This takes students through simple angles properties (straight line, triangle, full turn etc) to parallel lines to angle properties of polygons and finally to circle theorems. These are not designed to fill a lesson with practice but as starters or plenaries which lead to discussion. The matchings reassure students that their answer is correct or that they may need to check their answers carefully; I have found that the "spare" question is checked far more carefully than with an exercise from a text book.

This takes students through six matching activities, three on finding sides and three on finding angles. Designed to create discussion and to be used as a starter/plenary but use how you wish if you choose to download it.

I have so few resources for a lesson on 3D views that I felt I had to write one and this came to mind. The usual cheesy joke having found all the answers. Depending on the class I do this with I may allow multilink usage or I may not; you will know your class better than I.

Just the three "spiders" on bearings, of increasing difficulty. The final spider asks students if they can write the question based upon the information given which may lead to a nice discussion in class.

I have split this into two types: substitution involving rearranging and algebraic rearranging (four of each, each getting increasingly difficult). The substitution spiders are pretty straightforward but the algebraic ones should lead to discussion in class and will allow students to demonstrate (or not) that they fully understand the topic.

Four matchings - two relatively easy and two more challenging. These are designed to be used as starters or plenaries and will hopefully give students the confidence to tackle tougher problems than they usually do.

Four spiders on sets and two on shading Venn diagrams. Hopefully these will create a little discussion and make students think. A couple of the diagrams now improved.

Six matching activities: 1 mode, 1 median, 1 mean, 1 mixture (all include frequency tables), 2 grouped data. These are designed to be starters or plenaries but could be used as a whole lesson activity if you wish.

This idea is from Craig Barton and is an excellent one (check them out his at website); essentially it is four questions based on the same information. There are four here which use ratio, Pythagoras, time, fractions, probability, percentages and measures as well as other topics. This really should create discussion and a deeper understanding of the topics covered on top of ensuring that students actually read the question. I hope these are worthy! I will be using these as starters or plenaries.

This idea is from Craig Barton and is an excellent one (check them out his at website); essentially it is four questions based on the same information. There are four here which use volume, ratio, Pythagoras, bearings, measures, area and perimeter, speed, percentages and bounds as well as other topics. This really should create discussion and a deeper understanding of the topics covered on top of ensuring that students actually read the question. I hope these are worthy! I will be using these as starters or plenaries.

This is designed to get students thinking rather than just blindly following a mathematical recipe. There a four sets of 4 problems which all have the same answer (given in the centre of the screen). Each question has a blank for the students to fill in and sometimes there is more than one answer for the blank. This particular one covers probability, percentages, fractions, ratio, angles, equations, gradient, indices and other topics. I will be using these as starters to get students thinking.

This idea is from Craig Barton and is an excellent one (check them out his at website); essentially it is four questions based on the same information. There are four here which use average, area, quadratics, cubics, speed, sequences, angles and time as well as other topics. This really should create discussion and a deeper understanding of the topics covered on top of ensuring that students actually read the question. I hope these are worthy! I will be using these as starters or plenaries.

I was asked to teach a friend’s child how to add and subtract fractions from the basics up to adding fractions with similar denominators. This is what I came up with, using colouring in rectangles to help. I hope it’s useful.

This is designed to get students thinking rather than just blindly following a mathematical recipe. There a four sets of 4 problems which all have the same answer (given in the centre of the screen). Each question has a blank for the students to fill in and sometimes there is more than one answer for the blank. This particular one covers fractions, decimals, percentages, sequences, probability, expressions (algebra), quadratics, standard form, indices and other topics. I will be using these as starters to get students thinking.

This is designed to get students thinking rather than just blindly following a mathematical recipe. There a four sets of 4 problems which all have the same answer (given in the centre of the screen). Each question has a blank for the students to fill in and sometimes there is more than one answer for the blank. This particular one covers probability,fractions, ratio, angles in polygons, solving equations, sequences, area and other topics. I will be using these as starters to get students thinking. One error corrected in the answers! (I need to read the question.)

Six questions with ten possible answers - students can self-mark these (if their answer is not an option they need to check their working). This involves 3D Pythagoras and trigonometry with a cuboid, a triangular prism and a square based pyramid. I would use this as a starter or plenary.

This idea is from Craig Barton and is an excellent one (check them out his at website); essentially it is four questions based on the same information. There are four here which use fractions, percentages, probability, ratio, volume, money, upper and lower bounds, speed, standard form as well as other topics. This really should create discussion and a deeper understanding of the topics covered on top of ensuring that students actually read the question. I hope these are worthy! I will be using these as starters or plenaries.

Six questions with ten possible answers so students can self-mark these questions (if their answer is not an option they need to check what they did). This involves facts about 2D and 3D shapes including edges, vertices, number of sides etc. I would use this as starter or plenary.

Three “Crack The Safe” worksheets: the first tackling “one a line, around a point etc”; the second tackling “parallel lines”: the third tackling “angles in polygons”. These are designed to be used as starters or plenaries and allow students to self-mark as the answers are on the sheet (along with some values that are not answers) - if their answer isn’t on the list of possible answers they need to check their working.

More cheesy jokes for students to discover using their mathematical skills; these are a nice plenary, starter or main activity offering something different from exercises from books. The jokes, whilst terrible, only make them keener to discover the punchline oddly.