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 using ratio to find lengths with calculating the area of a compound shape.

Adapted from an image in Back to Back activities, 2 vectors are defined as a and b and the activity asks how many further vectors can be defined in terms of a and b. The image gives all of the other lines defined as vectors in terms of a and b.

Given 5 recurrence relations, which of them produce straight line graphs? Which don't?

Nice early composite function problem, is Harry doing it right?

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.

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

Using expanding brackets with rectangles in a cloze style activity broken down to support entry level problem solving.

Solving a proportionality problem and then having to discuss the assumptions made in solving the problem.

A 'problem solving' type exam question on circle area broken down for lower attaining pupils or as an introduction to problem solving for KS3.

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 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!

A couple of questions that try to make clearer the link between pie charts and proportions.

A set of 5 cards, designed to be used cut up and out of order so that pupils have to create the right steps to drawing an angle of 74 degrees. Gives a nice alternative to just drawing angles and can be easily adapted to create multiple questions (I only have 2 on the sheet).

A worksheet that shows a bar model, unit area representation, and number line representations of fractions and asks pupils to create groups showing the same fractions. The groups are then given in the image.

A game for younger/lower attaining pupils designed to support understanding of basic number operations, particularly addition and subtraction. Requires Cuisenaire rods. First shared at the LaSalle Education Complete Mathematics Conference #Mathsconf9 in Bristol (https://completemaths.com/events) tweet-up.

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 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)

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

Small worksheet for little extra consolidation of completing symmetrical pictures. Pictures drawn on square, triangular and isometric backgrounds to give pupils experience of working with different types of symmetrical shapes. Both line and rotational symmetry considered. Pictures are possible answers to each question (answers are not necessarily unique). *** mistake spotted and corrected***