Numeracy: maths in your head - lesson starters and enders

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rters and Ender
Essential for numeracy lessons
SMILE
MATHEMATICS
ole class interactive teaching

Maths In Your Head
Maths In Your Head is a collection of whole class activities, usually used as lesson
starters or enders, to encourage mental mathematics. Developed by practising
teachers, these activities are particularly suitable for use within the lesson framework
of the National Numeracy Strategy. The levels of difficulty can be adapted to address
Key Stages 2 to 4.
Each activity has a brief description. Teachers will need to spend some time
introducing the basic activity in order to familiarise students with it. As students
become more confident, variations can be introduced and the level of difficulty
increased.
Photocopiable resource sheets are included and any equipment required is clearly
indicated.
Some variations are suggested, but there is space on each page for teachers to add
their own variations.
Addition and Subtraction 2
Making 100 2
Ten Add 3
Mixed number 4
Beat the Clock 4
Bingo 5
Bingo, the Hard Way 6
Four Rules Dice 6
Estimating Game 7
Round the Clock 8
Statistical Dice 9
Today's the Day 10
Percentages, Fractions and Decimals 11
Decimal Dice 11
Fraction Dice 12
Hundredth Game 13
Percentage Dice 14
Place Value 15
How many different Scores? 15
Ordering 16
What's my Place 17
Types of Number 18
Multiple grid 18
Play Your Cards Right 19
Think and say 20
Resource Sheets 21

Addition and Subtraction
Making 100
Aim To improve students' facility with speed in mental addition.
You will need a dice. Each student needs to make a score sheet.
e.g.
1 0 0
Description The dice is thrown. The students may 'pass' or may write the number in
any box.
The winner is the first one to score 100 exactly.
Variations Record the numbers thrown on the dice on a white board. After one
student has made 100 exactly, see if it could have been achieved in
fewer goes.
Change the target number.
Play four games simultaneously, with a different target number for each.
This gives the option of students placing the number in any of the
boxes.

Ten Add
Aim To develop strategies for mentally adding to 10.
You will need 6 dice.
Description Throw 6 dice. Students must make as many 10's by adding the
numbers on the dice.
e.g.
Dice thrown: 1, 6, 4, 4, 1, 3
Possible to make 5 10's: 6 + 4, 6 + 4, 4 + 4+1+1
6 + 3+1, 6 + 3 + 1
Variation Throw more dice.
Find different totals.
Fix the total as 10 and only allow two numbers to be added.
Find fixed products instead of sums.
Give 2 different target numbers.
Use dice with different numbers on.

Mixed number
Beat the Clock
Aim To develop students' facility with mental multiplication and
division.
You will need sufficient copies of Beat the Clock 1, 2 and 3 Resource
Sheets for each student to have the appropriate sheet.
Description This activity is a good lesson starter and should take no longer than 5
minutes. Each student is given a copy of Beat the Clock 1, 2 or 3
Resource Sheets.
Resource Sheet 1 contains mixed multiplication up to 12 x 12.
Resource Sheet 2 contains mixed multiplication and division up
to 12 x 12.
Resource Sheet 3 contains mixed multiplication, division and factors.
e.g. 42 = may be answered as 6x7, or 21 x 2, or 84 -f 2 etc.
The teacher tells the students to start and times them for three minutes.
Students write the answers to the questions on the sheet as quickly as
possible. As it contains mixed tables they should be encouraged to
complete the answers that they know and then come back to 'work out'
missing ones. The questions are not arranged in order of difficulty
The teacher can record the marks that each student obtains and
monitor improvement on the same test. When students achieve 38 or
more correct answers they should move on to the next sheet.

Bingo
Aim To improve students' facility with mental mathematics.
You will need to photocopy the Bingo A&B Resource Sheets. Teachers
need to cut up the sheet and put all the pieces in a container. A 1 - 100
grid (optional).
Description Each student draws a grid, five columns by three rows.
Students then write down their own choice of fifteen numbers on the
grid in ink. The first column should contain numbers between 1 - 20,
the second column 21 - 40, ...
The teacher selects and reads out one clue. Students put their hand up
when they know the answer, confirm the answer, and mark off the
number if it appears on their grid.
Teachers can record the answers on a 1 - 100 grid.
Variation The teacher can just call out each question, without students
responding.
The student who gets the answer correct can make up the next
question.

Bingo, the Hard Way
Aim To improve students' facility with mental mathematics.
You will need either Number Resource Sheet, photocopied on to card,
or the 0 - 9 cards from SMILE 2226 Number Cards.
Description Each student draws a 5 x 5 grid and places the numbers 1 - 25, at
random, on the grid.
Shuffle the cards and turn over the first three cards. These three
numbers are to be used to make a number from 1 - 25.
Each student shades in the number on their grid that they have made
and writes down the calculation.
1 11 23 21 18
16 2 13 20 10
9 8 3 7 14
25 24 17 4 6
15 2 22 19 5
Variation Students may like to aim for:
• the first row
• the first column
• diagonal
• full house
Four Rules Dice
Aim To improve students' facility with mental mathematics.
You will need 5 dice
Description Each student writes down the numbers 1 - 20 on the left hand side of
the page. The five dice are thrown. Each set of 5 numbers can be used
to make just one of the student's numbers, using any of the operations,
x + and - and brackets. Continue until one student has made all 20
numbers.

Estimating Game
Aim To develop students' understanding of estimation.
Description Divide the class into teams of 3 or 4.
The teacher asks the teams to write down an estimate for the height of
an item in the classroom, e.g. a filing cabinet.
Each team's estimate is recorded by the teacher on a white board. The
item is then measured and the team with the closest estimate scores 1
point. The teacher then asks the teams to write down an estimate for
another item, using the knowledge of the first item's height.
This continues with 1 point being awarded to the team with the closest
estimate.
Variations Instead of heights of object, try weights.
Use imperial instead of metric units.
Use non-standard units, i.e. handspans.

Round the Clock
Aim To develop students' facility with and understanding of number.
You will need 3 dice.
Description Draw the clock face on a white board or on an OHR Divide the class
into two teams. The three dice are rolled together. Using any operation
and the numbers on the dice, make the number 1, followed by the
number 2, then 3 ... in consecutive order. Each team must record how
each number was made.
e.g. If team A rolls 1, 2 and 4, it can go as far as 10.
1 0) 4 (4) 7 (4 + 2 + 1)
2 (2) 5 (4 + 1) 8 (4x2)
3 (1+2) 6 (4 + 2) 9 (4 x 2) + 1
10 (4+ 1) x2
Then Team B rolls three dice. Teams take it in turns to go until one team
reaches 12.
The aim of the game is to go around the clock in as few dice rolls as
possible.
Variation This can be played co-operatively as a whole class challenge.
Class discussion such as:
Which is the best dice roll?
Which is the worst?

Statistical Dice
Aim To reinforce understanding of the statistical terms: Mode, Median,
Mean and Range.
You will need 3 dice, and a pack of playing cards with the Aces, two's
and three's removed.
Description One dice is thrown for the code. Here is a suggestion:
1 = Mode 2 = Median 3 = Mean 4 = Range 5 = Mean
6 = Mode
It is important that the four different terms are included at least once, but
you could ask the students to decide on the code for numbers 5 and 6.
(They are likely to choose mode and range if they understand the
concepts.)
A card is chosen from the pack of cards. The number on the card
determines how many times the dice are thrown.
e.g. A 2 was thrown (median)
A 7 was picked from the pack of cards.
The question is, "What is the median of these 7 numbers?"
The dice is thrown 7 times and the scores read out.
Students now have to write down the answer to the question.
Ace's, two's and three's are removed from the pack to make the
questions more meaningful. Also 10 is the most likely number (Jacks,
Queens and Kings also count as 10) and it is relatively easy to find the
mean of 10 numbers.

Today's the Day
Aim To develop students' understanding of and facility with number.
Description Write the date in the form: 23. 9. 98
Keeping the date digits in order and using any operation, or brackets,
make as many numbers as possible.
e.g.
23 + 9 + 98 = 130
23 + 9 + 9 + 8 = 49
2 + 3 + 99 + 8 = 112
2(3 + 9) + (9 - 8) = 25
To create more of a challenge, make the number less than 100.
The whole class's results can then be compiled on a 1 - 100 grid.
The student who finds a number that no one else has found, can be
asked to show the method used.
Variation Use digits in any order and record numbers on a 1 - 100 grid.
Students are then asked to try to make those missing numbers from
the date of the next maths lesson.

Percentages, Fractions and Decimals
Decimal Dice
Aim To develop students' facility with mental multiplication and
division by 10,100 and 1000.
Teachers will need to make up a version of grid below, large enough for
the whole class to see.
Description Divide the whole class into two teams. Team members take it in turn to
roll the dice and decide whether to multiply or divide the number on the
dice by 10, 100 or 1000 to make one of the numbers on the grid.
1000 0.1 0.001 20 10 0.006 100
0.002 0.06 30 2000 0.01 0.05
0.002
30 4000 40 200 20 0.2 0.6
600 0.06 0.03 6000 500 0.005 4000
0.02 3000 300 0.004 50 0.3 0.001
0.5 0.05 1000 60 500 0.04 0.03
400 0.003 60 0.01 0.4 0.003 5000
That number is then shaded or covered with that team's colour. The
winning team is the first to make a line of four.

Fraction Dice
Aim To practise skills of shading fractions
Each student needs an A5 sheet of plain paper. A dice or spinner needs
to be marked using some of these fractions. Alternatively, the Fractions
Resource Sheet can be cut up, the pieces folded and put in an
envelope to provide a means of randomly selecting fractions.
1/16 2/16 3/16 4/16 5/16 8/16
1/8 2/8 3/8 4/8
1/4 1/2
Description Each student folds their paper into sixteenths.
The dice is thrown and each student has to shade that fraction on the
sheet. The fraction must make a complete piece.
e.g.
If the dice showed 5/16, it could not be shaded in two pieces of 1/16
and 4/16.
Variation Fold the sheet into twelfths, or twenty-fourths and change the fractions
on the dice.

Hundredth Game
Aim To develop students' understanding of and facility with decimal
numbers.
You will need one dice and sufficient copies of Hundredth Game
Resource Sheet for each student to have a copy of Hundredth Game
Recording Sheet.
Description There are 6 rounds to a game. Within a round the dice is thrown four
times for each number.
1st throw This is the target number.
2nd - 4th throw The number on the dice can be used to go into any
box, but once it is placed it cannot be changed.
The game proceeds until all the boxes are filled.
Add up all the Target numbers. Add up all the students' numbers. The
student with the total nearest to their Target Number Total is the winner.
Variation The students can score points according to how close each number is.
Less than 0.5 score 10
Between 0.5 and less than 1.0 score 5
Between 1.0 and less than 1.5 score 3
Between 1.5 and less than 2.5 score 1
More than 2.5 score 0

Percentage Dice
Aim To develop students' skills in working out percentages mentally.
You will need a dice.
Description Each student needs to draw a 3 x 5 grid.
PERCENTAGE (x 10) £ Amount
The left hand column is used to record the percentages.
The middle column is used to record amounts of money in £'s.
A dice is thrown eight times. The number on the dice can be used to
go into any box in the first two columns, but once it is placed it cannot
be changed. Once these two columns are filled, the student has to work
out the percentages of the four amounts. The student then adds all four
answers together.
The aim is to get as close to £5 as possible.
PERCENTAGE (x 10) £ Amount
Giving a total of £3.40
10% £5 0.50
40% £3 1.20
60% £2 1.20
10% £5 0.50
Variation Highest total.
Lowest total.
Different target.
Instead of money, use the numbers on the dice and multiply it by 10,
100 ...

Place Value
How many different Scores?
Aim To develop students' understanding of place value.
You will need a dice and each student needs to make a copy of the
score sheet.
Total
Description The dice is rolled eight times. After each roll, the students choose which
of the top eight boxes to record that number in. Once placed the
number cannot be changed. The game proceeds until all the top eight
boxes are filled. The students add up their score. The closest to 120
wins.
A very useful discussion can take place if the teacher records all the
different scores. Some questions to ask are:
How many different scores could there have been with the eight scores
on the dice?
The scores differ by 9. Will this always be true? Why?
Variations Change the target number.
Change from closest to 120 to furthest away.
Use two dice, one for the tens, one for the units.
Change the scoring sheet.
e-g- , , , ,
Total

Ordering
Aim To develop an understanding of inequalities and the
notation > and

What's my Place
Aim To develop students' understanding of place value.
Hundred
(thousand
You will need a large room and sufficient copies of What's my Place
Resource Sheet. Each group of six students will need 1 copy
photocopied on to coloured paper. The teacher will need to make up
1 set of Place Value Cards:
Ten
thousand
Thousand Hundred Ten Unit
Description Put the 6 Place Value Cards in a straight line, at one end of the room.
Divide the class into groups of six. Each group is given one copy of
What's my Place Resource Sheet.
The teachers says, "Take up your position according to your digit '3'."
So the student with 654321 goes to the 'Hundred' label, the student with
the 541263 goes to the 'Unit' label etc. All students by each label should
have the same number.
The students then return to their original group and the teacher calls out
another digit.
Variation Use numbers written as words.
Change the numbers using O's.
Increase the labels.

Types of Number
Multiple grid
Aim To develop students' facility with multiples and factors.
You will need a dice. Each student will need to make a copy of the
following grid.
Score
Score Total
Description A dice is rolled four times. After each roll the number on the dice can be
used to go into any of the four boxes, but once it is placed it cannot be
change. When all four boxes have been filled, this produces four, two
digit numbers, two by rows, and two by columns.
Score
Points are awarded according to the largest factor less than ten.
If the largest factor is a multiple of one, score one.
If the largest factor is a multiple of two, score two.
If the largest factor is a multiple of three, score three etc.
e.g.
Score
Total
35 scores
62 scores
36 scores
52 scores
7
2
9
Total score 22
Variation Change the scoring, so that extra points are awarded if the numbers
are:
• square numbers
• prime numbers etc...

Play Your Cards Right
Aim To develop students' understanding of different types of numbers.
You will need either Number Resource Sheet, photocopied on to card,
or the 0 - 9 cards from SMILE 2226 Number Cards.
Description The teacher shuffles the cards and take out five cards. These cards are
then shown to the class.
Students choose any three digits to create the different types of
numbers which the teacher calls out.
e.g. The five cards were: 2, 6, 1, 5 and 9.
The teacher asks questions for a three digit number to make:
• The highest possible even number
• The highest possible odd number
• The smallest possible even number
• The nearest number to 500
• The nearest number to 1000
• The smallest odd number
• The smallest number
• The nearest odd number to 400

Think and say
Aim To revise vocabulary of types of number.
Description Below are 36 statements covering a range of topics, some open and
some closed. Choose a question and ask a student to find a number
which matches the statement.
A multiple of eight.
A number less than 46 - 25.
A number greater than 75 + 64.
A square number.
A factor of 24.
A multiple of 7.
A prime number greater than 30.
A square number greater than 30.
A multiple of 9.
A number less than 34 - 21.
3 more than 198.
Double 73.
A multiple of 5.
A number less than 12x8.
A number greater than 97 + 23.
6 more than 27.
A factor of 16.
The sum of this number's digits is 8.
A prime number less than 20.
A square number less than 10.
A number greater than 123 + 67.
The product of this number's digits is 15.
Double 59.
Half of 125.
Double 27.
Half of 75.
Half of 72.
A factor of 40.
The sum of this number's digits is 12.
A prime number between 40 and 50.
A square number larger than 60.
A factor of 36.
A number whose two digits are odd.
A number whose two digits are even.
Double 69.

Resource Sheet Section
Beat The Clock 1 - Resource Sheet 22
Beat The Clock 2 - Resource Sheet 23
Beat The Clock 3 - Resource Sheet 24
What's My Place - Resource Sheet 25
Bingo A - Resource Sheet 26
Bingo B - Resource Sheet 27
Fraction - Resource Sheet 28
Hundredth Game - Resource Sheet 29
Number - Resource Sheet 30
Ordering Game - Resource Sheet 31
Notes 32
21

Name
Question Answer
1. 5x6 —
2. 2x9 —
3. 10x4 —
4. 3x11 —
5. 7x3 —
6. 3x3 —
7. 6x2 —
8. 5x5 —
9. 8x3 —
10. 2x4 —
11. 5x4 —
12. 10x2 —
13. 2x5 —
14. 7x4 —
15. 6x3 —
16. 10x8 —
17. 7x7 —
18. 7x5 —
19. 4x3 —
20. 4x4 —
Question Answer
21. 8x5 —
22. 4x9 =
23. 6x7 =
24. 8x4 —
25. 8x8 —
26. 11x9 =
27. 6x6 —
28. 3x 12 —
29. 6x9 —
30. 10x7 —
31. 9x3 —
32. 12x4 —
33. 11 x 11 —
34. 6x 12 —
35. 10x 10 —
36. 12x11 —
37. 9x9 —
38. 8x9 —
39. 8x6 —
40. 8x7 —

Name
Question Answer
1. 10x6 —
2. 3x5 —
3. 6 + 3 =
4. 6x4 —
5. 30 + 3 =
6. 6x11 —
7. 22-2 =
8. 5x9 —
9. 8x11 =
10. 90-9 —
11. 12x2
12. 10x5 =
13. 8x 12 =
14. 30 + 5 =
15. 11x4 =
16. 10x 12 =
17. 55-5 —
18. 16-2 —
19. 11x7 =
20. 7x7 —
Question Answer
21. 40 + 5 =
22. 9x9 =
23. 110+10 =
24. 8x6 =
25. 63 + 7 =
26. 12x7 =
27. 7x8 —
28. 12 x12 =
29. 6x7 =
30. 70 + 7 —
31. 12x5 =
32. 64 + 8 =
33. 9x6 =
34. 36 + 3 =
35. 36 + 9 =
36. 72 + 12 =
37. 72 + 8 —
38. 8x7
39. 56 + 7 =
40. 108 + 9 =

Name
Question Answer
1. 42 —
2. 27-3 =
3. 7x9 =
4. 36 + 9 =
5. 64 —
6. 10x0 =
7. 12x 12 =
8. 21 —
9. 18-2 =
10. 24-2 =
11. 1 x 11 =
12. 40 —
13. 9x 12 =
14. 6x0 =
15. 45 =
16. 72 —
17. 54 =
18. 99-11 —
19. 108 =
20. 6x6 —
Question Answer
21. 5x5 —
22. 12-4 —
23. 81 =
24. 4x8 =
25. 7x7 —
26. 33 —
27. 132-11 =
28. 8x3 —
29. 6x7 —
30. 48 =
31. 56 =
32. 20-4 =
33. 32-8 =
34. 24 =
35. 0x7 =
36. 3x 10 —
37. 36 —
38. 28 =
39. 12 —
40. 2x7 —

What's My Place - Resource Sheet 25

• 9 times 0
•4 2
-16
• 15 take away 15
• Difference between
60 and 5 dozen
• Double 5
•30-3
• 10% of 100
• The square root
of 100
•5x4
•4 2
+ 4
• Half of 40
•A fifth of 100
•5x6
• A third of 90
• Number of days
in April
• 5 more than 25
• 5x8
• 50% of 80
• 2 x 20
• Half of 80
• 5 x 10
•50% Of 100
• Double 25
• 20 less than 70
• 10 lots of 6
• 3 lots of 20
•Two thirds of 90
10
• 16 minus 15
• 23 + 23
• 50 take away 49
• 1 2
1
8 plus 3
' A third of 33
1
20 take away 9
•The first two digit
prime number
•40-19
•3x7
• A third of 63
• 4 more than 17
• 3 times 4
• 1 dozen
• Half of 24
12
• The square root
of 144
•2x11
•17 + 5
• Half of 44
• 25 minus 3
22
30 32
50
60
• Number of minutes
in an hour
•10 times 7
• 2 lots of 35
• 10 more than 60
• 30 plus 40
• 4 lots of 20
• 10x8
•10 less than 90
80
• Four fifths of 100
•10 times 9
• 2 lots of 45
•10 less than 100
• 90% of 100
90
• 20 plus 21
•82 + 2
• 4 more than 37
• 2 more than 39
• 47 plus 4
• 100-49
•Treble 17
• 30 more than 21
• 57 plus 4
• 100-39
• Number of days in
June and July
•The total of 59
and 2
• 40 plus 31
•100-29
• 3 more than 68
•The total of 69
and 2
• 100-19
•3 J
• 75 plus 6
•9 2
+ 10
•100-9
• 1 more than 90
•The total of 89
and 2
•2x26
• 40 plus 12
42
52
• 2 more than 50
• Number of weeks
in a year
>2 x 31
• 40 plus 22
62
« 2 more than 60
> Number of days in
July and August
6x12
9x8
1
6 dozen
1
80 minus 8
•90-8
• Double 41'
82
• 3 more than 79
• 8 less than 90
•4x23
• 90 plus 2
• Double 46
• 100 minus 8
• 2 plus 1
• A third of 9
• 5 take away 2
• A quarter of a
dozen
• 7 plus 6
• Half of 26
• 7 less than 20
13
• Next prime
number after 11
•11 plus 12
• Half of 46
• 30 subtract 7
23
•The next prime
number after 19
•3x11
• Half of 66
• 3 more than 30
• 7 less than 40
•30 plus 13
• Half of 86 "
• 3 more than 40
• 45 minus 2
• 25 plus 28
• 60 minus 7
• 3 more than 50
33
53
•The next prime
number after 47
•Treble 21
•7x9
• 3 more than 60
• 7 less than 70
69 plus 4
Add 23 to 50 _
2 less than 75
73
•The next prime 40 plus 34
number after 71
• 79 plus 4
• 90 minus 6 83 I • Add 33 to 50 .19x7
84
i • 2 less than 85 • 4 more than 80 •
! • The next prime
] number after 79
• 89 plus 4 93 • Add 43 to 50
2 lots of 2
12 + 3
• 40 plus 44 i
• 86 plus 8
• Double 47 94
• 7 less than 100 • 4 more than 90
•3 x 31 • 100 minus 6
2 2
The square root
of 16
2 lots of 7
Half of 28 14
Next even number
after 12
30 take away 16
6 lots of 4
2 dozen
3x8
The mean of 23
and 25
34% of 100
Double 17
5 more than 29
40 take away 6
4x11
Double 22
Half of 88
4 more than 40
9 times 6
Double 27
24
54
3 times 3 times 6
60 take away 6
8 times 8
Double 32
8 2
70 take away 6
80 minus 6
Double 37
4 more than 70
64

10% of 50
30-6
A quarter of 20
The third odd
number
15% of 100
3x5
A quarter of 60
20 take away 5
25% of 100
5 2
15
A quarter of 100
A half of 50
35% of 100 %j
7x5 •
5 less than 40
A half of 70
45% of 100
9x5
5 less than 50
A half of 90
55% of 100
11 x5
5 less than 60
25 plus 30
35 plus 30
13x5
5 less than 70
The sum of 61
and 4
50 plus 25
3x25
5 more than 70
Three quarters
of 100
50 plus 35
5 x 17
5 more than 80
15 less than 100
50 plus 45 ^1
5x19 M
5 more than 90
5 less than 100
•
2 lots of 8
4 2
20% of 80
Half of 32
13 plus 13
2 x 13
30 take away 4
• 9 plus 8 16 17
•28-11
26
Number of weeks
in half a year
Half of 92
20 plus 26
4 less than 50
10 more than 6
8x7 ETj
30 plus 26
4 less than 60
20 more than 6 2
11x6
3 x 22
4 less than 70
Treble 22
80 minus 4 j
2 x 38
66
10 more than 66
10 less than 86
90 minus 4
2x43
10 more than 76
10 less than 96
12x8 £TJ
2 x 48
10 more than 86
100 minus 4
• 2 more than 15
•17% of 100
• 3 3
•9x3
• 30 minus 3
• 5 more than 22
• 40 minus 3
•6 2
+ 1
• Half of 74
27
•The sum of 35
and 2
• 50 minus 3 47
• 40 plus 7
• 8 more than 39
• Next prime
number after 43
• 60 minus 3
• 50 plus 7
• 8 more than 49
• Treble 19
• 70 minus 3
• 40 plus 27
• 3 less than 70
1
57
j.
Next prime
number after 61
•15 + 3
3x6
1
7 less than 25
' Double 9
• 2 times 14
• 30 minus 2
• Number,of days
in 4 weeks
• The product of
7 and 4
•2 times 19 ^
• 40 minus 2 H
• 12 less than 50
• 3 more than 35
4x12
• 50 minus 2
8x6
1
3 more than 45
30 plus 28
1
60 minus 2
Double 29
1
3 more than 55
'2x34
• 70 minus 2
' 8 more than 60
•4 x 17
• 13 plus 6 18 19
•38-2
28
58
•3 2
+ 10
• One less than 20
• Add 8 to 21
• 30 minus 1
• 21 less than 50
•5 2
+ 4
• 25 plus 24
• 50 minus 1 B
• 11 less than 60
•7 2
• 55 plus 4
• 60 minus 1 •
• The sum of 49
and 10
• 9 more than 50
29
3x23 68 69
70 minus 1
11 less than 80
• The difference
between 100 and 31
f/H •7x -7x11 11 wjjri -Treble •Treble 26 wl»i . 75 plus 4 f7«j
toWMU 50 • plus 50 plus 27 27 HHl 80 ' minus 80 minus 2 2 • 80 minus 1 • • •
3 less than 80
85 subtract 8
m • Treble 29
8X11
• 50 plus 37
• 3 less than 90
• 95 subtract 8
• 44 add 53
• 95 plus 2
• 3 less than 100
• The largest two
digit prime number
i
1
1
8 more than 70
Double 40 then
minus 2
1
90 minus 2 Hi
1
8 more than 80
Double 44
50 add 48 [jl
100 minus 2 Ml
1
8 more than 90
1
Double 49
• 11 less than 90
• The difference
between 100 and 21
• 85 plus 4 ^jTjl
• 90 minus 1 fe^Ml
• 9 more than 80
• The difference
between 100 and 11
•3x33
• 9x11 to
• 9 more than 90
»The difference
between 100 and 1

1 I 2 I 3 \ 4
16 16 16 16
5 8 1 2
16 16 8 8
3 4 1 1
8 8 4 2
1 2 3 4
16 | 16 16 16

Hundredth Game - Resource Sheet 29
Hundreth Game Recording Sheet Hundreth Game Recording Sheet
Target number
(1st throw)
Number
(2nd - 4th throw)
Total
Score
Hundreth Game Recording Sheet
Target number
(1st throw)
Number
(2nd - 4th throw)
Total
Score
Hundreth Game Recording Sheet
Target number
(1st throw)
Number
(2nd - 4th throw)
Total
Score
Target number
(1st throw)
Number
(2nd - 4th throw)
Total
Score
Hundreth Game Recording Sheet
Target number
(1st throw)
Number
(2nd - 4th throw)
Total
Score
Hundreth Game Recording Sheet
Target number
(1st throw)
Number
(2nd - 4th throw)
Total
Score

0 1 2 |3|
4 5 6 71
8 9

Ordering Game - Resource Sheet 31

Notes

Maths In Your Head
Maths In Your Head is a collection of whole class activities, usually used as lesson
starters or enders, to encourage mental mathematics. Developed by practising
teachers, these activities are particularly suitable for use within the lesson framework
of the National Numeracy Strategy. The levels of difficulty can be adapted to address
Key Stages 2 to 4.
Each activity has a brief description. Teachers will need to spend some time
introducing the basic activity in order to familiarise students with it. As students
become more confident, variations can be introduced and the level of difficulty
increased.
Photocopiable resource sheets are included and any equipment required is clearly
indicated.
Some variations are suggested, but there is space on each page for teachers to add
their own variations.
SMILE
MATHEMATICS
Isaac Newton Centre
108A Lancaster Road
London W11 1QS
Tel. 020 7598 4841
Fax. 020 7598 4838
Email, info@smilemathematics.co.uk
Web. www.smilemathematics.co.uk