Outdoor Maths: A Complete Guide to Teaching the Primary Maths Curriculum Outdoors
Outdoor maths gives children opportunities to explore mathematical ideas through movement, conversation, practical resources and real-life experiences.
It does not mean abandoning the curriculum, spending every lesson in a woodland or turning maths into unstructured outdoor play. High-quality outdoor maths begins with a clear mathematical learning intention and uses the outdoor environment to help children understand, practise and apply that learning.
A playground, school yard, playing field, sports court or small outdoor area can all become valuable spaces for teaching mathematics.
In this complete guide, we explore how teachers can take the primary maths curriculum outdoors across EYFS, Key Stage 1 and Key Stage 2. You will find practical guidance for teaching number, calculation, fractions, measurement, shape, position, statistics, reasoning and problem-solving outside. New to Outdoor Learning? Start here: The Beginners Guide to Outdoor Learning.
What Is Outdoor Maths?
Outdoor maths is the teaching and learning of mathematical knowledge and skills using outdoor spaces, practical experiences, movement and physical resources.
It may involve:
- Using playground markings to create a number line
- Representing place value with hoops, cones or natural objects
- Measuring distances across the school field
- Creating shapes with ropes, sticks or chalk
- Collecting and interpreting data from the school grounds
- Exploring direction and coordinates through movement
- Building arrays to support multiplication
- Solving mathematical investigations collaboratively
- Applying mathematical learning to real situations
The mathematics should remain at the centre of the lesson.
The purpose of going outside is not simply to make the lesson more exciting. It is to give children a useful context, representation or experience that helps them engage with and understand a mathematical concept
Can the Primary Maths Curriculum Be Taught Outdoors?
Many areas of the primary maths curriculum can be introduced, practised or applied outdoors.
The national curriculum for mathematics is organised around developing pupils’ fluency, mathematical reasoning and ability to solve problems. It also gives schools flexibility over when content is introduced within each key stage, provided the relevant programme of study is taught by the end of that key stage.
Outdoor learning can support these aims by providing children with opportunities to:
- Represent mathematical ideas physically
- Explain their thinking to others
- Use concrete objects and visual representations
- Make comparisons
- notice patterns
- Test possible solutions
- Apply learning in meaningful contexts
- Work collaboratively
- Move between concrete, pictorial and abstract mathematics
Not every maths lesson needs to be taught outside. Outdoor maths works best when teachers select lessons where the space, movement or practical context will add something purposeful to the learning.
What Are the Benefits of Teaching Maths Outdoors?
Teaching maths outdoors can help children encounter mathematical ideas in a different way.
Instead of only seeing numbers, diagrams and calculations on a page, children can physically create, move, sort, compare, estimate, measure and investigate.
This can be particularly valuable when children need:
- A concrete representation of an abstract concept
- More opportunities to talk about their thinking
- Movement as part of the learning process
- A meaningful reason to use a mathematical skill
- Additional repetition in a different format
- Collaborative problem-solving opportunities
- A larger space in which to investigate
- A more accessible starting point
The Education Endowment Foundation describes manipulatives as objects children can move and interact with to represent mathematical ideas. Its early mathematics guidance also notes that physical movement and gestures may support mathematical learning, such as moving along a physical number line or using actions while counting.
Outdoor environments naturally provide space for these approaches.
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Outdoor Maths Is More Than Moving a Worksheet Outside
Taking maths outdoors should not mean asking children to complete the same worksheet while sitting on the playground.
A strong outdoor maths lesson uses the features of the environment intentionally.
For example:
Less purposeful approach:
Children sit outside and complete a page of multiplication calculations.
More purposeful approach:
Children create multiplication arrays with reusable objects, compare different representations and explain how the arrays connect to multiplication and division facts.
Less purposeful approach:
Children take a shape worksheet onto the field.
More purposeful approach:
Children construct quadrilaterals with ropes, classify them according to their properties and investigate which shapes can be made while changing one property at a time.
Before taking a lesson outdoors, ask:
- What exactly do I want the children to learn?
- What will the outdoor space add?
- Which representation or practical experience will support the mathematics?
- How will children explain and record their thinking?
- How will I identify misconceptions?
- How will the learning connect back to symbols, calculations or written representations?
Teaching Number And Counting Outdoors
Outdoor spaces are ideal for teaching number because they allow children to count real objects, move while counting and build large number representations.
In EYFS, children might collect five objects from around the outdoor area and place them into a hoop. The teacher could then ask them to find another way to make five, perhaps using three stones and two sticks. The emphasis would be on understanding that the total remains five even when the objects are different.
Children could also count actions instead of objects. They might complete six jumps, four claps or ten steps. This helps develop one-to-one correspondence because each movement must match one number word.
For older children, counting activities can become more challenging. Number cards could be placed around the playground and children asked to collect only multiples of four, numbers greater than 50 or numbers that would round to 100.
Children could create number sequences with chalk, leaving deliberate gaps for a partner to complete. They might count forwards and backwards in tenths, hundredths or negative numbers.
The teacher should ask children how they know a number belongs in a sequence rather than focusing only on whether they found the correct card. If you are looking for Maths Outdoors Training, head to our Outdoor Learning Workshops Hub for ways to train.
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Teaching Place Value Outdoors
Place value can be made highly visual outside.
Create a large place-value chart using chalk, hoops or floor markers. Label the columns ones, tens, hundreds and thousands. Give children digit cards and ask them to stand in the correct columns to create a number.
For example, four children holding the digits 3, 5, 2 and 7 could create 3,527. The teacher could then ask what happens if the child holding the 5 moves one column to the right. Children can see immediately that the value of the digit changes.
To explore exchange, place counters or small objects into the hoops. When ten ones have been collected, physically exchange them for one object in the tens hoop.
Older children can use the same approach for decimals. Create columns for ones, tenths and hundredths. Ask pupils to build a number such as 4.36 and explain the value of each digit.
A useful challenge is to give children a set of digit cards and ask them to make the largest possible number, the smallest possible number or a number closest to a given target.
Using Outdoor Number Lines
A large outdoor number line can be used across almost every primary year group.
Draw one with chalk or use number cards and cones. Younger children can move forwards and backwards to explore one more, one less, addition and subtraction.
For example, a child could begin on 7 and move forward five spaces. The class would discuss the starting number, the direction of movement and the landing number.
As children progress, the number line can include larger intervals, negative numbers, fractions and decimals.
For rounding, place multiples of ten along the line and ask children to position number cards between them. A pupil holding 67 would stand between 60 and 70 and decide which endpoint it is closer to.
For fractions, mark zero and one, then ask children to place one-half, one-quarter and three-quarters in the correct positions. This can reveal whether children understand fractions as numbers rather than only as parts of shapes.
Teaching Addition Outdoors
Addition can be taught using movement, grouping and practical representations.
Create two hoops and place a quantity of objects in each. Children can combine the groups and calculate the total. The teacher can then model the matching number sentence.
For number bonds, place cards showing different quantities around the playground. Ask children to find a partner whose number combines with theirs to make ten, twenty or one hundred.
To develop mental strategies, create an outdoor calculation trail. At each station, children solve a calculation and explain which method they used. They might partition, bridge through ten, use a known fact or compensate. Explore more addition outdoor ideas for KS1.
For example, when solving 49 + 26, one child may add 50 and subtract one. Another may add 20 and then six. The outdoor activity becomes a starting point for comparing strategies rather than simply checking answers.
Teaching Subtraction Outdoors
Subtraction can be represented as taking away, finding the difference or moving backwards on a number line.
To explore difference, place two ropes on the ground at different lengths. Children measure them and calculate how much longer one is than the other. Explore more Subtraction Outdoors Resources.
A practical number line can show subtraction as movement. A child might begin on 42 and move backwards 17. The class can discuss whether it is more efficient to subtract ten, then seven, or jump back to a multiple of ten first.
For missing-number problems, place a start number and an end number at different points in the playground. Ask children to work out the size of the jump between them.
For example, they might calculate the difference between 38 and 64 by jumping from 38 to 40, then 40 to 60 and finally 60 to 64.
Teaching Multiplication Outdoors
Multiplication can be made visible through equal groups and arrays.
Give children beanbags, counters, cones or wooden discs and ask them to build four groups of five. They can count the total, record repeated addition and write the multiplication calculation.
Next, ask them to rearrange the same 20 objects into five groups of four. This provides a practical demonstration of commutativity.
Arrays are especially useful. Children can create three rows of six and then walk around the array to view it from a different direction. They can discuss why three multiplied by six has the same product as six multiplied by three. Discover more multiplication outdoors lesson ideas.
For times-table practice, place multiples around the playground and ask children to order them. A Year 4 group might create the seven-times table with cards and identify patterns in the ones digits.
Older pupils can investigate factors by creating every possible rectangular array for a given number. If they are working with 36 objects, they might create one by 36, two by 18, three by 12, four by nine and six by six.
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Teaching Division Outdoors
Division can be explored through sharing and grouping.
Place 24 objects in the centre of the group and ask children to share them equally between six hoops. Discuss how many objects are in each hoop.
Then change the question. Ask children to place the same 24 objects into groups of six. This time they are finding how many groups can be made.
The practical difference helps children understand that division problems can ask different questions.
For remainders, give children a quantity that does not divide exactly. Ask them to share 26 objects between four hoops and discuss what happens to the remaining objects.
Older children can connect division to fractions and decimals by discussing how a remainder could be represented in different ways.
Teaching Fractions Outdoors
Fractions become easier to understand when children can see and physically divide a whole.
Draw a large rectangle in chalk and ask children to divide it into two equal parts. Discuss how they know the parts are equal. Repeat with quarters and eighths.
Use hoops to represent the whole and fill them with equal quantities of objects. Children might find one-half of 16, one-quarter of 20 or three-quarters of 24.
To compare fractions, create two equal-length ropes. Mark three-quarters on one and two-thirds on the other. Children can compare the positions and explain which fraction is greater.
Equivalent fractions can be shown using matching lengths. Mark one-half on one rope and two-quarters on another. Place the ropes side by side so children can see that the points align.
Older pupils can create fraction, decimal and percentage stations. One child might hold 0.5, another 50% and another one-half. Their task is to find their equivalent partners.
Teaching Decimals Outdoors
Decimals can be explored through number lines, measurement and place value.
Create a number line from zero to one and ask pupils to place decimal cards in the correct positions. Begin with tenths before moving to hundredths.
Children can measure playground objects in metres and record the answers as decimals. A bench might measure 1.4 metres, while a painted line might be 2.75 metres.
A large hundred-square grid can also be drawn with chalk. Children can shade or cover sections to represent decimals and percentages.
For example, covering 25 squares out of 100 can represent 0.25, one-quarter and 25%. Learn more about why teaching maths outdoors is important to all learner types.
Teaching Percentages Outdoors
Percentages work well when linked to groups of 100, data or practical collections.
Place 100 counters into a large grid and ask children to show 10%, 25%, 40% or 75%.
Alternatively, create a group of 20 objects and ask pupils to find 50%, 25% or 10% of the quantity.
Older children could carry out a survey in the playground, calculate percentages from the results and present their findings.
For example, if 15 out of 30 pupils prefer football, children can calculate that 50% selected football.
Teaching Ratio and Proportion Outdoors
Ratio can be explored using coloured objects, groups and practical mixtures.
Give children red and blue beanbags and ask them to create a ratio of two red to three blue. They can then scale the pattern while keeping the same relationship.
A group might begin with two red and three blue, then create four red and six blue, followed by six red and nine blue.
Children can discuss what changes and what stays the same.
For map work, pupils can draw a simple plan of the playground using an agreed scale. They might decide that one metre in the real playground will be represented by one centimetre on paper.
Ratio can also be introduced through recipes or mixtures, such as creating coloured water using one part colour to four parts water.
Teaching Length Outdoors
Length is one of the easiest areas to take outside.
Younger children can compare objects directly and use language such as longer, shorter, taller and wider.
They can measure with non-standard units by finding out how many footsteps long the playground is or how many blocks fit along a bench.
Older pupils should use standard equipment such as rulers, metre sticks, tape measures and trundle wheels.
Ask children to estimate before measuring. They could estimate the length of the football pitch, the height of a fence or the distance between two playground markings. Learn more about the difference in inch and cm.
After measuring, they should compare the estimate with the actual result and discuss whether their estimate was reasonable.
Measurement challenges could ask children to find something longer than one metre but shorter than two metres, locate an object close to 50 centimetres or create a route measuring exactly ten metres.
Teaching Perimeter Outdoors
Perimeter can be understood physically by walking around the outside edge of a shape or area.
Use rope to create rectangles on the field. Ask children to measure every side and calculate the perimeter.
Give groups the same total length of rope and challenge them to make different rectangles. They might all have a perimeter of 24 metres but different dimensions.
This leads naturally into a comparison of area. Children can investigate whether shapes with the same perimeter always have the same area.
The playground itself can also be measured. Pupils could calculate the fencing needed around a garden area or the edging required around a new outdoor learning zone. Learn how to take perimeter outside in autumn.
Teaching Area Outdoors
Create large shapes with chalk or rope and ask children to estimate and calculate the area.
On a marked playground grid, children can count squares directly.
On the field, they might use metre sticks to create one-square-metre sections. They can then estimate how many square metres fit inside a larger marked area.
For a practical design challenge, ask pupils to plan a garden using a fixed area. They could divide the space into planting beds, pathways and seating areas while ensuring their total areas fit within the available space.
Older children can investigate compound shapes by splitting an irregular outdoor area into rectangles and calculating the total. We have some great taking maths outdoors videos for you to watch, try 2D shapes and their properties for instant ideas.
Teaching Capacity Outdoors
Water play and containers can create meaningful opportunities to explore capacity.
Children can compare which container holds more, order containers from smallest to largest or estimate how many cups are needed to fill a bucket.
Older children can measure accurately in millilitres and litres.
Ask pupils to choose the most efficient container for measuring a given amount. They might decide whether a 100-millilitre cup, 500-millilitre jug or one-litre bottle is most suitable.
A useful misconception to explore is that taller containers do not always hold more than shorter, wider containers.
Teaching Mass Outdoors
Use balance scales to compare the mass of outdoor resources.
Children can predict which object is heavier before testing it. They might compare a large pine cone with a small stone and discover that size does not always indicate mass.
Older pupils can use standard scales and record measurements in grams or kilograms.
A practical challenge might ask children to collect a group of objects with a total mass as close as possible to 500 grams.
They could also calculate the difference between two masses or order several items from lightest to heaviest.
Teaching Time Outdoors
Time can be connected to practical activities without turning the lesson into a race.
Children can estimate how long one minute feels by closing their eyes and signalling when they think the minute has passed.
They can use stopwatches to time how long it takes to walk a route, complete ten jumps or move between two points.
Older pupils can calculate durations. If an activity begins at 10:15 and lasts 35 minutes, they can work out the finishing time.
The school day itself provides useful time problems. Children can calculate how long remains until lunch, how many minutes are spent outside during break or the total duration of different lessons.
Teaching Temperature Outdoors
Children can take regular temperature readings in different locations around the school grounds.
They might compare a sunny area with a shaded area, record morning and afternoon temperatures or track changes over a week.
The data can be used to calculate differences, identify maximum and minimum values and create graphs.
Older children should discuss the reliability of the measurements. They might consider whether readings were taken at the same time each day or whether the thermometer was positioned consistently.
Teaching 2D Shape Outdoors
The outdoor environment provides space to construct and classify large shapes.
Use ropes, sticks or chalk to create triangles, quadrilaterals and polygons.
Rather than simply asking children to make a rectangle, give them conditions. Ask them to create a quadrilateral with two pairs of parallel sides, one with four equal sides or one with only one pair of parallel sides.
Children can walk around the shape, count the sides and vertices and identify parallel or perpendicular lines.
They can also investigate whether changing the length of one side changes the type of shape.
For a shape hunt, ask children to find examples around the school grounds and explain which properties justify their choices. A window may resemble a rectangle, but children should identify the right angles, opposite equal sides and parallel lines. Make a start try 2D Shape Bundle Lesson Pack.
Teaching 3D Shape Outdoors
School buildings and playground equipment offer real examples of three-dimensional forms.
Children can identify cuboids, cylinders, spheres and prisms before discussing how real objects differ from perfect mathematical models. Try some 3D Outdoor Maths Sessions.
They can construct skeletal shapes using sticks and reusable joining materials.
Ask children to compare the number of faces, edges and vertices or identify which solids will roll, stack or slide.
Older pupils can photograph buildings or equipment and annotate the visible geometric features.
Teaching Angles Outdoors
Angles can be explored through movement and shape construction.
Ask children to stand facing a given direction and make quarter, half, three-quarter and full turns.
Use chalk lines to create angles on the playground. Children can estimate whether each is acute, right, obtuse or reflex before checking with a protractor.
The school building can be used for an angle hunt. Pupils might identify right angles in windows, acute angles in roof structures or parallel lines in fencing.
Older pupils can create triangles with rope, measure all three angles and investigate whether the angles total 180 degrees. Make a start today and explore 100 outdoor learning ideas.
Teaching Symmetry Outdoors
Draw half of a shape or pattern in chalk and ask children to complete the reflection across a marked line.
They can create symmetrical designs using reusable objects, beanbags or natural materials.
Older pupils can investigate whether familiar objects are exactly symmetrical or only approximately symmetrical.
Rotational symmetry can be explored by creating patterns around a central point and testing how many times the design matches itself during a full turn.
Teaching Position and Direction Outdoors
Outdoor spaces are ideal for teaching routes, turns and positional language.
Create a simple obstacle route and ask one child to guide another using precise instructions.
Younger children may use words such as forwards, backwards, beside, behind and between.
Older children can use clockwise and anticlockwise turns, compass directions and degrees.
A pupil might give instructions such as, “Move five steps north, turn 90 degrees clockwise and move three steps east.”
The class can evaluate whether the instructions were clear enough to produce the intended route.
Teaching Coordinates Outdoors
Draw a large coordinate grid with chalk or use existing playground lines.
Children can stand on coordinates, plot points and identify the coordinates of objects.
A simple game might involve placing beanbags at different coordinates and asking pupils to record their positions.
Older children can plot several points and join them to create shapes. They can then translate the shape or reflect it across an axis.
For four-quadrant work, pupils can physically move into positive and negative coordinates and discuss how the signs change.
Teaching Patterns Outdoors
Patterns can be created with movement, objects, shapes and numbers.
Young children can make repeating patterns using coloured beanbags, claps, jumps or outdoor objects.
Older children can create growing patterns and record how each stage changes.
For example, pupils might build a sequence of squares using sticks and investigate how many sticks are needed at each stage.
They can record the results in a table, predict later terms and describe the rule.
This can lead naturally into early algebraic thinking.
Teaching Mass Outdoors
Use balance scales to compare the mass of outdoor resources.
Children can predict which object is heavier before testing it. They might compare a large pine cone with a small stone and discover that size does not always indicate mass.
Older pupils can use standard scales and record measurements in grams or kilograms.
A practical challenge might ask children to collect a group of objects with a total mass as close as possible to 500 grams.
They could also calculate the difference between two masses or order several items from lightest to heaviest.
Outdoor Maths in EYFS
Outdoor maths in EYFS should combine child-led play with intentional adult interaction and with lots of Outdoor Play.
A water area can support language around full, empty, more, less and capacity. A construction area can develop understanding of shape, size, balance and position. A bike track can support counting, direction, speed and distance.
Adults can extend learning during play by introducing mathematical language and thoughtful questions.
If a child builds a tower, the adult might ask which block would make it taller or how many more blocks are needed to reach a certain height.
If children are filling containers, the adult might ask which holds the most and how they could test their prediction.
If children create a pretend café, they can count objects, match quantities to numerals and use simple money language.
The adult should follow the child’s interest while remaining alert to the mathematics within the play. Head to the Early Years Outdoors Hub for more ideas.
Outdoor Maths in Key Stage 1
In Key Stage 1, outdoor maths should help children move between practical representations and written calculation.
A number-bond lesson might involve children finding partners whose cards total ten or twenty.
A multiplication lesson might involve creating equal groups in hoops.
A measurement lesson might ask children to estimate and measure the length of playground equipment.
A shape lesson might use rope to construct and compare polygons.
The teacher should ensure children record the mathematical connection. After working practically, they may draw the representation, write the matching calculation or explain the method in words. For more ideas on all subjects head to the Outdoor Learning KS1 Hub.
Outdoor Maths in Lower Key Stage 2
In Years 3 and 4, children can complete more complex investigations.
They might use arrays to explore factors, measure the perimeter of outdoor areas, create fraction number lines or collect data for graphs.
A Year 4 class could investigate rectangles with a perimeter of 20 metres and compare their areas.
A Year 3 group might measure jumps to the nearest centimetre, order the results and calculate differences.
The outdoor activity should include opportunities for recording, reasoning and checking accuracy. For more Outdoor KS2 Ideas head to the KS2 Outdoor Learning Hub.
Outdoor Maths in Upper Key Stage 2
Outdoor maths for Years 5 and 6 should feel challenging and age appropriate.
Older pupils can work with scale, ratio, percentages, coordinates, area, volume, statistics and algebra.
They might create a scale plan of the school grounds, calculate the cost of resurfacing a playground or compare the areas and perimeters of possible garden designs.
A statistics lesson could involve collecting and analysing real data before evaluating the reliability of the conclusions.
A ratio lesson could ask pupils to design a pattern or mixture that maintains a fixed relationship when scaled.
Older children still benefit from practical learning, but the mathematics should be increasingly sophisticated. For more Outdoor KS2 Ideas head to the KS2 Outdoor Learning Hub.
Outdoor Maths for Children with SEND
Outdoor maths can support children who benefit from movement, concrete resources and visual representations.
A large physical number line may be easier to understand than a small printed one. Hoops can create clear working zones. Practical objects can reduce the memory demands of holding quantities mentally.
However, the outdoors can also create sensory, communication and transition challenges.
Some children may need a visual timetable, clear boundaries, a familiar partner or a quieter working area.
Instructions should be short and specific. Equipment should be prepared in advance. Children may benefit from seeing a model of the task before moving outside.
The learning objective should remain ambitious, while the method of access and recording can be adapted. For more ideas, head to the SEND Outdoors Hub.
Two Practical Outdoor Maths Activities to Try
Human Number Line
Create a large number line across the playground using chalk or cards.
Give children numbers and ask them to stand in the correct positions.
For younger pupils, use whole numbers and ask who is one more or one less.
For older pupils, include negative numbers, fractions and decimals.
Ask children to justify their position and explain which labelled points helped them decide.
Create It and Prove It
Give groups hoops, rope, cones, chalk or beanbags.
Provide a mathematical statement and ask them to create a practical proof.
They might prove that 24 has eight factors, show that two rectangles can have the same perimeter but different areas or demonstrate that three-quarters is greater than two-thirds.
Each group must explain how its representation proves the statement.
Maths Outdoors Frequently Asked Questions
Do we need a woodland?
No. Outdoor maths can take place on tarmac, in a school yard, on a playing field, in a nursery garden or beneath a covered area.
Does outdoor maths need natural materials?
No. Hoops, cones, ropes, chalk and reusable cards are often more practical and consistent.
Can it be curriculum aligned?
Yes. Start with the curriculum objective and use the outdoor environment to support the teaching.
Is outdoor maths suitable for Year 5 and Year 6?
Yes. Older pupils can explore ratio, scale, percentages, algebra, coordinates, area, volume and statistics outside.
How should children record their work?
They can use clipboards, whiteboards, diagrams, calculations, tables, photographs, maps and verbal explanations. Some recording can be completed when they return inside.
Can outdoor maths support mastery?
Yes, when practical representations help children see structure, make connections, reason and explain. The outdoor element should be carefully linked to the mathematical concept.
Do teachers need an outdoor learning qualification?
Teachers do not need a Forest School qualification to teach ordinary curriculum maths in their school grounds. Schools should follow their normal policies and procedures for teaching safely outside.
Outdoor Maths Resources
The Muddy Puddle Teacher® provides practical outdoor maths resources for EYFS, Key Stage 1 and Key Stage 2.
Our resources are created for real school environments, including playgrounds, yards and playing fields.
They help teachers take curriculum objectives outside using simple, affordable and reusable equipment.
Explore outdoor maths games, videos, downloads, activity cards, picture galleries and professional development resources.
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Outdoor Maths Training for Schools
The Muddy Puddle Teacher® delivers practical outdoor maths workshops, webinars and INSET training for schools and settings.
Training can be tailored to EYFS, Key Stage 1, Key Stage 2, SEND, maths leadership, outdoor continuous provision and whole-school development.
Sessions focus on how to teach the curriculum outside using ordinary school grounds and low-cost resources.
Staff leave with practical approaches they can begin using immediately.
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Start Teaching Maths Outdoors
Outdoor maths does not need to be complicated.
Begin with one objective from your existing maths curriculum.
Think about what the children need to see, build, move, measure, discuss or investigate.
Choose a simple outdoor representation and plan the questions that will help children explain their thinking.
When outdoor maths is purposeful, the outdoor space becomes more than a different place to teach. It becomes a practical resource for helping children understand, apply and enjoy mathematics.
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