Looking to inject a little festive fun into your fluency sessions this month?

If you are, you’ve come to the right place!

This compilation of challenges has the potential to generate plenty of mathematical discussion in your classroom.

The challenge below presents an opportunity to explore equality and to rehearse number bonds and addition and subtraction strategies; all of which are vital building blocks for learning yet to come.

Begin with curiosity

What can you see?  What do you notice?

Children may comment on the number of boxes on each sleigh or their arrangement. They may notice the possibility of using a familiar bond to 10. Do children notice that for two of the sleighs, there are multiple possibilities?

Valuing each contribution, as children share in their own words, is important. We can inject more accurate mathematical language later once children’s initial thoughts have been shared and listened to by the class.

Scaffold for discussion, reasoning and problem-solving

Following this initial discussion, children could work in teams to talk through possibilities and strategies to solve the problem. Arming children with pens, paper, sticky notes, useful manipulatives and simple sentence frames could provide a scaffold on which to build ideas. Sentence frames could include:

I have noticed…

If… then…

For the middle sleigh:

I have noticed that the boxes on the front total 15.

If one of the boxes at the back had 3 toys inside, then the other box would need 12 toys to equal 15.

I have noticed a pattern. The boxes could contain 1 and 14 toys, 2 and 13 toys, 3 and 12 toys…

For the final sleigh:

I have noticed that the empty box at the front needs to contain one more toy than the total toys put in the two empty boxes at the back. This is because 12 and 11 have a difference of one.

Suggestions for additional scaffolding

Begin with curiosity

What can you see?  What do you notice?

Children might see products from familiar times tables and notice that they are not in their usual order. They might spot prime and square numbers and spot that some numbers appear more than once.

Before attempting to solve the problem, it’s crucial that children understand the design of the table – how the factors in the green row and column are linked to the corresponding products in the table.

Scaffold for discussion, reasoning and problem-solving

Following this initial discussion, children could work in teams to talk through possibilities and strategies to solve the problem. A large version of the grid, a pencil, rubber, and a beadstring could support in solving this problem.

Where times tables are not known, a beadstring would be a useful manipulative. For example, children could drag across 40 beads and use them to identify the possible factors – equal groupings of 2, 5, 8 or 10 (within the factors allowed in the problem). Sentence frames could include:

I have noticed…

It couldn’t be…

It could be…

If… then…

For example:

I have noticed that the fully blue column contains four multiples of 4. The factor at the top of the column could be 4. It couldn’t be 2 because 2 x 18 = 36 and 18 isn’t allowed.

I have noticed a square number – 100. If 10 goes at the top of the column for 100, then the factor at the end of the horizontal blue row must be 2 because 10 x 2 = 20.

Suggestions for additional scaffolding

Begin with curiosity

What can you see?  What do you notice?

Children might see that each side of the large triangle has 3 little triangles along it. They might notice that each part is a number of tenths and comment that some are written in words, some as decimals and some as fractions.

It is important at this point that children understand how to translate between them, e.g., that 3 tenths could also be written as 0.3 or 3/10.

Scaffold for discussion, reasoning and problem-solving

Following this initial discussion, children could work in teams to talk through possibilities and strategies to solve the problem. Place value counters (tenths / 0.1 counters) would be a handy manipulative for working out how to lay out the groups so that they meet the parameters in the question.

Sentence frames could include:

I have noticed…

If… then…

I have noticed that the numbers are consecutive. They go up in tenths from 0.3 to 0.8.

If we use 0.8, 0.7 and 0.6 along one side then we won’t have enough tenths to make the other sides equal.

If confident with the addition and number facts required, sticky notes could support a ‘try then improve’ approach.

Suggestions for additional scaffolding

Articulating strategies and sharing solutions

It is worth considering how children will share their problem-solving approaches and solutions.

Options could include:

• A classroom walk-around to view the solutions of other groups. One member of the group could remain at their table to share strategies with ‘visiting’ children.
• Listing 3 key points from their exploration for a spokesperson to share with the class
• Pairing up groups to share their strategies and solutions with each other
• Producing a team poster to show the process and final outcomes
• Writing a set of ‘how to’ instructions for how to solve a similar problem in the future

Evaluating strategies and considering metacognition

As exemplified through case studies in the OEC report, focusing on process and efficiency, rather than simply getting the right answer, can develop children’s mathematical confidence, allowing them to talk their ideas through and build understanding of key concepts.

Reflection points to consider:

• When did things get challenging?
• What helped if you got stuck?
• What did you notice that helped you to decide on a strategy?
• Did your group try more than one strategy? Which one worked best in this case and why?
• How did your feelings change during the task?
• Did you have an ‘a-ha’ moment? When was it?
• What might you do differently next time?

The HFL Education Annual Maths Challenges are taking place in spring and summer 2025, with:

Challenges are hosted online for the heats and the final so your teams of four children can join in from the comfort of their own school.

Every day, women and girls around the world face violence—in their homes, communities, schools, and increasingly, online. The digital age has brought unparalleled opportunities for connection and learning, but it has also opened new doors to harm. Social media platforms, in particular, amplify misogyny, harassment, and abuse, normalising harmful behaviours and creating environments where young people—especially girls—are targeted.

This isn’t just a societal issue; it’s one that deeply affects our schools. The 2021 Ofsted review of sexual harassment and violence revealed a grim reality: sexual harassment, sexism, and online abuse are so commonplace for many young people that they see no point in reporting them. 90% of girls and nearly 50% of boys reported receiving explicit material they didn’t want, and 92% of girls reported hearing sexist remarks regularly.

As educators, we find ourselves at a crossroads. We can continue to address these issues reactively, or can we lead the way in creating a culture that empowers young people to challenge harmful behaviours—both online and offline. Schools have a unique and powerful role to play in equipping students with the tools, values, and confidence to navigate their world safely and respectfully.

The challenge of social media and violence

The rise of digital platforms has created a fast-changing landscape where abuse is often anonymous, pervasive, and hard to address. Social media normalises harmful language, spreads abusive content, and allows perpetrators to target victims with ease. While this affects all young people, the impact is disproportionately felt by girls and women.

Online abuse takes many forms: cyberstalking, trolling, body shaming, and the non-consensual sharing of intimate images. Emerging technologies, such as deepfakes, create further risks. These behaviours are not just harmful in the moment—they contribute to a wider culture that dehumanises women and reinforces inequality.

To tackle this, schools must address both the real-world and online environments their students inhabit. By embedding high-quality RSHE (Relationships, Sex, and Health Education) and digital literacy into the curriculum, schools can give young people the skills they need to thrive in both spaces.

What schools can do: creating a culture of respect and safety

Schools have the power to shape a generation that rejects violence and abuse. This requires a proactive, whole-school approach that goes beyond compliance and fosters meaningful change.

1. The role of RSHE in building respectful relationships

At the heart of RSHE is a commitment to teaching young people the values of mutual respect, consent, and equality. These lessons lay the foundation for healthy, respectful relationships both in person and online.

• Consent: Help students understand boundaries and the legal framework around consent.
• Equality: Challenge gender stereotypes and celebrate diversity.
• Communication: Equip students to express themselves clearly and respectfully, while knowing how to seek support.

2. Digital literacy for navigating online spaces

Digital literacy is essential in addressing the challenges of social media and online abuse. It goes beyond technical skills to develop critical thinking and safety strategies.

• Spotting abuse: Help students recognise harmful behaviours like trolling, misogyny, and cyberstalking.
• Protecting privacy: Teach strategies for managing privacy settings and safeguarding personal information.
• Promoting respect: Encourage positive, respectful interactions online.
• Seeking support: Ensure students know how to access help when needed, supported by clear school policies and signposts.

3. A whole-school approach to lasting change

Creating a culture of safety and respect requires commitment across the school community. This involves:

• Developing clear, robust policies to address and prevent harassment and abuse.
• Implementing effective reporting systems to support victims and hold perpetrators accountable.
• Introducing bystander intervention programmes to empower staff and students to challenge harmful behaviours safely.
• Engaging boys and men in conversations about equality, respect, and allyship to tackle harmful stereotypes.

Reflection and support for schools

Education has the power to transform cultures. By embedding RSHE and digital literacy, schools can instil values of respect and equality, empowering students to navigate complex social and digital landscapes safely. These efforts don’t just prevent harm—they foster empathy, resilience, and a commitment to fairness that young people carry into adulthood.

Creating these cultures is not without its challenges. Discussions about online harm, misogyny, and gender-based violence can be complex and sensitive. However, schools are not alone in this journey. A wealth of resources, guidance, and support is available to help schools navigate these issues effectively. HFL Education offers expert advice, training, and tools alongside a range of trusted resources from organisations such as the National Education Union (NEU), CEOP, and the PSHE Association. Together, these resources can empower schools to deliver impactful RSHE and digital literacy programmes, creating environments where all students feel valued, safe, and respected.

Let’s make #NoExcuse more than a theme—let’s make it a reality. Together, we can shape a safer, more respectful future for all.

Further resources and support:

If you're looking for additional guidance and tools to support your school’s work in addressing violence against women and girls (VAWG), the following resources may be helpful:

• National Education Union (NEU) toolkit
   A comprehensive toolkit with resources to help schools tackle misogyny, sexual harassment, and gender-based violence.
   Visit the NEU website for more information.
• Thames Valley Police and PSHE Association Partnership resources
   Practical resources to support schools in delivering lessons on respect, healthy relationships, and online safety.
   Access the Thames Valley Police and PSHE Association Partnership resources.
• CEOP (Child Exploitation and Online Protection Command) resources
  Educational guidance on tackling sextortion, online grooming, and other forms of digital abuse.
  Access the latest CEOP notification for educators
• NPCC (National Police Chiefs’ Council) statement on VAWG
  Reports and guidance on addressing online harassment, cyberstalking, and other forms of digital violence.
  Read the NPCC statement on VAWG
• Department for Education (DfE) RSHE framework
  Statutory guidance for schools on delivering high-quality Relationships, Sex, and Health Education.
  Access the DfE framework
• Sexual Abuse Toolkit (HFL - The Grid)
  Resource links for staff and wider stakeholders including details of training opportunities delivered by our RSHE Lead Adviser.
  Access the toolkit
• Support from HFL Education
  Tailored advice, training, and resources for schools implementing RSHE, VAWG education and digital literacy programmes. For more information or to discuss your school’s needs, contact Tracey Harper, RSHE Lead Adviser, at tracey.harper@hfleducation.org. 
  Service details from HF Education

Upcoming in person training opportunities

SEND inclusive RSHE Developing pupil agency (27th March 2025)

PSHE/RSHE Developing Confident Leaders (20th March 2025)