Professional Documents
Culture Documents
ISBN 0 19 312342 8
Introduction 4
Some questions answered 5
How should we organise within the school? 5
How can I adapt my termly planning? 5
How can I use the ‘extra’ week each term? 8
How can I use the three-part lesson? 8
Where can I find enrichment activities to develop
pupils’ thinking skills? 9
Which National Numeracy Strategy materials support
the teaching of able pupils? 10
Where else can I get help? 11
Activity examples 12
Palindromic numbers (Year 4) 12
Alternative multiplication (Year 6) 14
Puzzles and problems for Years 1 and 2 15
Puzzles and problems for Years 3 and 4 41
Puzzles and problems for Years 5 and 6 69
Solutions 101
Introduction
This book supplements the National Literacy and Numeracy Strategies: guidance on
teaching able children, published in January 2000. Its purpose is to help primary
teachers cater for pupils who are more able in mathematics and likely to exceed the
expected standards for their year group.
Mathematically able pupils are in every school and among all ethnic and
socio-economic groups.
They typically:
◆ grasp new material quickly;
◆ are prepared to approach problems from different directions and persist in finding
solutions;
◆ generalise patterns and relationships;
◆ use mathematical symbols confidently;
◆ develop concise logical arguments.
The Framework for teaching mathematics from Reception to Year 6 covers the
National Curriculum for Key Stages 1 and 2 from pre-level 1 up to level 4 and parts of
level 5. The draft Framework for teaching mathematics: Year 7, published in March
2000, is based mainly on work at level 5. The yearly teaching programmes in the
Framework are expressed as ‘targets for the majority of pupils in the year group’.
Many able pupils will progress more quickly through these programmes and will need
extension and enrichment activities in mathematics.
This book addresses class organisation, planning and teaching through answers to
commonly asked questions.
The puzzles and problems in the second part of this book can be photocopied for use
in schools in England participating in the National Numeracy Strategy. The puzzles
and problems are also available on the National Numeracy Strategy website (see
page 9).
Setting
Larger schools with parallel classes sometimes deal with a range of attainment by
organising ‘ability sets’ for mathematics lessons. The advantage is that your planning
can be easier if the attainment gap in a class is not too wide. You could set across,
say, Years 5 and 6, if both years are timetabled for their mathematics lessons at the
same time, although you need to ensure that when Year 5 pupils move into Year 6
they do not simply repeat the previous year’s activities. Any setting arrangements
need to be flexible to allow easy transfer of pupils between sets. The success of
setting depends on very careful monitoring, close teamwork and co-operative planning
among teachers to make sure that expectations for all pupils are suitably high and that
lower expectations are not justified simply because pupils are in a ‘lower set’.
Using a calculator
Develop calculator skills and use a calculator Millennium
effectively. (no. 81)
Competitions
The Mathematical Association introduced a Primary Mathematics Challenge in
November 1999. This competition will run annually from 2000.
Websites
The puzzles and problems in this book are available on the National Numeracy
Strategy website:
www.standards.dfee.gov.uk/numeracy/
The Maths Year 2000 website contains puzzles and problems, and links to a number
of other mathematical websites:
www.mathsyear2000.org
The nrich website also provides a regular supply of problems:
www.nrich.maths.org.uk
Mathematical vocabulary
The introduction to this booklet contains useful references to questioning techniques
with examples of the types of question that help to extend children’s thinking.
Meanings
Look up the meaning of ‘palindrome’ in a dictionary.
Words can be palindromic, for example ‘madam’.
Dates can be palindromic too, for example 17.8.71.
Can you think of some more examples?
Palindromic numbers
8, 33, 161, 222 and 2998992 are examples of palindromic numbers.
◆ How many palindromic numbers are there between:
0 and 100? 100 and 200? 200 and 300? 300 and 400?
0 and 1000? 1000 and 1100? 1100 and 1200? 1300 and 1400?
◆ Can you work out how many palindromic numbers there are between 0 and 2000?
What about between 0 and 10000?
Multiplication method 1
27 × 43
1 × 43 = 43 43
2 × 43 = 86 86
4 × 43 = 172
8 × 43 = 344 344
16 × 43 = 688 688
So 27 × 43 = 1161
14 × 78
1 × 78 = 78
2 × 78 = 156 156
4 × 78 = 312 312
8 × 78 = 624 624
So 14 × 78 = 1092
Multiplication method 2
27 × 43
27 × 43 43
13 × 86 86
6 × 172
3 × 344 344
1 × 688 688
So 27 × 43 = 1161
38 × 47
38 × 47
19 × 94 94
9 × 188 188
4 × 376
2 × 752
1 × 1504 1504
So 38 × 47 = 1786
4
3
1 2
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Know addition and subtraction facts up to 10.
Find totals, give change, and work out which coins to pay.
2
4 8
1 2
Teaching objectives
Home
9 10 11 12
8 7 6 5
1 2 3 4
Start
Your counter is on 9.
Teaching objectives
Solve mathematical problems or puzzles.
Count on from any small number. 4
1 3
Score 1 2 Score 3 4
Score 2 Score 4
Teaching objectives
1 2 3
Across Down
1. 7 – 5 2. 3 + 4 – 6
3. 2 + 5 – 1 3. 9 – 2
4. 4 + 4 + 4 4. 11 – 4 + 3
5. 13 – 4
Teaching objectives
Solve mathematical problems or puzzles.
Use known number facts and place value to add and subtract mentally.
Read and write whole numbers.
6
Pete is a pirate.
His gold bars are in piles.
He can move one or more bars at a time.
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Find totals, give change, and work out which coins to pay. 8
4 8 8
6 3
2
Make these totals:
9
10
11
12
13
14
15
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Recognise odd and even numbers.
Add three small numbers mentally.
10
2 5 3
9 4
3 14
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Make and describe patterns and pictures. 12
You need:
some squared paper,
a red pen, a green pen and a blue pen.
Gopal had six squares: two red, two green, two blue.
He put them in a line.
The squares made a symmetrical pattern.
Teaching objectives
1 3 5 7 9
0 2 4 6 8
Teaching objectives
Solve mathematical problems or puzzles.
Know addition facts to at least 10.
Solve a problem by sorting, classifying and organising information.
14
Start
Find five other ways that Jack can climb the beanstalk.
Teaching objectives
45p
Teaching objectives
Solve mathematical problems or puzzles.
Find totals.
Work out which coins to pay.
16
Do it again.
This time make each line add up to 8.
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Count on in steps of 3 or 4 from zero, or from any small number. 18
Clues
◆ Red is not next to grey.
◆ Blue is between white and grey.
◆ Green is not a square.
◆ Blue is on the right of pink.
Teaching objectives
1 2 1 2 1 2
She is trying to make the biggest number possible.
Here are some she tried.
Teaching objectives
Solve mathematical problems or puzzles.
Use known number facts to add mentally.
Carry out simple multiplication.
20
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Solve a problem by organising information.
Explain methods and reasoning.
22
Teaching objectives
23
Ben has written all the numbers he can think of.
How many different numbers are there in his list?
Teaching objectives
Solve a given problem by organising and interpreting data in a simple table.
Write whole numbers in figures; know what each digit represents.
Order whole numbers.
24
Teaching objectives
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Add three or four small numbers.
Explain methods and reasoning.
27
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Count on in steps of 2 or 3.
Know multiplication facts for 2 and 3 times tables.
29
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Recognise odd and even numbers.
Add three or four small numbers mentally.
31
Teaching objectives
1 2 3 4 5 6
Teaching objectives
Solve mathematical problems or puzzles.
Order numbers 0 to 9.
Explain methods and reasoning.
33
◆ The first pile had four more coins than the second.
◆ The second pile had one less coin than the third.
◆ The fourth pile had twice as many coins as the
second.
Teaching objectives
3. Make each pond hold one less duck than the one
before.
Teaching objectives
Solve mathematical problems or puzzles.
Know multiplication facts for 2 and 5 times tables.
Add three or four small numbers.
35
Jed R
E
Jake D
Teaching objectives
10p 5p
Teaching objectives
Solve mathematical problems or puzzles.
Know multiplication facts for 5 and 10 times tables. 37
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Know addition and subtraction facts to 20.
Explain methods and reasoning.
39
0 1 2 3 4 5 6 7 8 9
Teaching objectives
Clues
◆ Josh plays tennis with Curly and goes swimming
with Ace.
◆ Tina has been on holiday with Curly but travels to
school with Fudgy.
◆ Spider, Curly and Dawn play in the football team.
◆ Spider sometimes goes to tea with Josh.
Teaching objectives
Solve mathematical problems or puzzles.
Solve a problem by organising information in a table.
Explain methods and reasoning.
41
Teaching objectives
Draw a 5 by 5 grid.
Put counters on it.
You can put only one counter in each space.
1. Place 13 counters.
Get an odd number of them in each row and column
and the two main diagonals.
2. Place 10 counters.
Get an even number of them in each row and
column and the two main diagonals.
Teaching objectives
Solve mathematical problems or puzzles.
Recognise odd and even numbers.
Explain methods and reasoning.
43
20p
10p
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Add two-digit numbers. 45
Teaching objectives
Take 20 straws.
Arrange them to make as many squares as you can.
Don’t bend or break the straws!
Teaching objectives
Solve mathematical problems or puzzles.
Visualise 2-D shapes. 47
King
Arnold
There are 3 empty seats.
King
Arnold
What if there are 4 empty seats?
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Recognise multiples of 2, 3 and 5. 49
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Recognise multiples of 6, 8 and 10.
Explain methods and reasoning.
51
A B C D E
A B C D E F G
Teaching objectives
Teaching objectives
8 15 6 9
14 13 18 20
18 17 2 5
3 15 19 6
Teaching objectives
Solve mathematical problems or puzzles.
Add and subtract two-digit numbers mentally. 54
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Visualise 3-D shapes. 56
C
B
A E
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Visualise 2-D shapes.
Explain methods and reasoning.
58
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Know what each digit represents.
Order a set of whole numbers.
60
1 3 7
0 2 4 5 6 9
8
Each time use all ten cards.
Teaching objectives
Start +6 x9 ÷H2
+9 x7 ÷3 x5
x5 –6 x3 –5
÷3 x7 –8 End
Teaching objectives
Solve mathematical problems or puzzles.
Add and subtract two-digit numbers mentally.
Multiply and divide by single-digit numbers.
62
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Use negative numbers. 64
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Know multiplication facts to 10 x 10.
Add two-digit numbers mentally.
66
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Add several small numbers mentally.
Explain methods and reasoning.
68
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Teaching objectives
Teaching objectives
Solve problems involving ratio and proportion.
Choose and use efficient calculation strategies to solve a problem.
Explain methods and reasoning.
70
Teaching objectives
25
20
26
Find the remaining totals.
Teaching objectives
Solve mathematical problems or puzzles.
Use a symbol to stand for an unknown number.
Explain methods and reasoning.
72
Mrs Choy spent exactly £10 on 100 eggs for her shop.
Teaching objectives
Teaching objectives
Solve a problem by extracting and interpreting data.
Explain methods and reasoning. 74
A
Six towns are connected by bus routes. F B
The bus goes from A back to A.
It visits each of the other towns once. E
How many different bus routes are there? C
D
This table shows the bus fare for each direct route.
B to A costs the same as A to B, and so on.
A to B B to C C to D D to E E to F F to A B to D B to F C to E C to F
£4 £3 £4 £4 £3 £4 £5 £3 £2 £2
Teaching objectives
Teaching objectives
Solve a problem by organising information.
Find fractions of quantities.
Understand the relationship between multiplication and division.
76
Teaching objectives
Teaching objectives
Solve a problem by organising information.
Visualise 2-D shapes. 78
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Estimate lengths and convert units of capacity.
Develop calculator skills and use a calculator effectively.
80
a. 2000 seconds
b. 2000 minutes
c. 2000 hours
d. 2000 days
e. 2000 weeks
Teaching objectives
Teaching objectives
Solve mathematical problems or puzzles.
Count larger collections by grouping.
Give a sensible estimate.
82
1 2 3 4 5 6 7 8 9
Choose four of these digits.
Each one must be different.
Put one digit in each box.
1 2
12 + 47 + 14 + 27 = 100
4 7
How many different ways of making 200 can you
find?
Teaching objectives
Five different ways to pay 6p: 4. Besides 6, 9 and 12, other possible
scores are:
5p + 1p
2p + 2p + 2p 3: 3 bags in 1
2p + 2p + 1p + 1p 4: 2 bags in 1, 1 bag in 2
2p + 1p + 1p + 1p + 1p
5: 2 bags in 1, 1 bag in 3, or
1p + 1p + 1p + 1p + 1p + 1p
1 bag in 1, 2 bags in 2
Six different ways to pay 7p:
7: 1 bag in 1, 2 bags in 3, or
5p + 2p 2 bags in 2, 1 bag in 3, or
5p + 1p + 1p 1 bag in 1, 1 bag in 2, 1 bag in 4
2p + 2p + 2p + 1p
2p + 2p + 1p + 1p + 1p 8: 2 bags in 2, 1 bag in 4, or
2p + 1p + 1p + 1p + 1p + 1p 1 bag in 2, 2 bags in 3, or
1p + 1p + 1p + 1p + 1p + 1p + 1p 1 bag in 1, 1 bag in 3, 1 bag in 4
10: 1 bag in 2, 2 bags in 4
102 Solutions
8 Ride at the fair 10 Birds’ eggs
The amounts up to 20p that cannot be There are 10 possibilities:
made from exactly three coins are:
1, 1, 17 1, 7, 11 3, 3, 13 5, 5, 9
1p, 2p, 10p, 18p, 19p. 1, 3, 15 1, 9, 9 3, 5, 11 5, 7, 7
Lucy could have given her Mum: 1, 5, 13 3, 7, 9
3p = 1p + 1p + 1p
4p = 2p + 1p + 1p 11 Number lines
5p = 2p + 2p + 1p
1. For example:
6p = 2p + 2p + 2p
7p = 5p + 1p + 1p 2 5 3 6
8p = 5p + 2p + 1p
9p = 5p + 2p + 2p 9 2
11p = 5p + 5p + 1p
12p = 5p + 5p + 2p 5 1 2 8
9 Sum up 2 3 14 1
If each number can be used only once:
9=2+3+4
10 = 2 + 8
12 Odd one out
11 = 3 + 8 1.
12 = 4 + 8
13 = 2 + 3 + 8 *
14 = 2 + 4 + 8
15 = 3 + 4 + 8
Other solutions are possible if numbers can
be repeated.
Other totals: 2.
5=2+3
6=2+4
7=3+4
17 = 2 + 3 + 4 + 8
*
Solutions 103
13 Line of symmetry 16 Monster
There are five other ways for Gopal to Alesha can use these coins to pay 45p:
arrange the squares: two 20p and one 5p
red, green, blue, blue, green, red one 20p, two 10p and one 5p
green, red, blue, blue, red, green one 20p, one 10p and three 5p
one 20p and five 5p
green, blue, red, red, blue, green
four 10p and one 5p
blue, red, green, green, red, blue three 10p and three 5p
blue, green, red, red, green, blue two 10p and five 5p
one 10p and seven 5p
What if Gopal has eight squares: two red,
nine 5p
two blue, two green and two yellow?
How many different symmetrical lines can There are 13 different ways to pay 50p
he make now? (24) using only silver coins. First add 5p to each
of the ways for 45p. The other four
possibilities are:
14 Card sharp two 20p and one 10p
1. There are 10 different ways to choose one 20p and two 10p
three cards with a total of 12: five 10p
0, 3, 9 1, 2, 9 2, 3, 7 3, 4, 5 one 50p
0, 4, 8 1, 3, 8 2, 4, 6
0, 5, 7 1, 4, 7
1, 5, 6
17 Cross-road
2. There are 9 different ways to choose Each line adds up to 10.
four cards with a total of 12:
0, 1, 2, 9 0, 2, 3, 7 1, 2, 3, 6
0, 1, 3, 8 0, 2, 4, 6 1, 2, 4, 5 4
0, 1, 4, 7 0, 3, 4, 5
0, 1, 5, 6
3. No.
2 5 3
Adapt the puzzle by changing the total.
1
15 Jack and the
Each line adds up to 8.
beanstalk
Jack can climb the beanstalk like this: 5
left, left, right, right
left, right, left, right (as shown)
left, right, right, left 3 1 4
right, left, right, left
right, left, left, right
right, right, left, left 2
104 Solutions
18 Fireworks 22 Christmas tree
For 19 stars: There are 16 different ways:
5 fireworks made 3 stars and 1 way for 4 red;
1 made 4 stars, or 1 way for 4 yellow;
1 firework made 3 stars and 4 ways for 3 red and 1 yellow;
4 made 4 stars
4 ways for 1 red and 3 yellow;
For 25 stars: 6 ways for 2 red and 2 yellow (shown
3 fireworks made 3 stars and below).
4 fireworks made 4 stars, or
R R R
7 fireworks made 3 stars and
1 firework made 4 stars R Y Y R Y Y
Y Y R
19 Coloured shapes
Y Y Y
Red White Y R R Y R R
R R Y
Pink Blue
Green Grey
23 At the toyshop
There are 9 tricycles and 2 go-carts, or
20 Ones and twos 4 tricycles and 5 go-carts.
Solutions 105
26 Rows of coins 31 Three monkeys
1. 5p, 2p, 20p, 1p, 10p There are 10 possibilities:
2. 2p, 5p, 1p, 2p, 1p, 5p, or its reverse 1, 3, 21 3, 5, 17
1, 5, 19 3, 7, 15
When two 10p coins are also used:
1, 7, 17 3, 9, 13
2p, 5p, 10p, 2p, 1p, 5p, 1p, 10p, or its
1, 9, 15 5, 7, 13
reverse
1, 11, 13 5, 9, 11
What if the monkeys ate 24 nuts, with
27 Roly poly each of them eating a different even
1. The total number of dots on the dice is number of nuts?
21. Of these dots 17 are showing, so The possible answers are:
the face with 4 dots is face down. 2, 4, 18 4, 6, 14
2. The total number of dots on two dice is 2, 6, 16 4, 8, 12
42, so 12 dots are hidden. The two 2, 8, 14 6, 8, 10
hidden faces must each have 6 dots. 2, 10, 12
106 Solutions
33 Neighbours 5 37 Stamps
Here is one possible 3 1 Tilly stuck three 10p stamps and five 5p
solution. stamps on her parcel.
No. of No. of Total
6 4
5p stamps 10p stamps value
2 8 0 40p
Can you find others?
7 1 45p
6 2 50p
34 Queen Esmeralda’s 5
4
3
4
55p
60p
coins 3 5 65p
2 6 70p
There were 7, 3, 4 and 6 coins in each pile. 1 7 75p
The problem can be solved by trial and 0 8 80p
error. To adapt the problem, change the cost of
the parcel, or use different stamps.
35 Duck ponds
1. 2 2 5 5
38 Maisie the mouse
Maisie had 46 breadcrumbs.
2. 2 4 8 The problem can be solved by experiment.
Alternatively, list all the multiples of 4.
Add 2 to each number in the list.
3. 5 4 3 2
Now list all the multiples of 5. Add 1 to
each number in the list.
You could try similar problems with other
Now look for a number lying between 30
numbers. For example, using 15 ducks and
and 50 that is common to both lists.
5 ponds make each hold 1 more than the
one before (1, 2, 3, 4, 5) To adapt the problem, group the
breadcrumbs in 5s and 6s, or 7s and 9s.
4 ponds make each hold twice as many as
the one before (1, 2, 4, 8)
3 ponds make each hold 4 more than the 39 Kieron’s cats
one before (1, 5, 9)
3 ponds make each hold 2 less than the Kieron’s cats weigh 5 kg, 2 kg and 6 kg.
one before (7, 5, 3)
36 Treasure hunt
R R E R
Jed R D E
D E D E D
E E D E D
Jake D R R
E D R
R
Solutions 107
40 Next door numbers 45 Sandcastles
For example: Over the 5 days Lisa made 24, 20, 16, 12
9 1 8 4 and 8 sandcastles.
3 0 2 3 9 5
46 Sail away
6 8 7 1
Two women cross the river together.
One woman stays there and one brings the
boat back.
41 Nick-names One man crosses the river.
Dawn is Ace. One woman brings the boat back.
Mark is Curly. Two women cross the river together.
Josh is Fudgy. One woman stays there and one brings the
Tina is Spider. boat back.
The second man crosses the river.
42 Stickers One woman brings the boat back.
Two women cross the river together.
There are 8 stickers in a full sheet.
2.
44 More stamps
Rosie bought four 20p stamps and
twelve 10p stamps.
108 Solutions
48 King Arnold 53 Square it up
Three knights can sit with King Arnold in 6 For example:
different ways.
Four knights can sit with King Arnold in 24
different ways.
56 A perfect match
or its reverse
1. A matchbox tray fits into its outer
2. cover in 4 different ways.
or its reverse
Solutions 109
57 Presents 63 Jack’s book
Gurmit paid £2, £4, £6, £1 and £8 for the The book has 221 pages.
five presents. 42 of the digits are a 5.
60 Three digits
66 Zids and Zods
You can make six different numbers.
In order, the numbers are: There are 3 Zids with 4 spots and 4 Zods
799, 889, 898, 979, 988, 997. with 9 spots.
If Zids have 5 spots and Zods have 7 spots,
61 Make five numbers the possible ways of making 140 are:
28 Zids;
For example: 21 Zids and 5 Zods;
a. 12, 39, 45, 60, 78. 14 Zids and 10 Zods;
b. 7, 42, 63, 98, 105. 7 Zids and 15 Zods;
c. 5, 23, 67, 89, 401. 20 Zods.
There are other solutions.
110 Solutions
68 Albert Square 73 Eggs
For example: Mrs Choy bought:
10 large eggs at 50p each,
10 medium eggs at 10p each,
80 small eggs at 5p each.
3 5 7
20
28
27 22 25 26
Solutions 111
78 Sleigh ride 81 Millennium
With 3 rows of 4 igloos, the shortest route a. 00:33:20 1 January 2000
is 190 metres. For example:
b. 09:20:00 2 January 2000
c. 08:00 23 March 2000
d. 00:00 23 June 2005
e. 00:00 1 May 2038
83 Make 200
There are 22 different solutions. Eleven of
the solutions are as follows:
1 9 2 8 2 9 3 5
7 2 6 3 5 3 7 4
79 Spendthrift
4 1 4 2 4 3 5 1
Anil bought 13 choc bars and 9 fruit bars,
or 4 choc bars and 22 fruit bars. 9 5 8 5 7 5 7 6
112 Solutions