Maths resources

Students state what things will affect how far a cube will travel when flicked in the middle with a ball-point pen, and conduct an experiment to see what happens in practice.

Students complete a table then describe and write a rule to work out the number of matchsticks needed to make alien shape patterns.

Students show a range of times on analogue and digital clocks.

Students calculate the area of two shapes on a grid.

Students complete a table to show all the combinations, and work out the probability, of numbers possible on the top faces of two dice. They then use the table to list combinations that total 8 and 11.

Students use a number line to show how to solve whole number addition and subtraction problems.

Students use a number line to show how to solve whole number addition and subtraction problems.

The start of spatial matchstick patterns are shown and described in tables. Students complete the tables and show the rules in either words or equations.

Students construct a dot plot of fish seen at an aquarium from a tally chart, and answer questions interpreting the results.

In this practical task, students interpret information presented in a strip graph, regroup the data, construct a new strip graph, and answer questions about the data.

Students interpret distance-time graphs that show a car's movement and draw their own graph from given statements.

Students draw shapes to show how the perimeter increases and decreases for different shapes of the same area size.

Students answer questions based on multiplication or division by 25, and explain how they arrived at their answer.

Students construct a time line by choosing the best digital time for a range of common daily activities.

Students drag numerals to create decimal numbers to create the largest and smallest decimal numbers, and closest decimal numbers to given whole numbers.

Students complete a diagram to show basic fractions of a journey to school in order from smallest to largest.

Students solve word problems which require division by 10, 100 or 1000.

Students draw shapes of given areas, and choose from the bigger area, explaining their reasoning.

Students show their understanding of probability by identifying the shapes most and least likely to be drawn from a bag.

Students select the correct way to describe where a toy is located on a shelf.

Students demonstrate their understanding of place value by identifying smallest and largest 3-digit money values, and by calculating the number of 10s in given amounts.

Students match three dimensional shapes with nets that could be folded to make them.

Students use the statements 'impossible', 'unlikely', 'likely', and 'certain' to describe events.

This task requires students to calculate the size of angles using their knowledge of angles and parallel lines: alternate angles, corresponding angles and co-interior angles. Understanding of adjacent angles on a straight line is also required.

Students work out how many triangular prism shapes there are in larger cuboid, and answer questions about volume of both shapes.