 maths lessons trusted by schools and teachers
Every week Third Space Learning's maths specialist tutors support thousands of primary school children with weekly online 1-to-1 lessons and maths interventions. Since 2013 we've helped over 100,000 children become more confident, able mathematicians. Learn more or request a personalised quote to speak to us about your needs and how we can help.

Our online tuition for maths programme provides every child with their own professional one to one maths tutor

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The 24 Best Free KS3 Maths Games For Engagement At School and Home

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KS3 maths games are still a really good way to engage and motivate pupils in year 7, 8 and 9. Just because they've moved on from the more traditionally 'fun' stage of their schooling to secondary school, doesn't mean that KS3 children are any less susceptible to the attractions of fun KS3 maths games.

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Daily 10 - Mental Maths Challenge - Topmarks

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Daily 10 is a primary maths resource for teachers of Years 1 to 6. It asks ten random questions on addition, subtraction, multiplication, division, fractions, ordering, partitioning, digit values and more. Ideal for use on a IWB and as a starter or plenary activity.

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Nerdle is a numerical version of the viral game wordle. If you click on the house icon you can choose various versions to play and you can even create your own which you could share with pupils/families etc.

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Our flagship game, nerdle, was inspired by Wordle and a passion for math. It challenges you to find the hidden calculation in just six guesses. In the wider nerdleverse, you'll roam an entire galaxy of puzzles, including number-based crosswords, anagrams, and so much more. Whether you're a math enthusiast or just looking for a daily brain workout, the nerdleverse has something special for you. Join us and let your mind explore the wonders of the nerdleverse!

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Nerdle - guess the solution in 6 tries - try classic, mini, speed and pro

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A website giving information about mathematical resilience, as well as providing everybody the tools to measure and improve their own mathematical resilience so that in turn, they can develop and maintain an enjoyment of the subject.

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There are seven areas of mathematical resilience, that all work together to give an individual the attitude and perseverance to do well in mathematics.

This website aims to give information about mathematical resilience, as well as give students, teachers, and parents the tools to make progress in mathematics, as well as developing and maintaining an enjoyment of the subject.

Teachers can register to this site to keep track of student results and use the resources (coming soon!) to guide students to improving their mathematical resilience.

How mathematically resilient are you? Take the questionnaire to find out.

The questionnaire takes approximately 10-15 minutes to complete.

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There are seven areas of mathematical resilience, that all work together to give an individual the attitude and perseverance to do well in mathematics. This website aims to give information about mathematical resilience, as well as give students, teachers, and parents the tools to make progress in mathematics, as well as developing and maintaining an enjoyment of the subject.

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National Numeracy is an independent charity working to improve numeracy across the UK

The Challenge is a free website to help you check and improve your numeracy - the maths you use in daily life and at work, like managing your money, working out measurements or understanding percentages, rather than algebra or trigonometry.

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Getting on With Numbers | National Numeracy Challenge

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The National Numeracy Challenge is a website that helps you learn the maths needed for everyday life. However maths makes you feel, you're not alone and we're here to help.

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A useful website for adults who want to improve their calculation and numeracy skills

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Free videos and downloadable worksheets to help adult learners improve their calculation and numeracy skills.