**A set of 20 outdoor maths trail cards** from *Sparklebox*. These simple (but colourful) resources are free to download, and offer a useful starting point for work on early counting skills.

Maths Trail Cards [SparkleBox]

**A set of 20 outdoor maths trail cards** from *Sparklebox*. These simple (but colourful) resources are free to download, and offer a useful starting point for work on early counting skills.

Maths Trail Cards [SparkleBox]

See the NCETM website

After months of planning I eventually succeeded in creating an allotment in the grounds of St Joseph’s primary school. As Yr 6 teacher & Numeracy Coordinator I wanted to make concrete links for children between numeracy skills & the outdoor environment.
Previous to starting the project the children - Investigated the dimensions of the allotment boxes by measuring the depth, width & length.
- Calculated the perimeter and area of one box.
- Estimated how many of a particular vegetable they would be able to grow in one allotment box.
- Made calculations for 2 boxes, 4 boxes, 6 boxes etc by multiplying original calculation.
This involved: - Pupils investigating the size & type of various vegetables suitable for growing in our allotment
- Using strategies to calculate the amount of space each type of vegetable would take in the allotment
View the video ‘Allotment Project – Part 1’
View the video ‘Reflections after the lesson’ We were also - To investigate diets of the children in the class, looking particularly at their vegetable intake. Linking this to maths through recording and analysis of the data collected from home surveys. This project would also have many other cross-curricula links.
This involved:- - Using plans which they had produced previous to lesson showing patterns of vegetables which would produce the greatest yield pupils worked in groups setting out life-size templates onto the allotment
- Recorded patterns
- Predicted & calculated total cost of crop
View the video ‘Allotment Project – Part 2’ Does maximum crop yield have links to symmetrical planting? What do you think? After the activity pupils were able to state what the found easy/difficult & what they would do differently if they repeated the activity. View the video ‘Back in the Classroom’ In conclusion, I feel the project met my objectives for the children as definite but also meaningful links between maths & the outdoors were made for the children. They applied various mathematical skills in a ‘real life’ exercise. The experience of this project has made me think about the way I teach other maths topics, as I have seen such a positive affect on the children’s maths achievement. As a school we have built upon these experiences and intend to extend the idea of ‘doing maths outdoors’. Val Douglass |

Creative Learning http://creativestarlearning.co.uk/art-music-outdoors/rainy-day-rubbings-exploring-pattern-outside/

Explore patterns outside using foil rubbings

Investigate tessellation, sequences and more with this explorative activity.

Develop concepts around 3D structures, with sticks and string you can build most things:

CreativeLearning http://creativestarlearning.co.uk/maths-outdoors/outdoor-maths-looking-at-different-angles-in-nature/

Recently, I observed a super lesson about angles. I knew things were looking up the moment I arrived in the classroom. To begin with, the teacher had this written on her board:

If you look, the focus is on the maths. Very often, teachers assume that “outdoor learning” is the focus or the subject. It shouldn’t be. It’s a place. It’s also very clear what the learning intention of the activity is. Very often going outside is conveyed to the children as a treat. It shouldn’t be. In Scotland it is now expected that frequent, regular opportunities will occur where the learning takes place outside.

When we went out, the teacher briefly encouraged the children to recall the different angles they have studied. The teacher and children made different angles with their bodies. Naturally, acute angles look remarkable like crocodile jaws!

Next the children worked in pairs to look for different angles in nature. Immediately the children twigged that trees are full of angles…

One pair of children noticed that even one fork in a branch had three angles…

Another pair decided to make angles from separate sticks. These are their photos…

*A right angle*

*An obtuse angle*

*An acute angle*

The conversation also developed around other natural angles which moved. For example, the antenna on a snail…

Two children found a branch that made a moving angle…

*Acute angle*

*Obtuse angle*

*Right angle (my fault – the angle of the camera is wrong)*

Back in the class, the follow up discussions remained interesting. The children had enjoyed exploring angles. They came up with the next steps of working out the sizes of angles by measuring them. Here the Carpenter app on the iPad has an excellent large protractor. An older class had tried measuring the angles of branches and found it surprisingly tricky, as illustrated below – I haven’t been very accurate here!

An interesting investigation which leads up to looking at self-repeating patterns and fractals in nature is to find out if the branches in a tree all have approximately the same angle or whether there is substantial variation? Any thoughts about this are welcome!

26 JANUARY 2013 · 4 COMMENTS

in EARLY YEARS OUTDOORS, MATHS OUTDOORS, URBAN

One ongoing challenge for teachers is ensuring that children who finish earlier than others have something meaningful to move onto. There’s lots of possibilities outside and this stick activity is one such example. It can be completed in pairs or by children working alone. It helps if children know they can look at the work that others are doing.

*Take 1: 5 triangles – not bad for starters!*

The children need to find 9 sticks of about the same length. Conveniently I have a big stash of cut sticks. If you do not have such luxury items, then challenge children to find or create 9 sticks of equal length. Twigs are fine too.

*Take 2: A 4 triangle option*

*Take 3: 7 triangles – getting better*

The challenge is pretty simple: how many triangles is it possible to make using 9 sticks? I have no idea, but the photos give you an indication of how I went about the task.

*Take 4: I can spot 10 triangles*

This logic activity can also be ongoing over several days. I like coming up with variations on a theme and asking children to do the same. For example, what differences would we discover if:

- We used 9 sticks of different lengths
- We used less than 9 sticks or more than 9 sticks – Is there a pattern to what we discover?
- We chose a different shape to create, e.g. a square

*Take 5: If only I had moved the middle stick up a bit! 16 triangles*

*Take 6: I can count 18 triangles but I’m getting fuzzy eyes!*

All-in-all it can be quite an absorbing task. I’m not sure this is the maximum number possible. If you better 18, I’d love to know how! Oh and add a link to the picture!

Creative Learning http://creativestarlearning.co.uk/maths-outdoors/scale-and-geometric-patterns-with-sticks/

3 MAY 2011 · 2 COMMENTS

Last week I was visiting a school where the P5-7 class had just begun to look at scale. This is a super topic that lends itself naturally to outdoor work. With the Scottish experiences and outcomes, there is no mention of scale within Level 1 in the Maths or Numeracy curriculum areas, however, common sense suggests that a little bit of previous work can pay dividends and links nicely to art and geography activities.

A few months ago, I bought some sticks from the Forest School Company, Muddy Faces. This may sound shocking. After all, sticks are there to be picked up from under a tree and played with. However, my big bag of sticks was being well-used at a local primary school and I didn’t want to remove these. Furthermore I noticed that the sticks I bought came in specific pre-cut lengths, unlike picked-up sticks.

The sticks are cut to approximately 60cm and 30cm respectively or 1ft and 2ft lengths. So this is ideal for some initial explorations into simple scale. As you can see, a square can be made and doubled in size…

Children can make different shapes, any shape, using a small set of sticks and then the large. Or the other way round…

These shapes can be carefully and accurately copied onto squared paper, with the children deciding the scale, e.g. 1cm on paper = one 30cm stick, 2cm on paper = one 60cm stick. Once simple shapes have been created, they can be enlarged with more sticks like this…

Or this…

And this…

The concept of repetition in pattern work is geometrically interesting. There is the potential to increase or decrease any shape infinitely based upon each new term being generated by the rule of the repetitions or replications.

Letting children decide a rule of replication can lead to all sorts of interesting patterns. For older children, the recurrence can be examined by looking at the perimeter and area of each square and seeing how this is affected by the pattern, e.g.

Perimeter = 4m, Area = 1 sq m

Perimeter = 8m, Area = 4 sq m

Perimeter = 12m, Area = 9 sq m

Perimeter = 16m, Area = 16 sq m

Perimeter = 20m, Area = 25 sq m

This can be plotted on graph paper and can help lead to interesting mathematical discussions.

One of the reasons, I think this works well is the speed and ease at which patterns can be created. There’s no mess from chalk, no rubbing out of pencil lines, no laborious sewing of patches, and so children can easily play with the designs. As you can see, I had a lot of fun in my back garden…

Taking a pattern and creating patterns within and beyond patterns…

The only limit is the space and number of sticks available…

My supply of 72 small and 72 large sticks seems to be working well with classes of up to 25 children. I think a few more might be needed with larger classes. It’s great for cooperative group work.

And for devising puzzles and challenges…