This web site contains over a thousand free mathematical activities for teachers and pupils. Click here to go to the main page which links to all of the resources available.
Please contact me if you have any suggestions or questions.
Mathematicians are not the people who find Maths easy; they are the people who enjoy how mystifying, puzzling and hard it is. Are you a mathematician?
Comment recorded on the 9 May 'Starter of the Day' page by Liz, Kuwait:
"I would like to thank you for the excellent resources which I used every day. My students would often turn up early to tackle the starter of the day as there were stamps for the first 5 finishers. We also had a lot of fun with the fun maths. All in all your resources provoked discussion and the students had a lot of fun."
Comment recorded on the 16 March 'Starter of the Day' page by Mrs A Milton, Ysgol Ardudwy:
"I have used your starters for 3 years now and would not have a lesson without one! Fantastic way to engage the pupils at the start of a lesson."
Each month a newsletter is published containing details of the new additions to the Transum website and a new puzzle of the month.
The newsletter is then duplicated as a podcast which is available on the major delivery networks. You can listen to the podcast while you are commuting, exercising or relaxing.
"Numeracy is a proficiency which is developed mainly in Mathematics but also in other subjects. It is more than an ability to do basic arithmetic. It involves developing confidence and competence with numbers and measures. It requires understanding of the number system, a repertoire of mathematical techniques, and an inclination and ability to solve quantitative or spatial problems in a range of contexts. Numeracy also demands understanding of the ways in which data are gathered by counting and measuring, and presented in graphs, diagrams, charts and tables."
Secondary National Strategy, Mathematics at key stage 3
Learning and understanding Mathematics, at every level, requires learner engagement. Mathematics is not a spectator sport. Sometimes traditional teaching fails to actively involve students. One way to address the problem is through the use of interactive activities and this web site provides many of those. The Go Maths main page links to more activities designed for students in upper Secondary/High school.
If you found this activity useful don't forget to record it in your scheme of work or learning management system. The short URL, ready to be copied and pasted, is as follows:
Do you have any comments? It is always useful to receive feedback and helps make this free resource even more useful for those learning Mathematics anywhere in the world. Click here to enter your comments.
© Transum Mathematics :: This activity can be found online at:
Type numbers into the vectors to create movement. For example, in level 1 you may decide the first vector should represent five squares across (positive values move to the right and negative values left) and eleven squared down (positive values are up and negative values down).
Press the 'Run Vectors' button to see the affect of your chosen numbers.
The objective is to find the shortest route to reach the red circle. You might be able to shorten your route if you use more vectors.
Currently the shortest route for this level (Level 1) has been achieved by someone claiming a trophy with the name Jasqin with a distance of 28.4 units on Wednesday, November 13, 2019. Can you beat that? If you can make sure you claim a trophy because that is how fast times are officially recognised.
Can you find a shorter route?
You can calculate the length of each leg of your journey by using Pythagoras' Theorem. In the example below red lines have been drawn to show the horizontal and vertical components of the vector, 3 across and 4 down.
Prthagoras' Theorem states that the length of the hypotenuse (the blue line) is equal to the square root of the squares of the other two sides added together (the red lines).
So the length of this leg of your journey is 5 units. You will find that the lengths you are finding in this way don't often turn out to be whole numbers so you should round of the length of your complete journey to three significant figures.