Celebrate Maths Week with real life outdoor challenges.
Are you looking for fresh, fun ways to bring maths to life in your classroom? This Maths Week 15 – 23 November, we invite you to explore the theme of ‘Connection or Coincidence’, and what better way to connect more young minds to the joys of maths than through the wonder of trees this Autumn.
Why trees?
Trees are everywhere and they are packed with opportunities for hands-on maths. Get your pupils outside, moving and thinking like real-world problem solvers. Each activity below links everyday job roles to mathematical challenges, making learning meaningful and memorable.
Explore our three challenges for three age groups below.
KS1: Number bonds
Practise your number bonds to ten with Stick Man’s maths adventure. Gather some natural items, like pinecones or sticks, and use our pupil worksheet for a playful, outdoor maths session.
KS2: How tall is that tree?
Can you measure a tree just using a stick? Watch this fun video to find out how, then use our Maths lesson plan to estimate how old your tree is. Pupils will measure, record, estimate and calculate, just like a real forester!
Did you know that a Forester will use a clinometer to measure the height of a tree? This helps them to calculate the volume of timber in a tree’s main stem, monitor tree growth rates and estimate how much carbon the tree is storing. All essential skills for managing a forest.
Ranger in a Bag
Take learning further with our Trainee Forester Ranger In A Bag.
Pop on your hard hats and hi-vis vests and step outside and into the world of forestry! Let your pupils experience what it’s like to be a trainee forester for the day. They will apply maths to solve problems, use tape measures and tools like a forester whilst discussing sustainable forestry practises.
KS3: Estimating carbon storage
How much carbon can a tree store? This activity sheet explores how much carbon is stored in a tree by working out the dry weight of a tree. A real-world maths problem with an important environmental message.
