Maths – Number, Shape and Space

Looking for a way to make Maths lessons more exciting? Below there are a range of different maths games to brighten up even the dullest of maths topics along with some ideas for how to create a fast paced, interactive and productive lesson. These ideas were created for a year two class however they can be easily adapted for any year group.

Maths planning explained

Example of a weekly lesson plan


Maths games

Number Games

  • The children should work in pairs on scrap paper. They should each draw a function machine for the other. Then they should swap paper and their partner should fill in the answers. Then the person who drew the function machine should check the answers. They should repeat this over and over. Start by using numbers from 0-50 and only having missing numbers on the right side. To extend increase the numbers and have numbers missing on the left or right.


  • Each child should take a scrap piece of paper and write 10 questions using the format 18 = ___ tens and ___ units onto the paper. Then they should swap with their partner who should answer the questions. Once they have answered them they should give them back to the person who wrote them to mark. Then they should repeat.


  •  Roll two dice and write down the two digit number. Then repeat 3 more times. Once they have four numbers they should order them from smallest to biggest. Who can do it first?


  • Using 1-20 number cards and working in pairs children should turn the cards over so they are face down. Then they should turn over one card and put this card in front of them. Each time they turn over another card they must say whether it is greater than or less than their original card. Once all cards are turned over start again. To extend each child turns over two cards to make a two digit number.


  • Working in pairs the children should take a small handful of counters from a box. They should count the counters and then double that number of counters by getting out the same number again and then adding them all together.


  • Give the children whiteboards. Working in pairs one child should write down a number between 0-20 and their partner should then work out double that number. They can use counters to help them.


  • They should work in pairs. First lay out the 1-20 number cards face down. Then they should turn over three cards and the fastest person to work out the sum of the three numbers added together is the winner. Then turn over the cards again and repeat.


  • In pairs they should lay the 1-20 number cards face down. Then they should take it in turns to turn them over. Once they turn one over they have to say whether it is odd or even. The first person to shout the correct answer gets a point. The person with the most points when all the numbers are turned over wins.


  • In pairs they should have a whiteboard each. Then one person should say a number and the other person should decompose (tens + units) it on their whiteboard. If they get it correct then they get a point. Then it is their turn to ask their partner to decompose a number.


  • Give each child a number line from 0-20. Ask them to use the numbers lines to complete different addition sums. They should work in partners and take it in turns to ask each other addition problems. Really encourage them to use the number line, not their fingers, to work out the answer.


  • Give the children number cards from 1- 10. Then ask them to work in pairs. They should take it in turns to turn over a card. As soon as they do they should work out what the number times two is and shout it out. The person who says the answer first is the winner.


  • Give the children the number cards from 1-20. They should lay the cards face down on the table. Then they should take it in turns to turn over four cards. Once they have turned over four cards their partner should arrange them in order from biggest to smallest. Then they should turn them all over again and swap roles.



  • The children should take in turns to draw a shape on their board it can be either 2D or 3D (if it is 3D it must look 3D) then their partner has to guess what shape it is. To make it harder they can try to describe the shape before showing it to their partner to see if their partner can guess the shape from the description before they see the picture.


  • In pairs they should both close their eyes. One person should take a shape from the table and put the shape behind their back. Then they should both open their eyes and the person holding the shape must describe the shape to their partner using words such as edges, faces, rolls etc. Once their partner has guessed the shape it should be revealed and then they should swap roles.



  • The children should work in pairs. Give them a pile of coins. They should take it in turns to ask their partner to find coins to make a certain amount of money between 0-100p/c etc. Then once they have showed their partner the coins they swap over.


  • Working in pairs the children should have a pile of coins in front of them. One person should pick two coins and their partner should add the coins up to find the total of the two coins chosen. Once the correct answer has been found they should swap over.


  • Using the money cards the children should play in pairs. They lay the cards face down on the table. Then they take it in turns to turn over a card. Once they have turned over a card they must work out what coin they are going to use to pay for the item either a £1 or £2 coin depending on the price of the item. For example if they turn over a doll that costs £1.20 they will need to use a £2 coin to buy the item. Then their partner should work out the change they are going to get using the coins and give it to the person who is buying the item. Then they swap roles.

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