This does exactly what ot says on the tin; I want my classes to get used to using multipliers instead of “divide by 100, multiply by the percentage you want” in readiness for percentage calculations later on in the curriculum. This is not the most challenging but offers an opportunity for students find multipliers. It is a great joke mind you.

I’ve called this an “Advent” calendar as I couldn’t think of a better name, but I have little intention of using it in the run up to Christmas only. There are 24 questions which you can choose to display; students have a go and can then check their solutions with the model answer slide. Topics include bearings, averages, expanding and simplifying brackets, angle problems, transformations, proportion, simultaneous equations, similar shapes, indices, surds, circle theorems, algebraic fractions amongst other topics. Questions are from Edexcel past papers.

The next in the “Building Blocks” series going through all the skills that lead up to different ratio problems. I have included simplifying fractions, unit conversion, HCF before moving on to ratio problems of varying difficulty levels. Hopefully this should provide some useful revision tasks.

The “Building Blocks” sequel to “Percentage of an Amount” - this goes through percentage change of all types.

Takes you through the skills required to find averages, including frequency tables and grouped frequency. Hopefully the errors are corrected now!

Another one of these, taking students through the skills required for linear graphs up to and including perpendicular line.

Yet another of these - moving from basics to quadratics and everything inbetween.

This takes students through the skills required to solve differentiation problems at GCSE and IGCSE level.

A colleague suggested using Amazon reviews of albums to calculate averages from frequency tables/bar graphs, so I did. Hopefully it is useful. I have chosen albums that have similar ratings for a reason, plus the students will rip my music taste apart (little do they know that my music taste is far superior to theirs…).

Taking students through the skills required to solve problems involving surds. There are questions that students will need to do without a calculator as the calculator will give them the fully simplified solution.

This takes you through basic indices then on to fractional and negative indices covering all the skills required allowing students to understand how they all link up to reach the most challenging question types.

This goes through straightforward conversions to compound measure (speed and density).

I was doing some revision with a class and realised that I was yet to do a sheet involving HCF and LCM and everything along those lines. That is now remedied.

This takes students through the basics of rounding (hundreds, units, dp, sf etc)through to estimation and bounds, including bounds calculations.

This takes students from simplifying expression, through factorising and up to algebraic fractions.

Another one of these, although I have not included probability scales or tree diagrams specifically (there are a couple of questions where a tree diagram could be designed to help with a solution); this is due to lack of space in the main.

This takes students through all the skills required to solve simultaneous equations graphically (only linear graphs), by elimination and by substitution including one linear and one non-linear up to GCSE level. Work from the bottom building the skills up to the most complex style of question.

I needed something for a bar chart and pie chart consolidation lesson and thought of this in the car; Barbara likes bar charts, Piers likes pie charts (the puns are clearly intended). There are two bar charts to convert to pie charts and two pie charts to convert to bars.

These are calculation pyramids but they give a punchline to a joke. These are designed to be done without a calculator but it is clearly up to you.

Complete the pyramids to figure out the punchline to a lame joke. This involves simplifying indices and could be used as a plenary or starter, although that is clearly up to you.