Just a small resource highlighting the properties of prime numbers and multiplication. To make it easier you could input a few numbers in the circles and ask the pupil to complete the others.

For this resource, students need to be in pairs. In their pairs they need to have access to a computer, all pictures printed off and the inequality slides printed. There is a table containing facts about each of the attractions and two blank rows for the students to find their own facts out about the attractions. They then work together to placing the pictures into the inequality. Alternatively, after studying the information provided and inserting other facts, one person can put two cards in the inequality and the other can guess the fact. This ensures the student practices their place value with the inequality rules, they will also need to be able to convert feet to metres and miles, minutes and seconds to hours to ensure that they are comparing facts correctly.

This resource asks students to investigate the relationship between odd and even numbers when multiplying together.

Just a small group of differentiated questions I created for my year 7 class.

I have always found it difficult to tutor negative numbers adding and subtracting without saying, "two negatives make a positive". Then when I was at university I was taught a way to show negative numbers with + - signs like in science, as it is common that a child would be taught about positive and negative charges in science. Unfortunately this didn't work too well with a year 6 pupil I tutored. I then decided to adapt this method and put positive and negative signs onto some cubes, this way the pupil could physically see what was happening. The pupil much preferred 'hands on' methods anyway and found this easier to understand. Therefore I thank the person who came up with the original idea which enabled me to adapt it to my pupils.

This resource doesn’t ask students to multiply or divide, instead it gives the students the answer and asks them to work out what is happening.

I struggled to find some questions to test pupils long multiplication skills, therefore I created this differentiated resource for a year 7 class. The red questions are there to provide support to those pupils who are struggling by providing the answer and hence they just need to fill in the middle section. The amber is there to get pupils thinking about which numbers could be replaced by the letters. The green section asks pupils to identify the error and make the correction. For challenge I have asked the pupils to think about which makes a larger number, multiplying a two digit by a two digit or multiplying a three digit by a two digit, and is it always true? @Mentor4MathsUK

This is designed to test pupils knowledge of words associated with a particular topic, for this I have used number properties. This could be adapted to other topics and used as an end of unit plenary.

This resource ask students to really think about and visualize how they can dissect a shape and make it into a square. The students have to work out the total area of the shape and the length of sides needed to make the shape. They will use Pythagoras to work out the missing diagonals needed to make the squares. For an extension activity students can try and make their own shape and dissect it.

This resource takes six articles from the Guardian newspaper which involve percentages. The student is asked to match the percentage to the decimal equivalent.

One of my favourite films is called “Pay It Forward” (http://gb.imdb.com/title/tt0223897/). This resource is based on the film. There is a young boy who decides to make the world a better place, he completes three good deeds to three different people, and when these people want to thank him he asks them to complete three good deeds to three people and pay it forward. Therefore this resource is designed on that concept except that I have put in a time limit, the deeds are all completed in one day. From that the pupils could work out a general rule and then calculate the number of days it takes a set amount of people to have completed a good deed, or, the numbers of people after a certain amount of days. This incorporates geometric sequences.

This resource is designed for pupils to find equivalent fractions. I have purposefully not put, "rearrange these fractions so that each row is equivalent", as I want the students to be able to find the relationship themselves.

For this activity the students are asked to think of a number, then follow the path to the end. They can choose which way they wish to go completing the actions as they go along. If they have answered correctly and followed the correct path they should always end with the answer being 1o bigger than the number they have started with. Once they have seen this they can then prove it algebraically. This could be adapted to multiplication and division, standard form, negative numbers etc.

This resource could be used as a starter to get students to think. The students are asked to match the fraction to the image, answers are provided.

A nice little starter for a fractions lesson. You show 4 images on the board, three of them show the same fraction, one does not. The students have to work out what the fraction is, and then decide which fraction is the odd one out. They must state their reason. I am working on more images for this and will put them on here, and Mentor4Maths website when complete.

I have been asked to create some functional skills resources to help those completing apprenticeships in hospitality. This is a restaurant advertising task, where the student is asked to work out the total cost to advertise, split the cost between each department and then work out if it has made any difference. This involves money, addition, subtraction, division, multiplication, ratio and percentages. I am currently working on more like this, so keep a look out for them. This resource is available in word (so you can modify), pdf and as a presentation.

For this resource a student is asked to work out the fraction of a picture. Students could discuss how they would work it out in pairs. You could modify this and ask questions such as, "Which colour is the greatest percentage of the picture?". As part of the attachment there are other pictures, feel free to modify the questions in the powerpoint.

A resource designed to introduce venn diagrams to students without using numbers. This could be modified to different food objects etc. You could also partially fill the diagram and ask students to complete the diagram, or you put an ingredient in the wrong place and ask the students to correct it.

A task where you need to rearrange 3 tiles to make the centre of all tiles 100

This resource is designed to check students understanding with negative numbers. Some of the answers are incorrect and the students need to find where they are. Once they find them, they need to write why they think it is incorrect and how they would fix it.