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Excellence in Mathematics Leadership - Primary
10 Minute Maths
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‘10 Minute Maths’
The aim is to give children opportunities to practise regularly important mental maths skills. This is similar to
the way we encourage regular reading at home.
The idea is for children to take home an activity card and resource(s) and to spend about 10 minutes practising
the suggested activities as often as possible. The card can be changed every term or more frequently if
necessary.
Games / activities can be played independently or with someone else (eg a parent / relative). The ideas are not
exhaustive and can be adapted quite easily. This will help to sustain the ideas over the longer term
Parents are encouraged to become involved as much as possible and can give valuable feedback to the school
via a ‘Home / school record book’ similar to the well-established Reading Record format.
www.ncetm.org.uk
A Department for Children Schools and Families initiative to
enhance professional development across mathematics teaching.
1
Excellence in Mathematics Leadership - Primary
10 Minute Maths
Home-School Links: ‘10 minute maths’ ideas
Addition and subtraction facts
Resources:
•
•
•
Digit cards: (0 – 5) and (0 – 9)
Dice: (0 – 3) dot, (1 – 6) dot / number and (0 – 9) number
Dominoes
Year R
Year 1
- I can count up to 10 objects and
always get it right.
- I can add by counting on (using a
number track).
- I can find one more or less than a
number from 1 to 10.
- I know the addition and subtraction
facts for all numbers up to, and
including, 5.
- I can add by counting both groups.
- I know my number pairs to 10.
Roll the dice (1 – 6). Say the number
that is 1 more / less
Count the number of dots on a
domino. Compare with another
domino. Which domino has more /
less dots?
Lay out all (10) digit cards face up.
Find the card that is one more than
… / one less than …
Roll a (1 – 3) dot dice and a (1 – 6) dot
dice. How many spots are there
altogether?
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Roll a (1 – 3) dot dice and a
(1 –
6) number dice. Add the 2 numbers
together? You can use a number
track to help you count on
Lay out all (10) digit cards face down.
Reveal a card. How many more to
make 10?
Roll the (1 – 6) dice. Say a number
sentence (addition or subtraction) to
make the answer 5
Play dominoes. For this game,
touching numbers must have total
that is less than 10
A Department for Children Schools and Families initiative to
enhance professional development across mathematics teaching.
2
Excellence in Mathematics Leadership - Primary
10 Minute Maths
Year 2
Year 3
- I know the addition and subtraction
facts for all numbers up to, and
including, 10.
- I know the addition and subtraction
facts for all numbers up to, and
including, 20.
- I know my number pairs to 20.
- I know all pairs of multiples of 5 that
total to 100.
- I know all pairs of multiples of 10
that total to 100.
Lay out all (10) digit cards face down.
Reveal 2 cards. Add them together.
How many more to make 20?
Roll the (1 – 9) dice to create a ‘target
number’. Say a number sentence (+
and ­) to make the target number
Find all dominoes with a dot total of
7 / dot difference of 2
Roll the (1 – 9) dice to create a
multiple of 10. Say the complement
to 100
- I know sums / differences of
multiples of 10 up to, and including,
100.
Roll a pair of (1 – 9) dice. Add the 2
numbers. Say the subtraction
sentences that connect the 3
numbers
Find pairs of dominoes that have a
dot total of 12 / dot difference of 4
Roll a (1 – 9) dice to create the ‘tens’
digit. Use 5 as the ‘units’ digit. Say
the complement to 100 and the
related subtraction facts
Lay out all (10) digit cards face down.
Reveal 1 card. Multiply that number
by 10. This is the target number.
Find different ways (using + and ­) of
making the target number using
only multiples of 10
www.ncetm.org.uk
A Department for Children Schools and Families initiative to
enhance professional development across mathematics teaching.
3
Excellence in Mathematics Leadership - Primary
10 Minute Maths
Year 4
Year 5
- I know number pairs that total 100
and can say the related subtraction
facts.
- I know pairs of decimals that total 1
or 10 (both to 1 decimal place) and
the related subtraction facts.
- I can work out sums / differences
for pairs of multiples of 10 or 100.
- I can work out sums / differences
for pairs of multiples of 10, 100 or
1000.
Reveal a domino to create a TU
number. Say the complement to 100
and the related subtraction facts
Make a pile of (1 – 9) cards face
down. Turn over the top 2 cards and
place side by side to create TU
number. Say the complement to
100. If correct, turn over next card
and place on top of 1 of the other
cards. Say complement (to 100) for
the ‘new’ number. Continue
Roll the (1 – 9) dice. Multiply by 10 or
100 to create the target number.
Find different ways (using + and ­) of
making the target number using
only multiples of 10 / 100
Roll the (1 – 9) dice. Divide by 10 to
generate a decimal. Say the
complement to 1 and the related
subtraction facts
Choose a domino to create a U.t
number. Say the complement to 10
and the related subtraction facts
Make a pile of (1 – 9) cards face
down. Turn over the top 2 cards and
place side by side to create U.t
number. Say the complement to 10.
If correct, turn over next card and
place on top of 1 of the other cards.
Say complement (to 100) for the
‘new’ number. Continue
Roll the (1 – 9) dice. Multiply by 10,
100 or 1000 to create the target
number. Find different ways (using +
and ­) of making the target number
using only multiples of 10 / 100 /
1000
www.ncetm.org.uk
A Department for Children Schools and Families initiative to
enhance professional development across mathematics teaching.
4
Excellence in Mathematics Leadership - Primary
10 Minute Maths
Year 6
- I know pairs of decimals that total 1
or 10 (1 or 2 decimal places) and the
related subtraction facts.
Reveal two dominoes and create U.t
numbers. Add them together. Find
the difference between the total and
10
Lay out all (10) digit cards face down.
Reveal 4 cards. Create two U.t
numbers (eg 2.8 & 6.1) or two
numbers less than one (eg 0.28 &
0.61). Add them together
Use the same 4 digit cards to create
other numbers. Which pair gives the
total nearest to 10 or 1?
Roll the dice (1 – 9) four times to give
4 digits (eg 3, 6, 4, 3). Use the digits
to create a number less than 1 (eg
0.33) and a number less than 10 (eg
4.6). Add them together. What other
totals can you make? Find the
difference each time. What
combination gives the smallest /
largest difference
www.ncetm.org.uk
A Department for Children Schools and Families initiative to
enhance professional development across mathematics teaching.
5
Excellence in Mathematics Leadership - Primary
10 Minute Maths
Home-School Links: ‘10 Minute Maths’ ideas
Multiplication and Division facts
Resources:
•
•
•
Digit cards: (1 – 5), (1 – 10) and (1 – 20)
Dice: (1 – 3) dot, (1 – 6) dot / number and (1 – 9) / (0 – 9) number
Dominoes
Year R
Year 1
- I can double amounts.
- I can halve amounts.
- I can double numbers up to D5.
- I can halve even numbers up to 10.
- [I can double nos. up to D10.]
NB Children will still need to explore
doubling / halving in a variety of practical
contexts before moving to a more abstract
understanding.
NB Children will need to explore
doubling / halving in a variety of
practical contexts (eg cooking,
shopping, role play).
Find a domino that has the same
number of dots on both ‘sides’. How
many dots are there on each side /
altogether?
Practise the number sentence:
“double 1 is the same as 1 and 1” etc
Roll a pair of (1 – 3) or (1 – 6) dice.
Call “SNAP” when both dice have the
same number of dots. How many
dots are there altogether? Talk
about the number sentence each
time.
Use the digit cards 2, 4, 6 and 8.
Reveal a card. Find a (double)
domino that has the same (total)
number of spots as the digit card.
Practise the number sentence:
“3 and 3 makes 6 & half of 6 is 3”
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Play the ‘Doubles race’ game. Draw a
‘3x3’ grid. Roll the dice. Double the
number and record in the grid. Repeat to
complete the grid.
Now, roll the dice, double & cross out
that number if it’s on the grid.
[Can also be played as a game between
2, or more, players].
Shuffle number cards (2, 4, 6, 8 and 10).
Place face down. Reveal a card and say
what is half of that number.
(eg “half of 6 is 3 and double 3 is 6”)
Play ‘Snakes and Ladders’ game. When
dice is rolled, double the number and
move forward that number of spaces.
Play dominoes. For this game, touching
numbers must be double / half of each
other.
A Department for Children Schools and Families initiative to
enhance professional development across mathematics teaching.
6
Excellence in Mathematics Leadership - Primary
10 Minute Maths
Year 2
Year 3
- I can double numbers up to D15.
- I can halve even numbers to 20.
- I know multiplication facts for the 2
/ 10 times tables.
- I know division facts for the 2 / 10
times tables.
- I know doubles up to D20.
- I know halves of even numbers to
40.
- I know multiplication facts for the 2
/ 5 / 10 times tables.
- I know division facts for the 2 / 5 /
10 times tables.
Play the ‘Tables race’ game. Draw a
‘3x3’ grid. Roll the (1-9) dice.
Multiply the number (by 2 or 10) and
record in the grid. Repeat to
complete the grid.
Now, roll the dice, multiply (by 2 or
10) and cross out that number if it’s
on the grid.
[Can also be played as a game
between 2, or more, players].
Shuffle the number cards (1 – 15).
Place in a pile face down. Turn over
one card at a time and say the
double of that number. Time
yourself.
Shuffle the digit cards (1 – 9). Place
in a pile face down. Turn over one
card and say multiplication fact for,
say, the 10 times table. Repeat for
each card in the pile. Time yourself.
Extend to also say the related
division fact each time.
Play dominoes.
In this game, the total of touching
numbers must a multiple of 2.
www.ncetm.org.uk
Play ‘Doubles bingo’ game. Draw a
‘3x3’ grid. Fill the grid with even
numbers up to 40. Shuffle (1 – 20)
cards and place face down. Reveal a
card, double it and cross out that
number if it’s on the grid. [Agree
rules for how to win the game]
Reveal a domino to create a TU
number. State a known (x / ÷) fact
related to the number.
[Agree a system for scoring points]
Roll the dice (1 – 9). Each time, recall
(x / ÷) facts for the 2 / 5 / 10 times
tables.
[Agree a system for scoring points]
Play ‘Number Battleships’ game.
Each player draws two, ‘4x3’ grids
and fills one grid with numbers from
1 – 20. [The other grid is left empty.]
Players take turns to say a number
sentence using halves of (even)
numbers up to 40. You scores a ‘hit’
if the number is on your opponents’
grid. You record the number in its
correct place on your empty grid.
A Department for Children Schools and Families initiative to
enhance professional development across mathematics teaching.
7
Excellence in Mathematics Leadership - Primary
10 Minute Maths
Year 4
Year 5
- I know doubles of numbers up to
50.
- I know halves of even numbers to
100.
- I know multiplication facts for the
2x / 3x / 4x / 5x / 10x table.
- I know division facts for the 2x / 3x /
4x / 5x / 10x table.
- I know doubles of numbers up to 100.
- I know halves of even numbers to 200.
- I know multiplication facts for the 2x /
3x / 4x / 5x / 6x / 7x / 10x table.
- I know division facts for the 2x / 3x / 4x
/ 5x / 6x / 7x / 10x table.
Roll the (1 – 9) dice. Each time, recall
(x / ÷) facts for the 2 / 3 / 4 / 5 / 10
times tables. [Score points for
correct responses]
Use digit cards (1 – 5). Select two
cards and create a TU number (<50).
Either:
a) double the number
b) link the number to known facts of
the 2 / 3 / 4 / 5 / 10 times tables (incl.
remainders)
Play dominoes.
For this game, touching numbers
must have a product that is >10 but
<20. State x / ÷ facts each time.
Play ‘Domino bingo’. Draw a ‘4x3’
grid and fill with six numbers that
can be a product of the two numbers
on any domino. Turn over one
domino and cross out if product is on
the grid of numbers.
[Agree rules for how to win the
game]
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Roll the (1 – 9) dice. Each time, state 5
numbers that are / are not multiples of
that number. Explain your thinking.
Use digit cards 2, 3, 4, 5, 6, 7 and 10.
Reveal any two. Say two common
multiples of the pair of numbers. State
the related division facts.
Roll a pair of (1 – 9) dice. Generate TU
number(s). State the double of each
number.
Use digit cards (0 – 9) to create an even
number <200. Challenge opponent to
state half of the number. [Agree scoring
system for two / three-digit ‘start’
numbers]
Play dominoes. For this game, touching
numbers must have:
a) an even / odd product
b) a product that is a multiple of either
3, 4 or 5
Play ‘Even product’ game. Use cards (1 –
10). Find different ways of pairing all ten
cards so that the product of each pair is
an even number. Can you make the
product an odd number each time?
A Department for Children Schools and Families initiative to
enhance professional development across mathematics teaching.
8
Excellence in Mathematics Leadership - Primary
10 Minute Maths
Year 6
- I know the squares of multiples of 10 to
100.
- I know the doubles / halves of two-digit
numbers (eg 3.8 x 2).
- I know multiplication facts up to 10 x 10.
- I know division facts up to 10 x 10.
Roll a pair of (0 – 9) dice. Each time create
U.t number. You have 5 seconds to double
/ halve the number. [Score points for the
number of correct responses]
Play ‘Largest remainder’ game. Use digit
cards (0 – 9). Each player picks three cards
and arranges them to make TU ÷ U that
gives the largest possible remainder.
[Agree a system for scoring points]
Play ‘Deal all 10’ game. Use number cards
(1 – 10). Turn two cards over and place
side by side. Say the product. If correct,
turn over a new card, place on top of one
of the other cards and multiply numbers
again. Continue until all ten cards have
been used. Record your quickest time.
Product totals. Use cards (1 – 10). Reveal
six cards and make three pairs. Find the
product of each pair and add three
numbers. Make the largest / smallest
possible total.
Use digit cards (1 – 10). Select a TU target
number. Each card can be used once only.
Use the ‘four rules’ to make the target
number (or as close to it as possible).
www.ncetm.org.uk
A Department for Children Schools and Families initiative to
enhance professional development across mathematics teaching.
9