When you think of math class, Tim Tams and Milo probably aren’t the first things that come to mind. But in classrooms across Australia, teachers are turning to these iconic snacks to help students grasp tricky concepts like fractions and probability. The results? More engaged students, more memorable lessons, and even fewer complaints about math — all thanks to a little help from confectionery from down under.
Why Use Food in the Classroom?
There’s a simple reason this works: food is familiar. Students already understand the joy of breaking a biscuit in half or shaking a scoop of Milo into milk. So when those actions become part of a math lesson, it’s easier for them to connect abstract ideas to real-life experiences.
It’s also hands-on. When students can touch, break, share, and even eat their learning materials, they’re more likely to stay focused. And let’s be honest. No one gets excited about a worksheet on fractions. But a Tim Tam-fueled math activity? That’s a different story.
Fractions with Biscuits
Tim Tams are perfect for teaching fractions. They’re rectangular, easy to divide, and already portioned into 9- or 11-biscuit packs. That makes them great for division exercises.
Here’s a basic activity: give students a Tim Tam and ask them to break it in half. Now they’ve got two equal parts, or two halves. Then break one of those halves again to make quarters. You can build from there. How many quarters are in a whole? How many eighths?
Move to group tasks. If a packet has 11 biscuits and 3 students, how many does each person get? What fraction of the packet does each student receive? Can you split a single biscuit fairly?
By introducing sharing problems like these, you naturally bring in division, decimals, and even remainders. It’s concrete, it’s visual, and it’s tasty.
You can also reverse the activity. Present a problem: “If I eat 3 out of 11 Tim Tams, what fraction have I eaten?” Then let the class solve it before the snack disappears.
Probability with Milo Scoops
Milo isn’t just for breakfast. It’s a great way to demonstrate probability.
Start with a jar of mixed items: Milo scoops, marshmallows, chocolate chips, and perhaps a few decorative items, such as cereal puffs. Ask students to predict the chances of pulling out a scoop of Milo. Is it 1 in 5? 50 percent? How can they tell?
Now let them test it. Give each student or group a container filled with different ratios of ingredients. They take turns scooping out a spoonful without looking, recording the results each time.
As they go, they’ll see patterns. If Milo makes up half the jar, it should appear about half the time, though not always exactly. That opens up conversations about theoretical and experimental probability. Why might results vary? How many trials are needed for better accuracy?
To take it further, change the ratios. What happens when Milo is just 1 out of 10 items? How does that change the odds?
It’s a hands-on way to explore chance, randomness, and statistics using a familiar, beloved pantry item.
Combining the Two
The real power lies in combining food-based lessons. For example:
- Tim Tam Stack Challenge: Give groups a random number of Tim Tams. Ask them to divide the total fairly, predict how many each person will get, and check their answers.
- Milo Mix Game: Create jars with different ratios and turn them into a guessing game. Which jar gives you the best chance of scooping Milo? Have students back up their guesses with math.
You can even build entire units around snack-based math. Introduce multiplication and division through biscuit packs, add percentages when discussing nutrition labels, and tie in volume when measuring milk for Milo.
Keeping It Educational (and Clean)
A few ground rules help keep the focus on learning:
- Set expectations. Students eat only when the activity is over.
- Prep portions. Avoid mess by pre-dividing snacks into clean, labeled containers.
- Include all diets. Offer alternatives for students with allergies or restrictions.
And always tie it back to the learning goal. The snacks aren’t the star. The math is.
Final Thought
So, can Tim Tams teach math? Not by themselves. However, when teachers utilize them as tools to bridge everyday experiences with academic concepts, they can make math feel more real, more relevant, and a lot more fun.
At the end of the day, good teaching isn’t about gimmicks. It’s about connection. And if a chocolate biscuit helps a student finally understand fractions, that’s a lesson worth learning.
