A range of questions designed to assess a student's understanding of perimeter, area and volume.

A summary worksheet that covers a range of questions about circles, including circumference and area. There are some applied, 'wordy' problems included on the second page.

Resource to allow students to practise finding equivalent fractions and ratios, and to encourage students to apply how the process of finding equivalent fractions is the same as the process of finding equivalent ratios

Resource aimed at encouraging students to understand the equivalence between decimal fractions and vulgar fractions, where the denomination is base 10, and of percentages (meaning 'hundredths').

This worksheet builds an understanding of fractions based on 'cups' and encourages students to consistently ensure fractions have the same denomination (determined by the denominators) in order to add, subtract and divide (make groups or piles).

This worksheet is a good starter activity, or the basis of a longer lesson. The key aim is to apply a consistent understanding of each of the four operations; addition, subtraction, multiplication and division, regardless of the topic area. For addition, subtraction and division, the 'denomination' of each term needs to be the same. For example; 4a + 2a, 4a - 2a, and 4a / 2a are all straight forward provided we understand that + means 'get some more', - means 'take some away' and divide means 'put into groups of... or piles of'. For multiplication, we can use 'logical language'; eg 2a x 3b = 6ab hence 2 'root3' x 3 'root 5' = 6 'root 3' 'root 5', which of course can be simplified to 6 'root 15'. Further explanation of this approach to the four operations is provided in the Maths 'Help Booklet' which I have authored and is available for free from the TES site.

A series of worksheets to provide practice for prime factor decomposition, writing values as products of prime factors, using decomposition to understand properties of square numbers and cube numbers, decompose algebraic terms, and apply decomposition to the process of finding HCF and LCM. This can be used in conjunction with my 'Steps for Success' document and the section on 'Factors and Multiples' in that document.

Questions based on simplifying powers and roots with answers. This worksheet provides some summaric practice of the topic.

These rubrics are designed to ensure students check the quality of their statistical diagrams before moving on, or asking the teacher if their diagram is correct and of a suitable standard. They share success criteria, ensure students are applying the models of self and peer assessment with structure, and simplify the process of monitoring the standard of student work when creating statistical diagrams.

Practice questions covering a range of problems mainly involving compound growth. There are three questions at the beginning specifying 'simple' interest to remind students that there is a difference between simple growth and compound growth, but the bulk of the worksheet asks students to practice compounding interest over a specified number of time periods, and to apply reasoning to reverse the compounded growth in order to find the original amount.

Worksheet comprising 4 sections to build understanding of direct and indirect (or inverse) proportion. Plenty of practice available to keep students occupied and to challenge students to ensure they are able to tackle problems successfully. This worksheet would work well with the 'Steps for Success' document that I have made available for free where a stepped approach for dealing with the topic is detailed.

Suitable either as a short activity, or a lesson or sequence of lessons; the excel document provides two worksheets each with a set of 6 scales and a variety of animals on each. The premise is simple, students must determine the weight of each animal. This is a simple introduction to Algebra, but can be seen as a simple problem solving activity. If the teacher starts by recording the 6 sets of scales as abstract algebra (eg c = 10, 2c = h, 2c + 2h = 2d based on the first set of scales), it is easy to share with students how much easier Algebra is when dealing with concrete (animals and pictures) as opposed to abstract (numbers and letters). To extend the students, and to create an excellent creative activity that is perfectly differentiated, ask students to create their own scales that 'build' towards a final unknown. The challenge is to ensure each scale is sequential, the 'Maths' works and the solution can be found, and the symbols or theme that the student chooses to use is manageable! I have had students create 'Christmas' themes with Father Christmas, reindeer, presents, elves etc, and students who have used simple quadrilateral shapes. They choose according to their artistic ability, and to the complexity of the problem they wish to create. Once created, the students have produced their own puzzles that their peers can attempt to solve at the beginning of the next lesson, evaluate in terms of difficulty, and offer words of advice on how the worksheet could be improved.

These write-on papers cover a wide range of problems that are well presented and easy to mark; they comprise non-calculator and calculator assessments with questions ranging in difficulty from old Level 3 to old Level 6 based on the UK levelling system that has now been replaced. While 'levels' have been replaced, the monitoring document provides a means to evaluate the progress of a cohort or class of students, to identify strengths and weaknesses, and to evaluate progress. For the age group, results which are determined as 'level 5c' or above are above national average. Level 6 would indicate 'Gifted and Talented' students in comparison to the year group, and Level 3 would identify students in need of further support and intervention.

A student support document to assist with revision and with tackling home assignments independently. The document covers a range of topic areas and specifies stepped approaches for applying mathematical methods such as estimated means, factorising quadratics, applying basic and more advanced Trig, dealing with direct and inverse proportion etc.

This is an example of a Foundation 'Geometry' practice assignment, one of the 12 differentiated assignments available as part of the series on offer. There are both Foundation and Higher versions of each assignment and answer papers.

This is a series of 12 differentiated homework or revision resources. They are designed to be used in conjunction with my excel, 'Monitoring' document which allows for all results from the Statistics, Pure and Geometry series to be recorded. There are two versions of each assignment, Foundation (for low to middle ability students) and Higher (for middle to high ability students). They are designed for the new GCSE specification in the UK, and would suit any students within the same age range in other countries. This third series focuses on Geometry and Algebra. They are easy to mark and provide excellent feedback (the monitoring document allows for results in key topic areas to be analysed, as well as progression as students improve their knowledge and understanding. These assignments have led to sustained improvement of Mathematics results in the College in which the author teaches with students excelling at every ability range.

This is an example of a Higher 'Pure' practice assignment, one of the 12 differentiated assignments available as part of the series on offer. There are both Foundation and Higher versions of each assignment and answer papers.

This is a series of 12 differentiated homework or revision resources. They are designed to be used in conjunction with my excel, 'Monitoring' document which allows for all results from the Statistics, Pure and Geometry series to be recorded. There are two versions of each assignment, Foundation (for low to middle ability students) and Higher (for middle to high ability students). They are designed for the new GCSE specification in the UK, and would suit any students within the same age range in other countries. This second series focuses on Number and Algebra. They are easy to mark and provide excellent feedback (the monitoring document allows for results in key topic areas to be analysed, as well as progression as students improve their knowledge and understanding. These assignments have led to sustained improvement of Mathematics results in the College in which the author teaches with students excelling at every ability range.

Results can be recorded for each of the 12 assignments for the three categories; Statistics, Pure and Geometry. By inputting results for each question on the paper in the worksheet labelled with the number of each assignment, and specifying whether the student completed the Foundation or Higher paper, overall results are calculated (with a grade based on the new GCSE specification), and topic areas are analysed so that weaknesses can be targeted. Input names for each group in the lead worksheet and these will automatically appear in each subsequent worksheet. Track results over time with this monitoring document. The author has used the series and tracking successfully to ensure sustained success in Mathematics examinations for the students at his College.

This is an example of a Foundation 'Statistics' practice assignment, one of the 12 differentiated assignments available as part of the series on offer. There are both Foundation and Higher versions of each assignment and answer papers.