Abstract: An instrument developed mainly from responses of primary school pupils to an open-ended question was employed to fine out types of activities that primary school pupils wished to have in mathematics lessons. One hundred and nine primary four and five pupils rated the activities individually according to their preference. There were four interpretative factor structures. The first factor (F1) comprised item related to unconventional learning activities in and outside classrooms such as recess, outdoor activities, games and quiz. The second factor (F2) consisted of items related to conventional classroom (mathematics) activities Such as mental sum, problem sum doing worksheet, correcting mistake and examination. The third factor (F3) comprised items related to activities that challenge pupils’ independent and expressive competencies such as acting or showing and telling, role play, reading, spelling words correctly and doing project. The fourth factor (F4) consisted of there items namely verbal presentation, competition and group work, and was related to a person’s interpersonal competence. Using cluster analysis, the pupils were re-grouped according to these factors. Within a class there were pupils who demonstrated a high desirability for all activities. There were also pupils who showed lass desirability for all activities. Implications of the findings for teachers were elicited.