Free Resources For Interactive Whiteboards 
The following resources are a small selection of those available in 'Mathsframe - Block A'.
A CD and site license now costs just £45 (US$70) and can be installed on all the computers in your school.
Click an activity to play.
Placing numbers on a number line
Primary Framework Objectives:
Year 3:
Order whole numbers to at least 1000 and position them on a number line
Year 4: Use positive and negative numbers in context and position them on a number line. Position one-place and two-place decimals on a number line
Year 5: Explain what each digit represents in whole numbers and decimals with up to two places, and partition, round and order these numbers
Year 6:
Use decimal notation for tenths, hundredths and thousandths; partition, round and order decimals with up to three places, and position them on the number line |
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Addition Pairs
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Primary Framework Objectives:
Year 3:
Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100
Year 4: Add or subtract mentally pairs of two-digit whole numbers
Year 5: Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences and doubles and halves of decimals |
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Linking Multiplication and Division
Can be used to demonstrate the commutative law of multiplaction
(e.g. 3 x 2 = 2 x 3), and the link between multiplication and division.
Drag the numbers to see the associated array.
Primary Framework Objectives:
Year 3:
To understand that division is the inverse of multiplication and vice versa. |
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Placing calculations on a number line
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Primary Framework Objectives:
Year 3:
Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts
Year 4: Derive and recall multiplication facts up to 10 x 10 and the related division facts. Use knowledge of rounding, number operations and inverses to estimate and check calculations
Year 5:Recall quickly multiplication facts up to 10 × 10 ,derive quickly corresponding division facts. Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations
Year 6:
Use knowledge of place value and multiplication facts to 10 x 10 to derive related division facts involving decimals. Use approximations, inverse operations and tests of divisibility to estimate and check results
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Matching Pairs
Primary Framework Objectives:
A versatile teaching tool with over 50 levels to play. Learning objectives include:
Know the relationships between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres
Recognise the equivalence between decimal and fraction forms of one half, quarters, tenths and hundredths
Recall quickly multiplication facts up to 10 × 10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts |
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Sequences
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Primary Framework Objectives:
Year 3: Count on from and back to zero in single–digit steps or multiples of 10
Year 4:
Recognise and continue number sequences formed by counting on or back in steps of constant size
Year 5:
Count from any given number in whole-number and decimal steps, extending beyond zero when counting backwards
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Partitioning
Primary Framework Objectives:
Year 3:
Partition three-digit numbers into multiples of 100, 10 and 1 in different ways
Year 4: Partition four-digit whole numbers
Year 5:
Partition numbers and decimals with up to two places
Year 6:
Partition numbers and decimals with up to three places |
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Finding Multiples (Carroll diagrams)
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Primary Framework Objectives:
Year 3:
Recognise multiples of 2, 5 or 10 up to 1000
Year 4: Derive and recall multiples of numbers to 10 up to the tenth multiple
Year 5:Find common multiples (e.g. for 6 and 9)
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2-step money problems
Primary Framework Objectives:
Year 3:
Solve one–step and two–step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations
Year 4: Solve one-step and two-step problems involving numbers, money or measures, including time; choose and carry out appropriate calculations, using calculator methods where appropriate
Year 5: Solve one-step and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use |
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Multiplication facts (rapid recall)
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Primary Framework Objectives:
Year 3:
Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts
Year 4: Derive and recall multiplication facts up to 10 x 10 and the related division facts.
Year 5:Recall quickly multiplication facts up to 10 × 10 ,derive quickly corresponding division facts.
Year 6:
Use knowledge of place value and multiplication facts to 10 x 10 to derive related division facts involving decimals.
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Timetables
Primary Framework Objectives:
Year 3: Solve one–step and two–step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculation
Year 4: Solve one-step and two-step problems involving numbers, money or measures, including time; choose and carry out appropriate calculations, using calculator methods where appropriate
Year 5: Solve one-step and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use |
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Missing Digits
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Primary Framework Objectives:
Year 3:
Use practical and informal written methods to multiply and divide two–digit numbers
Year 4:
Develop and use written methods to record, support and explain multiplication and division of two-digit numbers by a one-digit number
Year 5:
Extend mental methods for whole-number calculations, for example to multiply a two-digit by a one-digit number (e.g. 12 × 9), to multiply by 25 (e.g. 16 × 25)
Year 6:
Calculate mentally with integers and decimals: U.t ± U.t, TU × U, TU ÷ U, U.t × U, U.t ÷ U
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Bar charts
Primary Framework Objectives (Block C):
Year 3:
Answer a question by collecting, organising and interpreting data; use tally charts, frequency tables, pictograms and bar charts to represent results and illustrate observations; use ICT to create a simple bar chart
Year 4:
Answer a question by identifying what data to collect; organise, present, analyse and interpret the data in tables, diagrams, tally charts, pictograms and bar charts, using ICT where appropriate
Year 5:
Interpret a reading that lies between two unnumbered divisions on a scale
Year 6:
Construct and interpret frequency tables, bar charts with grouped discrete data, and line graphs; interpret pie charts
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