50 Chess and Mathematics Exercises for Schools - A (chess) game-based approach to problem solving

Oct 14, 2026

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A school-focused problem-solving workbook linking chess play with primary mathematics learning. It introduces 50 classroom exercises categorized by age and grouping modes such as individuals, pairs, quads, groups, or whole-class work, aligned to syllabus topics. Exercises use chessboards, pieces, and minimal materials, often including preliminary questions, extensions, hints, and solution methods while encouraging multiple solution paths. The games emphasize concepts like parity, symmetry, and pattern recognition, supported by structured problem design and teacher guidance.

LanguageEnglish

CategoryPresentations

FormatPDF

Pages58

Reading Time20 min

AccessFree to download

Introduction

Classroom approach

Exercise structure and groups

Mathematical games and concepts

Project background and partners

The 50 Exercises

Individual exercises

Pair exercises

Quad exercises

Group/whole-class exercises

50 Chess and Mathematics Exercises for Schools A (chess) game-based approach to problem solving IO1 nnn ii INTRODUCTION This book provides material for the much-sought-after link between chess and mathematics for the classroom. We have fully tried out all these exercises and found that most children are enthusiastic – often more so even than their teachers! Chess is a classic board game that children enjoy at all levels. We use the chessboard and the chess pieces to convey mathematical insights consistent with the syllabus for primary school (i.e. children from age 6-11) mathematics in most countries. Only a basic knowledge of chess is required – how the pieces move. It is not necessary to be a chess player to use this book. The main emphasis is on problem solving. The 50 exercises are categorised by age and by the most natural grouping – individuals, pairs, quads (two pairs), groups or the whole class. The relevant topic in the mathematics syllabus is also displayed. Most exercises have preliminary questions or extensions. Solving the exercises should normally take no more than a lesson period. The materials required are minimal. Chess sets can be used but the exercises work just as well using 8x8 grids and coloured counters or markers. Printouts of board positions are useful for several exercises. Gradually work your way through the book at the pace of the children. Some children will far exceed the stated age range. Problem-solving requires persistence. The children are asked to complete a task or conduct an investigation or play a game. Hints are often provided to overcome intellectual hurdles. A solution method is provided for each problem but there is always more than one solution method – and children should be encouraged to think for themselves. The teacher can develop their own preliminary and extension exercises to suit the ability of the children. The later exercises require a higher level of abstraction and solutions are prone to error hence requiring more teacher intervention. The mathematical games are simple and easy to play. They illustrate some fundamental concepts such as parity and symmetry. The point of these games is not to win but to understand the underlying concepts. Children are fascinated to discover that many of these games can be won by recognising that there is an underlying pattern. This is part of the realisation that mathematics provides an underlying pattern to scientific laws. From a didactic perspective, children are delighted to learn “tricks” how to win a game or solve a puzzle. These exercises are drawn from traditional sources and supplemented by some original exercises from the authors. Many of the exercises will be new to recreational mathematicians. What marks them as distinctive is that they are developed within a constrained domain of the chessboard to create a sense of familiarity as well as accessibility. The primary school reference syllabus is from Singapore because this is regarded as being close to the problem-solving methodology promoted by this project. The Singapore “method”has gained widespread international attention following its success in the OECD Pisa rankings. The primary school syllabus is consistent with those in Europe as validated by the teaching experts on the project. In addition to mathematics, many of these exercises incorporate some principles of Game Theory which although not normally taught in primary school is within the capability of most children. Perhaps the greatest value in working through these exercises comes from having to structure the problems. A well-structured problem is a delight to solve. Teachers are encouraged to develop and expand these exercises and to share their classroom experiences. This project was funded through ErasmusPlus from the European Union. The partners on the CHAMPS project were the Slovak Chess Federation (co-ordinator), Chess in Schools and Communities (UK), Ludus (Portugal), University of Girona (

FAQs

Who can use this book, and what chess knowledge is required?

The book can be used by teachers without needing readers to be chess players. Only basic knowledge of how the pieces move is required.

How are the 50 exercises organized in the classroom?

Exercises are categorized by age and by natural grouping formats such as individuals, pairs, quads (two pairs), groups, or the whole class, with the relevant mathematics topic shown for each.

What teaching focus do the chess-based games support?

The emphasis is on understanding underlying mathematical concepts and patterns rather than winning, with games illustrating ideas like parity and symmetry.

Oct 14, 2026

Upload by Grenda