Use of Venn Diagrams to find LCM, with three grades of challenge (RAG) moving from given multiples, to identifying multiples of 2 numbers, to identifying multiples of 3 numbers - inspired by Craig Barton's love of Venn Diagrams.

A worksheet with geometrical views of fractions. Can pupils say whether the given fraction is more than, less than or equal to one half? Can the justify why, preferably without finding the actual fraction shaded? (Then, for fun, they can actually find the fraction shaded!)

Complete the sentences with the correct terms from a circle.

Matching cards where pupils have to match the two calculations that give the same answer. Values given are 1 to 15 so can be used for pairing pupils in a class of 30.

A couple of Venn Diagram exam style questions which both bring in areas of maths that are not probability.

Different contexts to form and solve equations.

Looking at different real life situations that give rise to listing outcomes, how does the situation effect the probability? Can go as far as multiplicative counting introduction.

Solving a problem with surface area in the new GCSE style, with assumptions made and justified.

Cards with equations, tables of values and graphs. Pupils have to match the equation with the table and the graph. Create extension/differentiation by deleting some values from the table or some lines and have pupils complete the cards.

A card sort activity for pupils to sort into groups based on the most suitable mental strategy for answering the question. Of course pupils can then answer questions (answers are provided on the second sheet). Just for clarity in the terminology, the strategies given are as follows: Compensating - adding or subtracting a value near the one suggested and then compensating for the change, i.e. calculating 34 - 19 by doing 34 - 20 + 1 Near doubles or halves - adding two numbers that are near each other by doubling a number and the adjusting as necessary, or subtracting one number that is nearly half the other in a similar way i.e. 34 + 35 = 35 x 2 - 1 (or 34 x 2 + 1); 45 - 23 = 46/2 - 1 = 22. Reordering - Reversing numbers in a sum to make use of bonds i.e. 28 + 36 + 22 = 28 + 22 + 36 = 50 + 36 Multiply then move - Separating a multiplication where one of the values is a multiple of 10, 100 etc so that a multiplication is done, followed by the moving of a number in columns i.e. 23 x 30 = 23 x 3 x 10 = 69 x 10 Move then divide - Similar to above, when dividing by a multiple of 10, 100 etc, move the number first and then divide by what is left i.e. 44 x 5 = 44 x 10/2 = 440/2 = 220. Steps of division - Completing a division in multiple steps i.e. 120 ÷ 8 = 120 ÷ 2 (=60) ÷ 2 (= 30) ÷ 2 = 15 or 30 ÷ 20 = 30 ÷ 10 (=3) ÷ 2 = 1.5. 'Over divide' then multiply - when dividing by a factor of 10, 100 etc, divide by 10, 100, etc then multiply by the complementary factor; i.e. 420 ÷ 25 = 420 ÷ 100 x 4 = 4.2 x 4 = 16.8

Using angle facts with non-scale diagrams to calculate missing angles in bearings diagrams.

Simple worksheet with pairs of decimals and pupils required to write or = between each pair. Some common misconceptions about 9.205 > 9.21 etc

Given the volumes of different prisms on the sheet, can you find the missing length; some neat ones in here like given one of the parallel sides of the trapezium is twice the other, find them both.

A worksheet with three continuous variables rounded to appear as discrete data. Pupils have to create suitable continuous class intervals for the pre-rounded values before drawing the histogram. Three tables showing the continuous intervals and frequency density are also given. (Technically the second question doesn't ask for a separate table, but pupils should be able to mark histograms from the table if peer or self-assessing).

A set of cards with "real=life" scenarios, linked to equations, which then have solution cards. Pupils have to link the situation to the equation - for differentiation you can give pupils the cards with the solutions on or not.

Using an isosceles triangle to form and then solve a simultaneous equation.

Can you complete the 9 squares using each of the numbers from 1 to 9 only once, so that the factors of the pairs of numbers are correct? Comes with one solution - is it the only one?!?

An exam style question combining tree diagram probability with ratio.

A UKMT inspired 'shuttle' style challenge; pupils complete one question at a time and bring it to the front to try and 'unlock' the next question. If they get it right first time they get three points, if not they get 1 point provided they subsequently get it right. They don't get the next question until they get the previous one right. Works best in groups of 3 or 4, be prepared to have kids running!

Given a vector picture, can you identify the vectors that either match, or are multiples of, the given vector a? A nice alternative vector introduction, or way of introducing the ideas of scalar multiple (including negative of a vector)