This is a rich Venn Diagram activity on algebraic substitution and formula. To access all the Venn Diagram activities in this collection, as well as teaching notes, please visit: http://www.mrbartonmaths.com/venn.htm Here is why I love Venn Diagram activities so much: 1) Students can always make a start. If they can think of a number/expression/object or whatever it might be, it has to go in one of the regions on the diagram, so they are up and running 2) The more regions student find, the more challenging the task gets, which adds a nice element of differentiation 3) They are incredibly versatile, and can be used for almost all maths topics for all ages and abilities 4) They are easy to tweak by simply changing one of the circle labels if you find they are too difficult/easy 5) Students can create their own as an extension task I hope you and your students enjoy them.

This is a rich Venn Diagram activity on the size of numbers, including place value, decimals & negatives. To access all the Venn Diagram activities in this collection, as well as teaching notes, please visit: http://www.mrbartonmaths.com/venn.htm Here is why I love Venn Diagram activities so much: 1) Students can always make a start. If they can think of a number/expression/object or whatever it might be, it has to go in one of the regions on the diagram, so they are up and running 2) The more regions student find, the more challenging the task gets, which adds a nice element of differentiation 3) They are incredibly versatile, and can be used for almost all maths topics for all ages and abilities 4) They are easy to tweak by simply changing one of the circle labels if you find they are too difficult/easy 5) Students can create their own as an extension task I hope you and your students enjoy them.

This is a rich Venn Diagram activity on Averages and Range, including mean, median, mode and range. To access all the Venn Diagram activities in this collection, as well as teaching notes, please visit: http://www.mrbartonmaths.com/venn.htm Here is why I love Venn Diagram activities so much: 1) Students can always make a start. If they can think of a number/expression/object or whatever it might be, it has to go in one of the regions on the diagram, so they are up and running 2) The more regions student find, the more challenging the task gets, which adds a nice element of differentiation 3) They are incredibly versatile, and can be used for almost all maths topics for all ages and abilities 4) They are easy to tweak by simply changing one of the circle labels if you find they are too difficult/easy 5) Students can create their own as an extension task I hope you and your students enjoy them.

This is a rich Venn Diagram activity on Fractions, including equivalence and ordering. To access all the Venn Diagram activities in this collection, as well as teaching notes, please visit: http://www.mrbartonmaths.com/venn.htm Here is why I love Venn Diagram activities so much: 1) Students can always make a start. If they can think of a number/expression/object or whatever it might be, it has to go in one of the regions on the diagram, so they are up and running 2) The more regions student find, the more challenging the task gets, which adds a nice element of differentiation 3) They are incredibly versatile, and can be used for almost all maths topics for all ages and abilities 4) They are easy to tweak by simply changing one of the circle labels if you find they are too difficult/easy 5) Students can create their own as an extension task I hope you and your students enjoy them.

This is a rich Venn Diagram activity on the equations of Straight Line Graphs. To access all the Venn Diagram activities in this collection, as well as teaching notes, please visit: http://www.mrbartonmaths.com/venn.htm Here is why I love Venn Diagram activities so much: 1) Students can always make a start. If they can think of a number/expression/object or whatever it might be, it has to go in one of the regions on the diagram, so they are up and running 2) The more regions student find, the more challenging the task gets, which adds a nice element of differentiation 3) They are incredibly versatile, and can be used for almost all maths topics for all ages and abilities 4) They are easy to tweak by simply changing one of the circle labels if you find they are too difficult/easy 5) Students can create their own as an extension task I hope you and your students enjoy them.

This is a rich Venn Diagram activity on Properties of Quadrilaterals. To access all the Venn Diagram activities in this collection, as well as teaching notes, please visit: http://www.mrbartonmaths.com/venn.htm Here is why I love Venn Diagram activities so much: 1) Students can always make a start. If they can think of a number/expression/object or whatever it might be, it has to go in one of the regions on the diagram, so they are up and running 2) The more regions student find, the more challenging the task gets, which adds a nice element of differentiation 3) They are incredibly versatile, and can be used for almost all maths topics for all ages and abilities 4) They are easy to tweak by simply changing one of the circle labels if you find they are too difficult/easy 5) Students can create their own as an extension task I hope you and your students enjoy them.

This is a rich Venn Diagram activity on Types of Number, including factors, multiples, primes, square numbers, and more! To access all the Venn Diagram activities in this collection, as well as teaching notes, please visit: http://www.mrbartonmaths.com/venn.htm Here is why I love Venn Diagram activities so much: 1) Students can always make a start. If they can think of a number/expression/object or whatever it might be, it has to go in one of the regions on the diagram, so they are up and running 2) The more regions student find, the more challenging the task gets, which adds a nice element of differentiation 3) They are incredibly versatile, and can be used for almost all maths topics for all ages and abilities 4) They are easy to tweak by simply changing one of the circle labels if you find they are too difficult/easy 5) Students can create their own as an extension task

Have a play around with this task, and please share any questions, extensions, simplifications, modifications, or lines of inquiry in the comment box below. The idea is to collect loads of suggestions that can then be used for effective differentiation. The full set of these tasks, along with additional notes, can be found here: http://www.mrbartonmaths.com/blog/probing-maths-questions-index-page/

Have a play around with this task, and please share any questions, extensions, simplifications, modifications, or lines of inquiry in the comment box below. The idea is to collect loads of suggestions that can then be used for effective differentiation. The full set of these tasks, along with additional notes, can be found here: http://www.mrbartonmaths.com/blog/probing-maths-questions-index-page/

Have a play around with this task, and please share any questions, extensions, simplifications, modifications, or lines of inquiry in the comment box below. The idea is to collect loads of suggestions that can then be used for effective differentiation. The full set of these tasks, along with additional notes, can be found here: http://www.mrbartonmaths.com/blog/probing-maths-questions-index-page/

Have a play around with this task, and please share any questions, extensions, simplifications, modifications, or lines of inquiry in the comment box below. The idea is to collect loads of suggestions that can then be used for effective differentiation. The full set of these tasks, along with additional notes, can be found here: http://www.mrbartonmaths.com/blog/probing-maths-questions-index-page/

Have a play around with this task, and please share any questions, extensions, simplifications, modifications, or lines of inquiry in the comment box below. The idea is to collect loads of suggestions that can then be used for effective differentiation. The full set of these tasks, along with additional notes, can be found here: http://www.mrbartonmaths.com/blog/probing-maths-questions-index-page/

Earliest recommended Year group: Year 12. Given certain facts about a parabola the pupils have to determine its equation. Then they need to integrate the function to work out ratios of areas. There is a neat solution that makes it very easy to do - which you can show them at the end. A further extension is to challenge them to do it without integration. This is from the “Something in Common” collection of resources by John Burke. They allow consolidation of key skills, prevent students from copying each other (as all the questions are different), make marking and assessing easy for the teacher (as all the answers are the same!), and provide a lovely extra challenge for students as they try to figure out exactly what is going on! To access the full collection, and read John’s background notes, please visit: http://www.mrbartonmaths.com/common.htm

Earliest recommended Year group: Year 13. Given the 3D coordinates of four points what is the volume of the tetrahedron that is formed by joining them with line segments? This brings together just about everything they need to know about vectors and so is a good revision task. Using the triple product to solve it takes some of the fun out (hence suitable up to C4). Of course, the volumes are all the same.... but why? This is from the “Something in Common” collection of resources by John Burke. They allow consolidation of key skills, prevent students from copying each other (as all the questions are different), make marking and assessing easy for the teacher (as all the answers are the same!), and provide a lovely extra challenge for students as they try to figure out exactly what is going on! To access the full collection, and read John’s background notes, please visit: http://www.mrbartonmaths.com/common.htm

Earliest recommended Year group: Year 10. Imagine you needed to remove one metre depth of topsoil from a new building plot. What volume does this represent? How many wagons will you need, etc? By approximating this area to a polygon (where you know the coordinates of the vertices) makes the task very easy (even easier with a spreadsheet). This is from the “Something in Common” collection of resources by John Burke. They allow consolidation of key skills, prevent students from copying each other (as all the questions are different), make marking and assessing easy for the teacher (as all the answers are the same!), and provide a lovely extra challenge for students as they try to figure out exactly what is going on! To access the full collection, and read John’s background notes, please visit: http://www.mrbartonmaths.com/common.htm

Earliest recommended Year group: Year 12. Skew lines in 3d space in vector form. How close do they get? This is from the “Something in Common” collection of resources by John Burke. They allow consolidation of key skills, prevent students from copying each other (as all the questions are different), make marking and assessing easy for the teacher (as all the answers are the same!), and provide a lovely extra challenge for students as they try to figure out exactly what is going on! To access the full collection, and read John’s background notes, please visit: http://www.mrbartonmaths.com/common.htm

Earliest recommended Year group: Year 12. Projectiles. You want to shoot a monkey hanging in a tree. But he's a cheeky monkey and at the exact moment you fire, he lets go and falls to the ground. Knowing this, where should you aim to be sure of hitting your target? This is from the “Something in Common” collection of resources by John Burke. They allow consolidation of key skills, prevent students from copying each other (as all the questions are different), make marking and assessing easy for the teacher (as all the answers are the same!), and provide a lovely extra challenge for students as they try to figure out exactly what is going on! To access the full collection, and read John’s background notes, please visit: http://www.mrbartonmaths.com/common.htm

Earliest recommended Year group: Year 11. This tests the pupils knowledge of straight line graphs and y=mx+c and the significance of gradients of perpendicular lines. This is from the “Something in Common” collection of resources by John Burke. They allow consolidation of key skills, prevent students from copying each other (as all the questions are different), make marking and assessing easy for the teacher (as all the answers are the same!), and provide a lovely extra challenge for students as they try to figure out exactly what is going on! To access the full collection, and read John’s background notes, please visit: http://www.mrbartonmaths.com/common.htm

Earliest recommended Year group: Year 12. An integration activity around the area bounded by two parabolas. Some pupils are confused if the area straddles the x-axis. This activity addresses this. This is from the “Something in Common” collection of resources by John Burke. They allow consolidation of key skills, prevent students from copying each other (as all the questions are different), make marking and assessing easy for the teacher (as all the answers are the same!), and provide a lovely extra challenge for students as they try to figure out exactly what is going on! To access the full collection, and read John’s background notes, please visit: http://www.mrbartonmaths.com/common.htm

Earliest recommended Year group: Year 12. An inductive formula is given with each pupil having different starting values. They have to find the 11th and 12th terms. The sequences loop (but they don't know that) so they don't need togo that far. Then, of course, they have to prove it always loops! This is from the “Something in Common” collection of resources by John Burke. They allow consolidation of key skills, prevent students from copying each other (as all the questions are different), make marking and assessing easy for the teacher (as all the answers are the same!), and provide a lovely extra challenge for students as they try to figure out exactly what is going on! To access the full collection, and read John’s background notes, please visit: http://www.mrbartonmaths.com/common.htm