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Number and algebra

  • The Number System and Place Value
  • Calculations and Numerical Methods
  • Fractions, Decimals, Percentages, Ratio and Proportion
  • Properties of Numbers
  • Patterns, Sequences and Structure
  • Algebraic expressions, equations and formulae
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Geometry and measure

  • Angles, Polygons, and Geometrical Proof
  • 3D Geometry, Shape and Space
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Probability and statistics

  • Handling, Processing and Representing Data
  • Probability

Working mathematically

  • Thinking mathematically
  • Developing positive attitudes
  • Cross-curricular contexts

Advanced mathematics

  • Decision Mathematics and Combinatorics
  • Advanced Probability and Statistics
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For younger learners

  • Early Years Foundation Stage

Topics in Primary Mathematics

Here you will find primary activities grouped by mathematical topic. Choose from the list below...

Number

Here are some exciting activities which use numbers in lots of different ways.

Age 5 to 11

Shape, Position and Movement (Geometry)

Have a go at these activities, which involve shapes and moving objects in different ways.

Age 5 to 11

Handling Data (Statistics)

These challenges will test your understanding of information, as well as how likely different events are.

Age 5 to 11

Measurement

These activities are all about measuring different things, including time! Can you try and make a sensible guess about the size of something before you measure it?

You may find some of these articles interesting. Some focus on the history of different aspects of maths, some give information about areas of maths, and some offer you ideas about mathematical items to make and activities to do.

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The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

NRICH is part of the family of activities in the Millennium Mathematics Project.

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