Ideas for maths games
- I?m thinking of a number/ shape
Teacher/ child think of a number/ shape etc. and gives clues to the rest of the class until they identify the number/ shape.
Alternatively the children ask the questions until they arrive at the answer.
- Stepping stones
Use a set of paper stepping stones placed across the floor. Explain that these are stones that cross a river which has crocodiles in it. They can get across the river by saying the correct number on each stepping stone.
(The game can be used for counting patterns, multiples etc.)
If they make a mistake, they fall in the river. You can choose whether they have another life or get eaten by a crocodile.
- Odd one out
Draw, hold up or set out three objects with one that could be an odd one out (according to whatever objective you are focusing on). Ask the children to decide which item is the odd one out and to explain their reasons. Accept a range of answers and eventually guide the children to the focus of the activity. Then ask them to think of another object that would fit in the set. (This will show that they understand the focus)
- Most likely to ?
Place a range of pictures or objects around the room. Ask the children to decide which of them they would be most likely to ? (measure in cm/ m, g/ kg, count in 2?s, 5?s and 10?s etc.). Again discuss their reasons and ask them to justify why certain objects have been put into certain categories.
- Sensible or silly
Prepare a set of sensible/ silly cards (Cards with a smiling face on one side and a sad face on the other). Present a set of statements related to the lesson objective. The statements could be true/ false or possible but not necessarily sensible. The children hold up the smiling face if they think the statement is sensible and the sad face if they think the statement is silly. Again they can be encouraged to explain or justify their reasoning. If a statement is possible but not sensible then you could discuss the range of answers given by the children.
For example we can measure the length of the classroom in cm. (This could be possible so some children may hold up sensible but some may think it is silly and explain that it would be more sensible to measure using m and cm.)
- What?s the question Mrs X?
Ask the children to stand in lines. The children call out ?What?s the question Mrs X?? and the teacher gives them the question, for example 2 x 5 and the children have to answer. If they are correct they take a step forward, if not they stay where they are. The first child/ children that reach the front is/are the winner/s (Alternatively the children could work in pairs with a counter for them and one for the teacher. They move their counter one step forward until they reach the teachers counter. They can then play against each other)
- Popcorn
Divide the children into two groups (odds/ evens, multiples etc.) When a particular number is called and it fits a specific category the children pop up. This can lead to a discussion about the properties of the two categories e.g. odd and evens.
Alternatively when you call an odd number the children pop up and an even means they crouch down for example.
- Give us a clue
Similar to the TV show. The teacher or a child etc. give a set of clues by miming or describing until the rest of the group guess what is being described.
- Fizz Buzz
The children sit in a ring and count around it. On each multiple of 2 they say the number and fizz. On each multiple of 5 they say the number and Buzz. This can then lead to a discussion about the numbers that are multiples of 2 and 5.
- Say it and you?re out
Write any four numbers from 0 ? 10 on the board, for example 2, 5, 7 and 10, and ask the children to stand behind their chairs.
Ask the children a calculation in turn, for example, four add four? If the answer is not one of the numbers on the board, the child stays in. If the answer is one of the numbers on the board then the child has to sit down. Continue around the class until one child is left in.
- Frog in a pond
The children sit in a ring around a real or imaginary pond. The teacher asks questions around the ring. If the children are correct they stay in and if incorrect they move into the pond. The next person to answer a question can then rescue the person out of the pond or fall in themselves.
- Knock, knock who?s there?
Two versions can be played with this game. The first version is where a child is asked to begin to explain a strategy, when the teacher says knock, knock the explanation is passed to someone else.
Second version is where a child or the teacher says knock, knock and the rest of the class say who?s there? An explanation is then given of a shape, number etc. and the children have to decide who has come in. A picture of the shape, number could then be revealed.
- Are you in the gang?
The children sit in a ring. The teacher or a child puts a number/ shape/ object etc. in the ring. The next child says something that they think would also fit in the set and the first person says yes or no. Eventually when enough people have added something correctly to the set, discuss the properties. Now can those children that have not contributed suggest something else that would fit into the set?
- Please Mrs Gate lady
Give each child a shape or number and ask them to approach the gate (two set rings). Decide on a criteria to allow them to pass through the gate (e.g. shapes that roll) Children place objects in the set if allowed through the gate. After all objects are placed encourage children to say why they were allowed in or why they weren?t. Sort other objects to make two sets. Then discuss whether any of the objects have overlapping/ similar properties.
- Pause it
Record the class counting on or back in ones etc. in unison to a set number on cassette.
Divide the class into two teams.
Play the cassette to the children, pausing it every so often and asking the team or individual children to say the next or next sequence of numbers. Play the cassette and ask the other team if the children were correct. If they were they get a block/ cube. The winning team is the first team to get one block for each child.
- Circle count
Sit the children in a circle. Shuffle a set of number cards (use 1 ? 10 or 20 cards) and place them face down in the centre of the circle. One child takes the top card. They count that number of children around the ring and change places with that child. The new child takes the next number and count round from where they were sitting.
- Change places
The children sit in a circle. Give a card to each child (Could use 0 ? 10 or 20 cards)
Give instructions such as, change places if your number is greater than 7. Change places if your number is less than 5 etc. The children with the appropriate numbers change places. (Alternatively the children can give the instructions to practise using the vocabulary)
- Holds more, holds less
Children sit in a circle. The first child names a container, for example a bath tub. The next child names something that holds less, perhaps a wash basin. The next child names something that holds more for example a swimming pool.
The activity continues until a container is repeated, then the game is over.
Record how many items were said before one was repeated. Play again to check whether the class can beat their previous score.
(Alternatively this could be played with more/ less with numbers.
- Stand up
Give each child a shape (could just be 3D/ 2D or a mix of both) Discuss as a group the properties of the shapes checking that the children are familiar with the vocab.
Then give the children an instruction e.g.
Stand up if your shape has six sides.
Stand up if it has a curved side.
Stand up if your shape has square faces.
Children to keep their shapes visible at all times, so that you and the other children can check whether or not they should be standing. If a child stands when they shouldn?t, or doesn?t stand, ask them to tell you one thing about their shape.
(Alternatively you could this game related to number)
- Target
Sit the children in a circle. Shuffle a set of number cards to 20 and turn over the top card to give a target number. For example 15. Choose one child to start.
The children count around the circle starting from zero. The child who says the target number takes the card.
When 20 is reached, turn over the next target number and start counting back to zero. Continue counting until all the cards have been collected. The winners are the children either with or without the cards.
(The game can also have two target numbers and be used for counting patterns or for counting back)
- Forwards and backwards
Ask the children to stand in a circle. Count around the class from a starting to a finish number, with each child saying a number.
When you clap your hands the child who has just said the number sits down. The children then begin to count backwards.
Clap your hands again and the children count forwards again, with another child sitting down.
The winner is the last child left standing.
- Draw me a line
Write a length such as 10cm on the board.
Children have to draw a straight line that they estimate to be the same length. When they have done this, they check using a ruler and write down the actual length of the line they have drawn. The child who is the closest chooses the next length for the class to draw.
- Find the bear
Split the class or group into teams. Blindfold one child in each team. Assign one bear to each team and hide them in different places. Position the blindfolded children in the same position with some obstacles between them and the bear.
Each team has to guide their player to the bear using the words left, right, up, down, turn, clockwise, anticlockwise, forward, stop, step (One, two, three and so on)
Time each team and the quickest team to find their bear is the winner.
- Simon says turn
One child is chosen as the caller. The other children stand facing the caller who gives instructions such as Simon says turn clockwise. If the instruction is prefixed with Simon says, the children turn. If not they stand still. If children move the wrong direction, they loose a life. If they loose three lives, they are out.
The winner is the last child left in and can be the caller next time.
- Draw it
Divide the class into two teams. One child from each team comes to the board. Name a
2D shape, for example Triangle. Both children have ten seconds to draw the shape ? ask
the other children to count down. If they draw a triangle correctly, their team gets a point.
Continue with the next child in each team and a different shape. The winners are the team
with the most points when all the children have had a turn.
(Alternatively show the children drawing the name of a shape on a piece of paper, they
draw it, and the rest of the team guess what it is. Or the teams nominate a shape for the
other team to draw.)
- Point to it
Write the numbers 0 to 20 on the board.
Divide the class into two teams. Invite one child from each team to the board and give them a ruler as a pointer.
Call out an addition or subtraction number fact, for example 5 + 3 =.
The first child to point to the correct answer wins a point for their team and stays in the game. The other child hands over their ruler to a team- mate.
The winners are the first team to score 10 points.
- Catch phrase
Divide the children into teams or pairs.
Hidden behind a selection of puzzle pieces is either a shape, mathematical picture, number or a phrase relating to a shape or mathematical concept. The children choose a piece of the puzzle to reveal until they feel they know the shape, phrase etc. Teams/ pairs receive a cube/ counter for each correct answer. The team with the most cubes etc. are the winners.
- Call my bluff
Divide the children into 2 teams. Each team presents three descriptions of a shape, or mathematical concept (one of which must be correct), the other teams decide which is the correct definition and score a point if correct. The team with the most points at the end is the winner.
- Whose line is it anyway?
Give the children a number, shape, property of a shape or maths definition. Children have to mime and other children to guess what the shape etc. is. The child who is correct mimes a different shape etc.
- Target boards
Provide the class with a large or individual target boards containing different criteria. The children have to decide on numbers, shapes, objects etc. to fit each of the criteria. (Either provide the shapes, numbers etc. or ask the children to draw, write in things that would fit the criteria.
TREASURE HUNT
Hide a set of interesting objects (e.g. pretend jewels) around your outdoor area, then take the children on a hunt to find them. After a set amount of time, meet back together to talk about the ?treasure?.
Questions could include:
- How might you count your jewels?
- How many jewels have you found?
- How can you be sure you have counted all of the jewels? Could you check in a different way?
- Who has collected the most / least? How do you know?
- How could we sort the jewels?
NUMBER HUNT
Hide a set of wooden numerals or number cards (one per child). The children have to find a number, bring it back to an agreed point and then arrange themselves in order. As a variation, they could place the numbers along a number line (either chalk the line or use a skipping rope ? label the ends 0 and 10).
Questions could include:
- Which number will go before 7 / after 3?
- Hold up your number if it is less than 5.
- Show on your fingers a number between 4 and 8.
- Which is the largest number on the line? How do you know?
- I?m thinking of a number. My number has a straight line at the top. Which numbers on the line might I be thinking of?
WRITING NUMERALS
Provide children with different resources to practise writing numerals. These could include large paintbrushes and buckets of water, chalk, paint (to use on large rolls of wallpaper). Numerals could also be traced in sand/talc or made out of playdoh/pieces of string. Children should work on a large as well as a small scale. Also providing children with access to clipboards and paper outside will encourage them to record any mathematical work they are doing.
SHAPE HUNT
Hide a set of shapes (2D or 3D ? these could be plastic shapes or collected ones). Place a hoop on the ground for the children to place the shapes in when they have been found. Discuss the shapes that have been found and try out different ways of sorting them. Draw sets on the playground and write labels according to the children?s suggestions.
Questions could include:
- What can you tell me about this shape?
- How do you know this is a square?
- How do you know this shape is not a square?
- I?m thinking of a shape. It has 3 corners. Can you see the shape I might be thinking of?
- What is the same / different about these two shapes?
- How could we sort these shapes?
- Why does this shape belong in that group?
- Why doesn?t this shape belong?
PATTERNS
Provide a range of materials for children to use to make repeating patterns. These could include objects for printing or objects to be arranged e.g.
- dip old shoes with different patterned soles into water and print a pattern on the playground
- paint old tyres with paint and print a pattern on large sheets of paper
- use small apparatus ? skipping ropes, quoits, bean bags etc ? and arrange in a pattern on the playground
- collect natural materials ? sticks, pebbles, leaves etc- and make a repeating pattern around the edge of the playground.
- use fingers / tools (feathers, combs, cotton reels, glue spreaders etc) to make patterns in wet sand
- use people to make a pattern e.g stand, stand, sit
DOMINOES
The children stand in a circle, holding a large domino. Ask them to perform various actions depending on the domino being held.
Instructions might be:
- Swap places if your domino has 7 spots.
- Stand in the middle if your domino has more than 6 spots.
- Sit down if your domino has less than 4 spots.
- Turn around if your domino doesn?t have 5 spots.
- Hop across the circle if your domino has between 4 and 7 spots.
FIND THE NUMBER
Chalk numbers on the playground or stick number cards to the wall. There should be three or four copies of each number. Ask a question or give an instruction. The children have to stand by an appropriate number. Ask the children to explain their reasoning.
Questions/instructions could include:
- Which number is one more than 6?
- Stand by a number that is smaller than 4.
- Find a number that comes between 5 and 8.
- This is the number of toes you have.
- What is double 3?
- Why did you choose that number?
SAND / WATER
Put the sand and water trays outside for the children to use (less mess to worry about too!). Activities could include:
- digging for wooden numerals in the sand (place in order)
- using a sieve to ?fish? for milk bottle tops floating in the water (Who has caught the most / least?)
- using different shaped moulds in wet sand to make ?pies?.
- experimenting with emptying and filling different sized and shaped containers (order them according to how much they hold)
- using a squeezy bottle to make jets of water (How far can you make a jet travel? Alter the angle to make the jet travel further)
- making a ?cake? in the sand using different sized spoons, cups and jugs to ?measure? out the sand.
- hunting / fishing for shapes and sorting them into sets
BALL GAMES
Use a variety of balls, beanbags and quoits to practise counting and estimating skills.
Tasks could include:
- Count how many times your partner can catch a ball without dropping it.
- Predict how many times you can bounce and catch a ball in a minute.
- Can you and a partner roll a ball 20 times between you in a minute?
- Who can throw and catch a ball in the air the most times without dropping it?
NUMBER TRACKS AND LINES
Use floor tiles to make a number track or chalk a number line on the playground. Use the track / line for a variety of activities. You could also ask the children to make their own tracks and lines outside.
- Swap over some of the numbers and the children have to work out which have been moved
- Hop to 10 using right and left legs e.g. 6 hops on the right leg and 4 hops on the left leg
- Choose a large domino and find the total number of spots. Place the domino on the corresponding number on the line. Can you cover all of the numbers? Which number has the most dominoes on it?
- Roll two large dice and find the total. Place one of your colour beanbags on the number on the line. Play with a partner to see who can cover the most numbers (there can only be one beanbag on a number).
- Throw a large die and double the number. Place a beanbag on the answer. Repeat several times. What do you notice about the numbers that are covered?
- Mark out a number track or line but don?t write on the numbers. Children choose a wooden numeral and place it correctly.
MAKING SHAPES
The children need to be in small groups and each group needs a large loop of ribbon. The children hold the ribbon and experiment making different shapes. Questions could include:
- What can you tell me about the shape you have made?
- How many different triangles can you make? How do you know the shape you have made is a triangle?
- Can you make a shape with 4 corners? All of the sides must be different lengths.
SCORING GAMES
Games could include:
- Hoopla ? throw 5 beanbags towards a hoop and score one point for every beanbag that lands in it (extend the game by placing a bucket inside the hoop ? score two points for a beanbag in the bucket and one point for a beanbag in the hoop).
- Skittles ? throw 2 balls to try to knock down 6 skittles ? score a point for every skittle knocked down (make the scoring more difficult by numbering each skittle).
- Target ? draw a number of shapes on a wall ? throw a ball against the wall and score a point each time a shape is hit (change the scoring system by writing a number in each shape).
Encourage the children to record their scores in some way e.g. by using numerals or tally marks or by drawing pictures.
MEASURING
Measure the length of the playground / how far from the door to the gate / how far around the grassy area:
- using footsteps (giant/fairy)
- by putting people in a line touching hands
- by laying out skipping ropes / lengths of ribbon / paintbrushes
Lie on a large piece of paper and ask a partner to draw round your body outline. Dip your hand in paint and use handprints to measure:
- how many handprints tall you are
- how many handprints long your leg is
- how many handprints fit on your body
See how many children can fit:
- on a rug (lying down)
- in a hoop (sitting down)
- in a ?blob? drawn on the playground with chalk (standing up). Can you draw a ?blob? that exactly 7 children will fit in?
Compare how far two objects travel. This could include:
- rolling two different cars down the same slope
- rolling two identical cars down different slopes (e.g. make one slope out of a piece of cardboard and the other out of a piece of sandpaper)
- rolling two different balls down a path
- throwing a beanbag or javelin (a soft one!)
All of these activities provide the opportunity to discuss the difficulties with the use of non-standard units.
BUILDING
Provide opportunities for the children to build a range of structures using boxes/bricks (different shapes and sizes) and other available materials. The children could choose what to construct or be given a set task e.g. a den that at least four children can fit inside, a bridge that stretches from the door to the fence. Use the structures to discuss the properties of different 3-D shapes.
Questions could include:
- What are you planning?
- Do you think you have all the shapes you need?
- Which shapes are the best for building? Why?
- Why do you think your tower fell down?
- How could you make the bridge longer?
- Describe how you made your ?den?.
ROUTES
Provide a range of opportunities for children to hear and use words describing position, direction and movement.
Tasks could include:
- drawing a track on the playground (right-angled turns only) and giving a partner directions to move from the start of the track to the end (your partner could close their eyes to make this more difficult).
- laying out a number of pieces of apparatus and giving instructions to move through the obstacle course e.g. go between the cones, over the bench and under the bar. (The children could also make up their own sequence of actions and then give instructions to others).
- pretending to be a robot and asking the children to give you directions to pick up a box placed on the other side of the playground.
- playing a game of ?Simon Says? e.g. Simon says stand opposite your partner / stand between the benches / hop on your left foot / run around the outside of the playground
SYMMETRY
Lay a skipping rope on the ground to represent the mirror line. Two children stand opposite each other on either side of the rope (imagining they are looking in a mirror). One child makes a shape and the other child makes the reflection. Increase the difficulty by allowing movements. The children could also make a symmetrical pattern by laying out objects on either side of the mirror line.
Take photos of the shapes/patterns to record the children?s work.
SOUNDS
Have an object that makes a clear sound e.g. a drum, a puppet that squeaks, coins dropped into a cup
The children count the sounds (making the sounds in an irregular rhythm makes the counting more difficult).
Some ways of response are suggested below:
- the children jump or hop the same number of times
- they get into groups of that number
- they collect that many beanbags or markers (place these around the playground)
- they put the same number of feet in a hoop (place hoops at regular intervals around the playground ? children can put one or two feet into it).
PARTITIONING
Explore different ways of partitioning the number six.
Activities could include:
- arranging 6 children onto 2 mats (4 on one mat and 2 on the other)
- throwing 6 beanbags towards a hoop (1 in the hoop and 5 outside)
- knocking down 6 skittles (3 down and 3 still standing)
- throwing two large foam dice and trying to score 6
- putting 6 spots on a ladybird (2 spots on one side and 4 on the other) - draw a large ladybird on the playground with chalk and use quoits as the spots.