<p>Pupils can count by fives around the clock face to assist them in becoming familiar with telling the time on an analogue clock. Count to demonstrate ‘to’ times. For example, when demonstrating 3:40 place a finger on the 8<br /> and count 20, 15, 10 and 5 minutes before the fourth hour.<br /> Note that ‘to’ is only used beyond ‘half past’ the hour.<br /> Students cut out the tiles from the jigsaw sheet.<br /> Match each digital time to its analogue clock face on<br /> the backing board.<br /> . Glue the tiles onto their matching spaces.</p>

<p>Students use their skills to change the time from weeks and hours to days or minutes.<br /> Once they’ve solved the problem they cut out the puzzle piece and stick it in place. Repeat until the picture is revealed.</p>

<p>2 crosswords and 2 word search puzzles. One of each is slightly easier, answers provided.<br /> Students solve the equations and write their answers in words, for the crossword, the word search is similar as they look for the word needed.<br /> The problems use parantheses, x,- and +.</p>

<p>There are 2 types of puzzles. A crossword, one is normal the other has some hints. The second is a word search again one is normal except you have clues instead of words. The other word search has the starting letter identified.<br /> Answers are provide. Any mistakes are mine, please feel free to edit in any pdf editor.<br /> 'Squares ‘n square Roots’ has 49 clues.<br /> Some questions are multi operational: for example the student is required to<br /> perform more than one arithmetic operation, or may need to solve an algorithm<br /> containing brackets, etc.</p>

<p>A word search with a twist. The students read the passage and find the highlighted words. 2 versions. The second has the start letters indicated.</p>

<p>Students can use an atlas to solve these crossword clues. Or if you fell the need they can use the old internet. There are 2 puzzles; the first has 5 % hints the second is the same but with an answer bank. Feel free to edit as they in pdf format.<br /> Any mistakes are mine, feel free to correct.</p>

<p>Students solve each multiplication question and then search for the corresponding answer in the grid. They cut out the answer and stick over the qu.<br /> There is an extra set of blank qu’s so that the original questions can be seen or they can record in their books.</p>

<p>Students are given the equation, they solve it, find the nth term asked for. They then locate the corresponding answer in the grid, cut it out and cover the question. Repeat until complete. An answer sheet is provided as is a smaller set of qu’s that can be used to show the questions answered.</p>

<p>Scoot is a fun game allowing students to practice their knowledge. Place the cards either in groups on the desks or around the room. Students can work independently or in pairs etc depending on their confidence.<br /> Each student has an answer grid or they can record their answers in a book, make sure they number the question they are answering and not just randomly 1,2,3.<br /> Give them a set amount of time on each task, then call out scoot so that they move to the next card. If you’re brave, let them have at it but again only give a total amount of time.</p>

<p>“I have, who has” is a classic game that’s perfect for groups of all ages, and it’s an excellent way to reinforce learning or simply enjoy some quality time together. In this game, each player will have a set of cards with phrases starting with “I have…” and ending with “Who has…” Players must pay attention and react quickly to connect their cards, making it a great exercise in concentration and listening skills.</p>

<p>30 loop cards covering doubling. Some easy some a little trickier.<br /> Hand out the cards, the student with the first card reads out loud until the last student calls out ‘finish.’</p>

<p>2 types of number puzzles. Students use their knowledge of place value and logic to place the numbers in the puzzles. Clues have been given as well as the answers.<br /> Any mistakes are mine. As they are pdf feel free to edit and add more/less help.</p>

<p>A puzzle that students solve. When they work out the solutions, they find the corresponding piece in the answer grid , cut it out and cover. Repeat until completed. A solution is given as is a mini question card for reference or to be stuck in so that the questions answered can be seen</p> <p>Solving rational equations involves finding the values of the variable that make the equation true, where the equation contains at least one rational expression (a fraction where the numerator and the denominator are polynomials).</p>

<p>A numerical take on the classic word search. Students look for the numbers hidden in the grid. 2 puzzles are included.</p>

<p>Here are 4 word searches using the same text. The students read the text and have to find the words highlighted in bold.</p>

<p>3 crosswords, 2 have a word bank 3rd does not all have answer sheets.</p>

<p>2 sets of cloze procedure and word searches about a witch’s house. Answers supplied.</p>

<p>Converting a quadratic equation from vertex form to standard form is a fundamental skill in algebra. The vertex form of a quadratic equation is given by y=a(x−h)2+ky = a(x - h)^2 + ky=a(x−h)2+k, where (h,k)(h, k)(h,k) is the vertex of the parabola. The standard form is y=ax2+bx+cy = ax^2 + bx + cy=ax2+bx+c. This conversion involves expanding the squared term and simplifying the equation.</p>

<p>2 sets of bingo sheets that could be laminated. All tables up to 12x 12 and 1 call sheet.</p>

<p>Students have to identify the rule that determines their path through the maze.<br /> Answer route provided.</p> <ul> <li>digits that sum to 12</li> </ul>

<p>The students are presented with a grid of 4 digit numbers. They must work out the rule to allow them to pass through the grid to the finish.</p> <p>The first 5 are done, it should give them enough of a clue.</p> <ul> <li>first and last digits must = 8</li> </ul>