Roll and Cover Maths Game

I am super excited about going back to school! I am really looking forward to teaching Junior Infants again!!! I loved every minute of Senior’s but it was time for a change.

I have been planning my theme for the last while. Gosh it was hard to choose. I have been conflicted for a while now. I finally settled on it when I found the right props. Poor Mr. H ended up spending part of his Sunday shopping for school. I found it so hard to decide and to keep to a reasonable budget. Bless him, he didn’t complain at all.

Following on from our shopping trip I created these fun “Roll and Cover’ maths games. I think that they will be lots of fun to play! It will encourage number recognition and one-to-one correspondence.  They are in black and white as we don’t have a colour printer :(.

Just print and colour. Roll the dice and cover the number. The first person to cover all of their numbers wins!

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Click here to download!

Have fun,

Miss Mernagh 🙂

PS: The flamingo is a colouring sheet from: The coconut tree is one that i have had for years and don’t know who to credit it.

Weight: can you measure up?!

This week are are exploring the “Measures” strand of the maths curriculum. More specifically we are exploring weight. The curricular objectives are as follows:

  • develop an understanding of the concept of weight through exploration, handling of objects and use of appropriate vocabulary
  • compare and order objects according to weight
  • estimate and weigh in non-standard units
  • select and use appropriate non-standard units to weigh objects

We are using a balance to predict what objects are the same weight (eg. what weighs the same as my eraser) and then comparing the weight of objects using non-standard units of measure (we are mostly using unifix cubes as they are in plentiful supply).

I cannot stress the importance of “hands on” & “discovery learning” for maths. There is no substitute for having concrete materials in your hand. That said, some of my class could handle an “abstract” challenge at this stage of the programme. I spent some time online this evening in between completing overdue paperwork (Groan: I hate falling behind but I had a wedding to plan 😉 ) Anyway, here it is…

It is as yet untested by my class but looks like a winner to me. You need to add/remove the weights in order to make it balance. The graphics are very clear so children can easily see if the rock  is heavier or lighter than the counters. Then they can remove/add counters one at a time in order to achieve a balance between the two. Then click on the “tick” to see if you are correct. “Sid the Scientist” gives clear explanations and chats a little about weight and perception. Overall it is a great game. I can’t wait to play it with my class tomorrow!

balance 2

Click here to play

Have fun,

Miss Mernagh

Math Man Addition Game

I have been searching for some more fun games to encourage my pupils to practice their addition skills. I love to use online maths games as they naturally inspire interest. It’s pretty hard to get kids buzzed up about a page of maths problems but suggest a maths game and you feel the positivity and excitement fill the room.

Here is another game from I am fast becoming a fan! Unfortunately many of their games do not exactly match our curriculum in Ireland. Math Man is a great game and can be played by children from Senior Infant up. The harder levels are perfect for middle school or even higher school pupils who need a little bit of practice.

Math Man is a type of Pacman that many of us will remember from our childhood. I haven’t yet played this one in class so I am not sure how it will go with an interactive whiteboard. I think that you will need to use the arrows on the keyboard rather than your pen. We call our pen ” squiggle” 😉

I think that Math Man is going to be a popular game with my class! Doesn’t it look cool?! It’s also pretty simple to play.You need to navigate your way to “eat” the ghost with the number that answers  the sum on the bottom of the screen. If you eat a star the ghosts will freeze for a second.

math man

                                                                                                  Click here to play addition up to 10

maths man 2                                                                                                      Click here to play addition up to 20

I hope that you all enjoy this retro Math Man game. I certainly enjoyed reviewing it for you.

Have fun,

Miss Mernagh 🙂

Fruit Shoot Addition Practice!

There’s just something about brightly coloured fruit that puts me in a Summer mood.This addition game would almost fool you into thinking that it was Summer! No such look here in Ireland. Another overcast day…  

I love, love games that allow me to choose from many and varied levels. This Fruit Shoot game is suitable for children from Senior Infants up. The easiest level has sums up to 10 which is an exact match for our Senior Infant objectives. Yippee!!

fruit maths 1

Once you have selected your level then you can select either the relaxed or timed mode depending on ability levels. It also allows you to start on the Relaxed mode and over a period of time, say a week, become more skilled and then take on the challenge of the timed mode.

I  like having the option to avoid the timed mode if desired. Completing a challenge against the clock can be a source of stress and upset for some children. It’s great to have a choice, though, as some kids thrive on the challenge. I have some real speed demons this year that would relish the timed mode 😉

fruit maths 2

Now for the fun bit… Line up your target, the correct answer, and fire to make the fruit splat!!!

fruit maths 3

         Click here to play

I can’t wait to play this with my kiddos once we complete our unit on Weight.

Have fun,


Miss Mernagh 🙂

“Spot on” addition game

My class have been playing this “Spot on” addition game for almost a fortnight now. They are really enjoying it and practicing lots of maths skills in the process. Love it!!!!

Some of the skills that this games encourages  includes: an awareness of 10, improved addition and “mental maths”,  “subitising” and an awareness of “part-part-whole” relationships.

What you need to play “Spot on”:

All you need is a dice, 10 “spots” or counters and a 10 frame. You can download a free 10 frame here.

frame 1

How to play “Spot on”:

Child 1 rolls the dice and places that amount of “spots” on his/her card.

All other children then have their first turn and place the relevant number of spots on their board.

Before children roll the dice for a second time they must identify “how many more” spots are needed to fill their board.

( See the example below: I rolled 6 and need 4 more to be “spot on”).

You can only win the game by throwing the exact number needed to fill your board. This may mean throwing the dice and placing no “spots” on the board. If I rolled a 5 below I would place no counters on my board. I need exactly 4 to be “spot on”

When you call get the exact number need then you fill the board and shout “spot on!”

frame 2

Why we have been playing “Spot on”:

For the first few days I circulated and prompted maths talk.

  • How many more do you need for “spot on”?
  • Can you get that many with one more roll of the dice? Why/why not?
  • How many are on your board now? What did you just roll? Make a number sentence with those numbers eg. 5 and 4 more makes 9. I need one more for “spot on”.

Now my pupils naturally talk to each other about their 10 frame and how many more is needed, who have less than them, what their number sentence is.

I encourage my pupils to “subitise” when playing the game. Subitising is recognising a collection (of objects, pictures, dots on dominoes etc) without counting, simply by looking.  In this case, the empty frames on their 10 frame may create a pattern that they can visually recognise.

I also encourage pupils to “count on” and use “mental maths strategies“. They know that each row contains 5 frames and that there are 10 frames in total, 2 rows for 5.  They can use this information to count on. eg if they see 3 spots in the first row: 2  blanks and 5 more in the bottom row:

They should be create number sentence like these below rather than actually “counting” the frames by touching them:

  • 2 and 5 more makes 7

To consolidate “part-part-whole knowledge” by establishing the ability to see and recognise a number in terms of its parts, eg see 10 in terms of :

  • 7 and 3 more would make 10
  • or  7 being 3 less than 10

I hope that you all have lots of fun playing this game. There are lots of versions of this floating around the internet. Have any of you play it already?

Have fun,

Miss Mernagh 🙂

Counting Bricks and basic maths concepts

Do you ever “lose” an online resource? I played this Counting Bricks game before Christmas and forgot to bookmark it! I failed to locate it in the history on my work p.c and spent the last 30 min online trying to locate it. Frustrating! I had only played it once before and couldn’t remember anything apart from builders and bricks!

It is a really fun game for Junior or Senior Infants to play. I really love that they whistle as they wheel their barrows! Counting bricks had a definite appeal to the boys in my class when we played it. I know that I harp on about this but most online games seem a bit “girly” to me. So few of them set out to capture the attention of boys.

Counting bricks is a wonderful game to demonstrate the connection between concrete (objects)and the abstract sum. Just wait and see. It is soooooo clear!

Here are the precious builders off loading their bricks:
counting bricks 2

Now the addition problem appears:

counting bricks 3

Correctly add the bricks and input the number and “bing” you get to move on to another sum…

counting bricks 4

Click here to play

Just in case you are curious about the cause of my frantic searching for this game I thought I would clue you in. Developing early mathematical concepts requires lots of “hands on activity” to take children from counting from rote memorization to an understanding of number operations.

Counting bricks represents numbers in a very clear manner:

  • the blocks are colour coded so we can see the correspondence between 2 bricks in the first pile and the numeral 2 at the start of the sum.
  • the blocks are large enough to easily count
  • the blocks are clearly divided into 2 sets as our sum has two distinct parts ( 2 and 3 more)

I also love that this game isn’t timed. I can leave it on the whiteboard or PC for as long as I need to explore the concept. You have could have your pupils join in “building the sum” with Unifix cubes or “counting on” using their number line for example.

As I know that many of those who follow my blog are parents I thought that I would give you a brief explanation around some of the counting skills promoted in this game. We sure “play” a lot in maths class but there is a very good reason behind it 😉


The ability to match numbers to objects or object to object. One and only one number word can be matched to each and every object we count. “I say one when I touch one cube, I say 2 when I touch the 2nd cube…”


The number name given to the last object tells you how many objects you have counted in total.


To recognise small numbers without counting them.

Cardinality & Subitising:

When children well developed skills we should encourage them to “count on”.

If they can instantly recognise that there are 2 bricks in the first set they can “count on” from this for the second set “2, 3, 4, 5″ rather than counting each brick individually starting from one.

I would expect Senior Infant children to be able to “call out” most of the sums in this game without the need to “count” the bricks. They should be able to recognise the numbers and simply say “3 and 2 makes…”. Being able to give the answer by subitising would be great too, if not allow them to count the bricks by touching them in one-to-one-correspondence.

I hope that you found this post useful . I know that my class will be playing it tomorrow. Will you?!

Have fun,

Miss Mernagh 🙂

What time is it Mr. Wolf?

Have you enjoyed the Cambridge Interactive clock ?! My class did and seem to have taken to telling the time with great ease. I am pretty sure that the ease and speed at which they grasped the concept of time has thanks to some great interactive resources. I don’t think that I have ever found it easier to teach 🙂  We even did well on the hardest level where the numbers were removed from the clock. I am very proud of my kiddos for this!!!

What time is it Mr. Wolf  is a really fun game and proved a great hit. It was a great way to consolidate their skills further. It is very simple to use and also promoted literacy skills as they had to read number words 1-12 and then move the hands on the clock accordingly. As with the Cambridge Interactive Clock only the hour had moves.

Children have a choice of moving the hands clockwise and anti-clockwise to create the correct time. I encouraged children to move the hands in a clockwise manner as some are a little shaky at counting backwards. I was pleasantly surprised at how many intuitively chose to go anti-clockwise when it was the most sensible and quickest way to the requested time! They knew to go backwards from 8pm to 6pm rather than going all around the clock.

For my pupils the greatest joy came from entering the incorrect answer rather than the correct one. LOL! They just loved to see poor Little Red Riding Hood devoured by the wolf! Seriously, they would show me the correct answer on the clock face and then beg to “make a mistake” just to have her eaten!!!

time 1

Click here to play

I hope that your kids have as much fun playing What time is Mr. Wolf as much as mine did!

Miss Mernagh 🙂

Have fun,