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# Outdoor Maths

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Maths Trails - Encouraging Purposeful Outdoor Learning

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Obstacle Course

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Can You Do it Too?

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Street Sequences

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Growing Garlic

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Circle Panes

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Timber!

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Offering outdoor mathematics can be motivating and intriguing for many learners. The tasks in this feature suggest several different ways in which we can engage children in mathematics outside...

You may like to consider creating a visually appealing outdoor maths area at school, which will encourage mathematical learning to take place in the context of children's outdoor play. Going on a maths trail or a maths walk in your locality gives learners opportunities to apply their mathematical knowledge and skills to 'real' contexts. Read Becky Moseley's article below which outlines key factors to consider as you plan a trail. You may also choose to use particular aspects of your environment (such as house numbers, window designs...) as a stimulus for working on specific mathematical ideas.

We hope you and your learners enjoy being mathematical outdoors.

*You can watch a recording of the webinar in which we discussed the mathematical thinking which can be prompted by these activities.*

Age 5 to 11

In this article, Becky Moseley outlines key considerations for Primary teachers wanting to create a maths trail in their own locality.

Age 3 to 5

As children move around an obstacle course, adults can model positional language, encourage children to describe their movement themselves and create their own course.

Age 5 to 7

Challenge Level

Try some throwing activities and see whether you can throw something as far as the Olympic hammer or discus throwers.

Age 5 to 11

Challenge Level

Investigate what happens when you add house numbers along a street in different ways.

Age 5 to 11

Challenge Level

Ben and his mum are planting garlic. Can you find out how many cloves of garlic they might have had?

Age 7 to 11

Challenge Level

Look at the mathematics that is all around us - this circular window is a wonderful example.

Age 7 to 11

Challenge Level

How can the school caretaker be sure that the tree would miss the school buildings if it fell?