Hoppers

11 Create a circle – call out 1,2 or 3 11 is eliminated How can we adapt the task?

Multiple Spud The teacher calls out a number and you call out the next multiple Duplicates are eliminated. Last pupil is eliminated. How can we adapt the task?

Heads down Pupils keep heads down and raise their thumb when they hear a correct answer How can we adapt the task?

Heads down, thumbs up 4 to the front Class heads down with thumb up 4 pinch a thumb each If you answer a question you can try to identify who pinched you If correct swap places. How can we adapt the task?

Make a Number 5 numbers called out place them in order as they are called out How can we adapt the task?

Maths Olympics 100m Dash Given a start number, add a given number as often as you can in a minute How can we adapt the task?

Target Form a grid up to 4 by 4 and fill with numbers between 1 and 30 Teacher chooses a target number and pupils have to find as many possible routes from one side of the grid to another using x, - / and + which make the target Eg. Target = = 21 (20/10 + 1) x 7 = 21 How can we adapt the task?

Splat 1. Split the class into two teams 2. Write random numbers on the board, placed randomly. 3. Call up one student from each team 4. You call out a question, the answer to which is somewhere on the board. 5. The students have to 'splat' (i.e. cover with their hand) the correct answer. First one there wins a point for their team. 6. Thank you very much, take your seats, two more contenders please!

Times Table Challenge Get all the class to stand up, choose a pupil to start. They choose another pupil & ask them a times table, if they give the correct answer they then choose to ask someone else. If they get the answer wrong, it gets passed back to the person originally asking the question, check they know the answer & they ask someone else. The person who got the answer wrong is out & sits down. If they know their tables well, you can put a time constraint of how long they get to answer. Keep going until you have a winner.

Unique The question is "Name a shape" The winner(s) is/are those students who choose unique answers - words that no-one else in the room chose. So do you go for the obvious ones or the less-obvious ones? Double-bluff? Another question is: "Name a famous mathematician" or "Pick an integer between 1 and 20

Round the World Whole class stands up, then you ask them mental arithmetic questions in pairs. Person who calls out the answer wins, and the looser sits down. Then you move onto the next pair. After you have gone through the whole class you repeat, until you only have two left. The person who wins is the overall winner.

Greedy Pig They all stand up and I roll a dice They get the number of points on the dice. I throw it again. Now they have that many extra points. his continues. After each roll, I ask if anyone wants to sit down and bank their points, because if they are stood up and I roll a 2, they lose all their points for being a greedy pig! I have one kid at the board writing down who sits down and with how many points so the don't cheat! Rules are if they sit down they can't stand back up for that round. Once a 2 is rolled, everyone stands up and we start again. Their points from the previous round are still theirs.

Chains One person gives a Maths word. The next person has to think of a previously unmentioned Maths word which begins with the final letter of the previous word. e.g. SQUARE - EQUILATERAL - LENGTH - HEIGHT - TRIANGLE - EQUAL etc... The person who completes the longest chain wins, or it could be scored as in "weakest link" by "banking" lengths achieved for the team. Come to think of it - points could DOUBLE with each new word...

Skittles Get your pupils to all stand up and to choose a number between 1 and 100 which they keep to themselves. The pupils are ‘skittles’. You stand at the front of the class and make the motion as though you are bowling a skittle ball at them whilst saying something like “your number is a multiple of 5 ″ or “your number is a prime number” or “your number is a square number”. If the statement is true then the pupils are “bowled over” and they sit down, out of the game. The winner is the last skittle standing. Good for number facts but can be adapted to shape properties, angle facts, circle theorems and many more!

Outburst Prepare a list for yourself beforehand of a list of key things you want pupils to know on a topic. For example, if you were teaching angle facts you’d have a list of them all written down. You then give the class 45 seconds to shout out as many angle facts as they can and you tick them off your list as you go. Can the class collectively remember all of them?! A good game for vocabulary, formulae and theorems recall etc!

Wipeout Split the class into two groups and get each group to select a ‘player’. You give them a statement like “I can name … types of quadrilateral”. Each player then takes it in turn to say “I can name 1 ″, “I can name 2 ″, “I can name 3 ″ etc and they keep going until one of them says “name them” which sets the challenge to the other person to name as many as they claimed they could. If the player names as many as they said they could their team gets a point, if they fail the other team gets a point.

Catchphrase Six to nine squares are drawn over an image and by answering the questions the class identify the image behind How can we adapt the task?

3 x 33 x 23 x 5 4 x 65 x 33 x 8 4 x 75 x 52 x 2