Class 5 were looking at the first letter of each of their names. They created different charts to show this information. Can you work out which member of the class was away on that day?
Use the two sets of data to find out how many children there are in Classes 5, 6 and 7.
Use the interactivity to move Mr Pearson and his dog. Can you move him so that the graph shows a curve?
Find the missing coordinates which will form these eight quadrilaterals. These coordinates themselves will then form a shape with rotational and line symmetry.
Does a graph of the triangular numbers cross a graph of the six times table? If so, where? Will a graph of the square numbers cross the times table too?
Tim's class collected data about all their pets. Can you put the animal names under each column in the block graph using the information?
These points all mark the vertices (corners) of ten hidden squares. Can you find the 10 hidden squares?
On the graph there are 28 marked points. These points all mark the vertices (corners) of eight hidden squares. Can you find the eight hidden squares?
Charlie thinks that a six comes up less often than the other numbers on the dice. Have a look at the results of the test his class did to see if he was right.
Have a look at this table of how children travel to school. How does it compare with children in your class?
I start my journey in Rio de Janeiro and visit all the cities as Hamilton described, passing through Canberra before Madrid, and then returning to Rio. What route could I have taken?
Can you make a spiral for yourself? Explore some different ways to create your own spiral pattern and explore differences between different spirals.
Place four pebbles on the sand in the form of a square. Keep adding as few pebbles as necessary to double the area. How many extra pebbles are added each time?
Statistics problems at primary level that require careful consideration.
Written for teachers, this article discusses mathematical representations and takes, in the second part of the article, examples of reception children's own representations.
Max and Mandy put their number lines together to make a graph. How far had each of them moved along and up from 0 to get the counter to the place marked?
The graph below is an oblique coordinate system based on 60 degree angles. It was drawn on isometric paper. What kinds of triangles do these points form?
Can you create a story that would describe the movement of the man shown on these graphs? Use the interactivity to try out our ideas.
Alf and Tracy explain how the Kingsfield School maths department use common tasks to encourage all students to think mathematically about key areas in the curriculum.
This article looks at the importance in mathematics of representing places and spaces mathematics. Many famous mathematicians have spent time working on problems that involve moving and mapping. . . .
Are you resilient enough to solve these geometry problems?
What are the coordinates of this shape after it has been transformed in the ways described? Compare these with the original coordinates. What do you notice about the numbers?
Have a go at this 3D extension to the Pebbles problem.
These upper primary problems will extend children's understanding of position and direction.
This group of tasks will help you support the geometry curriculum using a problem-solving approach.
These upper primary activities involve movement and position.
Geometry problems at primary level that require careful consideration.
This article for teachers looks at some suggestions taken from the NRICH website that offer a broad view of data and ask some more probing questions about it.
Resources to help primary children to be more thoughtful.
Problems used at the Cambridge Maths Circle.
Jenny Murray describes the mathematical processes behind making patchwork in this article for students.
Investigate how avalanches occur and how they can be controlled
Cambridge Primary Maths Stage 5 activities.
These upper primary problems will need you to be resilient but remember you'll get a greater sense of achievement if you've had to struggle.
These problems require resilience for primary school children. Encourage your learners to persevere - there's often a great sense of achievement when we've had to struggle.
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
These problems require careful consideration. Allow your learners time to become absorbed in them.
In this article, Malcolm Swan describes a teaching approach designed to improve the quality of students' reasoning.
An article for teachers which discusses the differences between ratio and proportion, and invites readers to contribute their own thoughts.
By following through the threads of algebraic thinking discussed in this article, we can ensure that children's mathematical experiences follow a continuous progression.