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What do teachers think?
We are all fully Broadbent Maths now and everyone is finding it good to work from and more beneficial to children, building their skills, knowledge and understanding cumulatively and with more breadth. We had a deep dive in maths during our inspection and it came out as a strength.Headteacher, Cornwall
I am blown away by these resources, they are utterly brilliant, as is the excellent customer care. Highly recommend!
EY Teacher, Barcelona
Maths Subject Leader, North London
I used Broadbent Maths at my previous school. I now have a headship and subscribed to your site (of course!)
Headteacher, Northumberland
Headteacher, Northumberland
Primary maths Christmas activities
Christmas maths activities for primary teachers to try with your class - a stocking full of ideas that provide children with valuable opportunities for maths learning and some Christmas festive fun. Choose from challenges that can be returned to over a few days or quick 10 minute fillers.
Learning multiplication facts? Take a look at the products
Many hours are spent in primary classrooms on activities to help children learn multiplication facts, with varying degrees of success. I’ve seen (and used) chanting, counting patterns, songs, games, trio cards, bingo, round the class cards, tables tests… and many more strategies to try to get it to stick. So here’s another strategy to add to the mix – focus on the products.
How to make your maths displays engaging and active
A lively and engaging maths display is an important element of the classroom, helping children understand the concepts, skills or procedures of a particular maths topic and providing opportunities to celebrate their achievements. Many governors, heads and subject leaders use learning walks to get a feel of the maths going on in a class and the obvious place for them to look first is the maths display.
Confused about the language to use with 3D shapes?
A question that I am regularly asked concerns the correct language to use when teaching the properties of 3D shapes. This is a typical question I had from one school:
Spheres are often referred to having one face, cones two faces and cylinders three faces. Mathematically a face on a 3D shape is part of a plane and therefore is flat. Does this means that much of the language that has been used is inaccurate?
Spheres are often referred to having one face, cones two faces and cylinders three faces. Mathematically a face on a 3D shape is part of a plane and therefore is flat. Does this means that much of the language that has been used is inaccurate?
