Welcome. We are a passionate group of educators committed to making Maths more engaging, more juicy , more memorable and more loved. We are active in areas from dance to robotics and believe that students should have the the thrill of making stuff with their Maths. MakingPi is an educational charity (Charity Number : 1158556).

## Robots

This is a KS2 maths curriculum developed around the excellent Pro–Bot floor robot. This little creature has been around since 2009 and there is so much Maths we can do with it. This is a bit of a “back to the future” project as we grew up learning Maths through LOGO. However having a robot that moves and draws makes a totally different experience. At the moment the lessons are being piloted in Gloucestershire schools and we hope there will be a scheme of work by March 2014. See Robots

This leads naturally onto other robotic projects which are more suitable at KS3 and KS4 using LEGO NXT. A great course is provided by STEMwithRobots. We are forever playing with and exploring the world of robots. Check my Blog for other ideas.

## Programming Games

We have found these to be a really fun way for students to fully understand a subject. The students use SCRATCH to create Maths based games exploring specific subjects. Recently I had great success teaching algebra to a year 8 group through this approach. At the moment a few of us are in the process of developing a KS 3 Maths curriculum around this subject. See program.

## Model Building

The use of models in Maths is everywhere from link blocks to probability bags. In fact it is fair to say that Maths is just a modelling language for the real world. As a Maths teacher I have been looking around for a simple modelling system which would allow me teach the basics of Maths right up to algebra and beyond. The system needs to be flexible and ubiquitous. Therefore we have a great interest in LEGO and KNEX as possible candidates. In the blog you will find oodles on modelling Maths. The main project is the development of a LEGO Maths board which allows students to deal with subjects such as multiplication, division, number bonds, fractions, ratios, percentages and graphs with just one board. We are currently in the process of building a network of like-minded educators to start this project.

## Outdoor Maths

Maths can be such a static subject. We think everyone needs to move now and again. Developing a curriculum around outdoor maths is such a healthy step. Fortunately there are some great practitioners in the field who share their work generously. This part of the project is about expanding resources and building a curriculum for KS 1, 2, 3 and beyond.

## Art Maths

Art and Maths are both languages to describe our experience of the world. The language of Art draws heavily on Maths for all its forms and patterns. We are gathering a great group of practitioners to develop a really effective Art-Maths curriculum. Most importantly children love Art-Maths because they can explore without a sense of wrong or right. Watch this space.

## Dance Maths

Just for the love of movement. This unifies students and gives them a physical experience of Maths. Students can play with number bonds to algebra through dance, exploring the concept and creating fantastic interpretations. This is not seeking to give students an exact definition; but a deeper feel for what makes up Maths. We hope to launch our Schools outreach programme in September 2014.

Hi Gabriel

I support your intention. It is what we need.

If you are looking for ideas, I will tell you this one. It is my first thought.

If I were applying maths, I would look at the simple maths of water. Water is a mysterious moving thing and seems to us to have no size because we have limitless supplies. But this is an illusion and our future is dependent on our wiser use of it.

I would measure rain – as it falls into a container from the sky, which is the actual rainfall; and as it is collects into butts from a known area of roof. I would relate this to seasons and world climates. I would measure rates of flow from taps and vessels , by improvising methods of measurement. I would do experiments to compare evaporation with transpiration (active evaporation by plants). I would encourage an understanding of the might of water by looking at catchments and flooding. I would do an experiment in which the runoff onto a smooth stone (representing paving) is compared to runoff from a wedge of turf ( representing vegetation). I would look at the conventions for estimating flow and test if they are accurate. I would look at the quantities of water that we use to wash hands or flush a loo. I would investigate the estimates for the melting of ice and the rise in sea levels. I would also look at ram pumps, water wheels, hydro-electric power etc. I would look at weights of water ; floating, sinking, the expansion of ice; steam power.

This is all simple maths but gives students a handle on their own world.

All the best

Juliet.