Worksheets covering negative numbers, angles and line segments, properties of 2D shapes, averages and spread of discrete data, factors, multiples and primes, equivalent fractions and ratios, fractions and the 4 operations, transformations (not including enlargement) and basic coordinate geometry.

This excel document summarises the key learning objectives for Mathematics from ages 11 to 16; the objectives are carefully organised and allow for students to self-assess and teachers to record their progress in a simple, visual way. Each topic area can be printed as a single sheet to share objectives with students, evaluate prior knowledge, and evaluate progress at the end of a taught topic.

These documents provide teaching pedagogy for the majority of Statistics topics taught to ages 11 to 16. They explain first principle approaches to teaching Statistics to ensure long term understanding and to avoid the use of tricks! The mean, for example, is commonly taught as a method (sum the values and divide by the frequency), without exploring the impact of 'making the values all equal in size' and how this relates as an average (or means to describe or quantify "middleness").

These documents provide detailed teaching pedagogy for Shape, Space and Measure topics taught from ages 11 to 16. They provide learning objectives and explanations of how to approach topics from first principles to secure long term understanding, and to avoid teaching tricks! Area, for example, is commonly associated with length times width, without developing a pure understanding of what area actually means.

These documents provide detailed teaching pedagogy for the majority Number and Algebra topics taught to ages 11 to 16. They specify key learning objectives, and explain how to develop 'first principle' understanding by ensuring all techniques and methods follow a consistent explanation. Division, as an example, can be applied with absolute consistency to all areas of Pure Mathematics; avoiding tricks and teaching a pure understanding of the meaning of "divide by" as opposed to "divide into" and the need to ensure terms have the same denomination is paramount to securing long term understanding.

These documents are replicas of the Core Skills 1 model, albeit with different values to keep the students practising the 'core skill' areas of Mathematics that require students to learn methods and understand basic notation. There is no 'use and application' and the worksheets are designed to identify areas of weakness for targeted intervention. They are really useful as cover work, revision work, homework, and targeted class work.

This is a series of questions which assess understanding of linear graphs, tangents, the equations of a circle, and the ability to find points of intersection. It is a useful summary worksheet for AS level students to complete after studying the first chapter on coordinate geometry as part of the Core course. It also provides a useful guide to the content of the AQA Level 2 Certificate in Further Maths course, and provides extension material for GCSE students.

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.