{ "updated": "2026-08-14", "reviewedBy": "TheLearnDen Editorial Team", "curriculumSource": "https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study/national-curriculum-in-england-mathematics-programmes-of-study", "canonical": "https://thelearnden.com/tools/primary-maths-games/", "games": [ { "slug": "number-garden", "name": "Number Garden", "icon": "10", "strapline": "Grow number sense by composing and partitioning whole numbers.", "years": [ 1, 2, 3, 4 ], "keyStage": "KS1–KS2", "objective": "Compose and partition whole numbers using additive number bonds.", "prerequisite": "Count objects reliably and recognise written numerals.", "representation": "Number bonds are shown as two seed values growing towards one target flower.", "mathematicalRole": "Composition and decomposition", "misconception": "Choosing two visible numbers because they are close to the target rather than checking their total.", "workedExample": "To grow 10, choose 6 and 4 because 6 + 4 = 10.", "difficulty": "Targets and addends increase with the selected year; distractors include near bonds.", "transfer": "Ask: if 6 + 4 = 10, what must be added to 16 to make 20?", "adultNote": "Invite the child to say the whole number sentence, then ask how they know without recounting." }, { "slug": "target-lab", "name": "Target Lab", "icon": "=", "strapline": "Test which calculation reaches the target—and explain why.", "years": [ 2, 3, 4, 5, 6 ], "keyStage": "KS1–KS2", "objective": "Select and evaluate an efficient calculation to reach a given whole-number target.", "prerequisite": "Recall basic addition and subtraction facts.", "representation": "A target number is paired with four complete calculation cards.", "mathematicalRole": "Calculation and inverse reasoning", "misconception": "Applying the operation sign to only part of an expression or estimating instead of evaluating.", "workedExample": "For a target of 24, 6 × 4 works because six groups of four make 24.", "difficulty": "Operands increase from addition facts to multiplication and two-step expressions.", "transfer": "Ask for a different calculation that reaches the same target.", "adultNote": "Value an efficient explanation as much as a correct selection." }, { "slug": "fraction-forge", "name": "Fraction Forge", "icon": "½", "strapline": "Build and match equivalent fractions using visual bars.", "years": [ 2, 3, 4, 5, 6 ], "keyStage": "KS1–KS2", "objective": "Recognise and explain equivalent fractions using equal parts of the same whole.", "prerequisite": "Understand that a fraction describes equal parts of one whole.", "representation": "Segmented fraction bars keep the whole the same size while the partitions change.", "mathematicalRole": "Part–whole and multiplicative reasoning", "misconception": "Believing a larger denominator always makes a larger fraction.", "workedExample": "One half is equivalent to two quarters: both bars cover the same amount of the whole.", "difficulty": "Denominators and scaling factors increase while the visual whole stays fixed.", "transfer": "Ask where each fraction would sit on a number line from 0 to 1.", "adultNote": "Keep referring to the size of one whole; comparison is unreliable when the wholes differ." }, { "slug": "shape-builder", "name": "Shape Builder", "icon": "□", "strapline": "Make a shape with the target area and inspect its perimeter.", "years": [ 4, 5, 6 ], "keyStage": "KS2", "objective": "Build rectilinear shapes on a square grid and distinguish area from perimeter.", "prerequisite": "Count squares and recognise horizontal and vertical edges.", "representation": "A keyboard-operable 5 × 5 unit grid shows filled area and exposed perimeter edges.", "mathematicalRole": "Spatial and measurement reasoning", "misconception": "Assuming shapes with the same area must have the same perimeter.", "workedExample": "A 2 × 3 rectangle has area 6 squares and perimeter 10 unit edges.", "difficulty": "Area targets increase; later prompts ask for a particular perimeter as well.", "transfer": "Build another shape with the same area but a different perimeter.", "adultNote": "Ask the child to trace the outside boundary before counting its unit edges." }, { "slug": "money-market", "name": "Money Market", "icon": "£", "strapline": "Choose UK coins to make an exact total or calculate change.", "years": [ 1, 2, 3, 4 ], "keyStage": "KS1–KS2", "objective": "Combine UK coin values to make totals and reason about simple change.", "prerequisite": "Count in 1s, 2s, 5s and 10s and recognise the pence symbol.", "representation": "Clearly labelled coin-value buttons add to a visible running total.", "mathematicalRole": "Additive composition and difference", "misconception": "Treating the physical size or number of coins as their value.", "workedExample": "To make 37p, choose 20p + 10p + 5p + 2p.", "difficulty": "Totals progress from within 20p to mixed pounds and pence, with optional change questions.", "transfer": "Find a second way to make the same total using fewer coins.", "adultNote": "Say each coin value aloud; do not rely on a child recognising a coin only by appearance." }, { "slug": "reasoning-detective", "name": "Reasoning Detective", "icon": "?", "strapline": "Find the mathematical error, diagnose it and repair the reasoning.", "years": [ 2, 3, 4, 5, 6 ], "keyStage": "KS1–KS2", "objective": "Identify, explain and correct common errors in primary arithmetic and reasoning.", "prerequisite": "Explain a calculation using words, symbols or a representation.", "representation": "A worked claim is paired with three possible diagnoses and a corrected model.", "mathematicalRole": "Proof, critique and metacognition", "misconception": "Treating the final answer as the only evidence and overlooking the method.", "workedExample": "If 43 − 18 is written as 35, check the ones: 3 cannot subtract 8 without exchanging one ten.", "difficulty": "Errors progress from single-step facts to place value, fractions and multi-step reasoning.", "transfer": "Create a believable wrong answer and explain how to spot the error.", "adultNote": "Use the neutral phrase ‘What could this mathematician try next?’ rather than praising speed." } ] }