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Research results: Slice Fractions has an unexpected impact on learning fractions - YouTube - 0 views

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    Interesting result from a relatively small sample.
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Understanding and Teaching Primary Mathematics - 0 views

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    A set of videos collected by Tony Cotton for his latest book on Teaching, learning and understanding Primary Mathematics
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Messy Maths - 0 views

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    forthcoming May 2017 for early years 3 - 6. Juliet Robertson.
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Supporting Highly Able Mathematicians - Teachers : nrich.maths.org - 0 views

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    A great place to start if you think a child is Highly Able (was called Gifted & Talented).
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Math Forum/USI: Interactive Triangle - 1 views

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    Useful materials for Pascal's Triangle
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Henry & Tony Learning Maths - 0 views

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    How to choose APPS for your class. Jasemine Allsop and Jennifer Barnett offer two routes with extensive choices across the curriculum.
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jenniferbarnett - My Web Wardrobe - 0 views

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    "I think of the today's web 2.0 tools as a wardrobe for my class. A wardrobe is a collection of wearing apparel and accessories. My instructional wardrobe must consist only of those things that fit me and make me better as a teacher. I will share my wardrobe with you, but you must try on all sorts of outfits to see what fits you the best. "
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Ordnance Survey Maps Six-inch England and Wales, 1842-1952 - National Library of Scotland - 0 views

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    Amazing old maps now available 6" OS survey maps for some areas
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Easy Permutations and Combinations | BetterExplained - 0 views

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    Turning Huh? to Aha!
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Combinations and Permutations - 0 views

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    ice cream, pool balls, locks, some good examples and explanations
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Probability and combinatorics | Precalculus | Khan Academy - 0 views

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    A series of YouTube clips carefully annotated and explained.
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Quickstart: Computing for primary - 0 views

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    "This website is a professional development resource to help teachers deliver the new computing curriculum with confidence"
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Home | Energizair - 0 views

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    "We have long known that the sun and wind are valuable sources of energy but just how much are they able to provide?"
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Centre for Innovation in Mathematics Teaching - MEP(Primary) - 0 views

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    OHP number puzzles
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Creative STAR Learning | I'm a teacher, get me OUTSIDE here! - 0 views

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    Excellent site and blog. Well worth subscribing to. Lots of outdoor ed ideas.
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OMACL: The Life of King Alfred: Part II - 0 views

  • When the king had arranged these matters, he remembered that sentence of divine scripture, "Whosoever will give alms, ought to begin from himself," and prudently began to reflect what he could offer to God from the service of his body and mind; for he proposed to consecrate to God no less out of this than he had done of things external to himself. Moreover, he promised, as far as his infirmity and his means would allow, to give up to God the half of his services, bodily and mental, by night and by day, voluntarily, and with all his might; but, inasmuch as he could not equally distinguish the lengths of the hours by night, on account of the darkness, and ofttimes of the day, on account of the storms and clouds, he began to consider, by what means and without any difficulty, relying on the mercy of God, he might discharge the promised tenor of his vow until his death. After long reflection on these things, he at length, by a useful and shrewd invention, commanded his chaplains to supply wax in a sufficient quantity, and he caused it to be weighed in such a manner that when there was so much of it in the scales, as would equal the weight of seventy-two pence, (58) he caused the chaplains to make six candles thereof, each of equal length, so that each candle might have twelve divisions (59) marked longitudinally upon it. By this plan, therefore, those six candles burned for twenty-four hours, a night and day, without fail, before the sacred relics of many of God's elect, which always accompanied him wherever he went; but sometimes when they would not continue burning a whole day and night, till the same hour that they were lighted the preceding evening, from the violence of the wind, which blew day and night without intermission through the doors and windows of the churches, the fissures of the divisions, the plankings, or the wall, or the thin canvass of the tents, they then unavoidably burned out and finished their course before the appointed time; the king therefore considered by what means he might shut out the wind, and so by a useful and cunning invention, he ordered a lantern to be beautifully constructed of wood and white ox-horn, which, when skilfully planed till it is thin, is no less transparent than a vessel of glass. This lantern, therefore, was wonderfully made of wood. and horn, as we before said, and by night a candle was put into it, which shone as brightly without as within, and was not extinguished by the wind; for the opening of the lantern was also closed up, according to the king's command, by a door made of horn. By this contrivance, then, six candles, lighted in succession, lasted four and twenty hours, neither more nor less, and, when these were extinguished, others were lighted. When all these things were properly arranged, the king, eager to give up to God the half of his daily service, as he had vowed, and more also, if his ability on the one hand, and his malady on the other, would allow him, showed himself a minute investigator of the truth in all his judgments, and this especially for the sake of the poor, to whose interest, day and night, among other duties of this life, he ever was wonderfully attentive. For in the whole Kingdom the poor, besides him, had few or no protectors; for all the powerful and noble of that country had turned their thoughts rather to secular than to heavenly things: each was more bent on secular matters, to his own profit, than on the public good.
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    Alfred's candle clock: instructions and background
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Centre for Innovation in Mathematics Teaching - MEP(Primary) Probability Simulations - 0 views

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    "These Probability Simulations programs have been designed in order to allow teachers and students to simulate probability experiments over a long period of trials. " Y 5 and Y6 of MEP program.
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Centre for Innovation in Mathematics Teaching - Links - 0 views

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    "A Guide to Sources of Mathematics on the Internet"
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National Curriculum in England: framework for key stages 1 to 4 - GOV.UK - 0 views

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    "Statutory guidance National curriculum in England: framework for key stages 1 to 4" 11th Sept 2013
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National curriculum in England: mathematics programmes of study - GOV.UK - 0 views

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    "Statutory guidance National curriculum in England: mathematics programmes of study Published 11 September 2013"
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