This is designed to get students thinking rather than just blindly following a mathematical recipe. There a four sets of 4 problems which all have the same answer (given in the centre of the screen). Each question has a blank for the students to fill in and sometimes there is more than one answer for the blank. This particular one covers probability, percentages, fractions, ratio, angles, equations, equations of lines and other topics. I will be using these as starters to get students thinking from the off and will produce more if they work!

Practice for the skills required to find a percentage of an amount; not difficult but designed for non-calculator use ultimately and checks skills such as multiplying and dividing by 100, decimals, converting between fractions, decimals and percentages before asking a few percentage of an number questions.

I had this idea whilst driving home tonight thinking that I could do with some more stuff on bearings. The idea is for student to practice all the skills involved in bearings problems (angle properties on lines, around a point, triangles and parallel lines as well as scale) and then move on to solving some actual bearing problems. I have designed it in the shape of a wall to show that we build up to the summit. Obviously with this topic, scale is more of an issue but I hope it’s useful… (error corrected)

Another in the series taking students through the skills required to solve equations, including simplifying expressions, expanding brackets and reading the question carefully!

I have concentrated on the algebra rather than linking to graphs of functions as I’m not sure at GCSE that the graphs are overly helpful for solving function notation problems; I will eventually get on to transforming functions which will tackle this (size could be an issue in the format though). This goes from simple function machines, through substitution, rearranging formulae and links them to functions questions. This started off as a request from a former colleague who bemoaned the lack of function notation resources, which is a fair point at present, I think.

This takes students through the skills required to answer vectors questions and some vectors questions from adding vectors to describing routes to proof.

This details the skills required to perform GCSE proofs up to grade 8/9 building up from the basics to the more complicated questions.

This covers from simple finding pairs of integers up to completing the square, including completing the square and the quadratic formula. I will put solving graphically on a another one as there wasn’t room here.

All the skills required for sequences up to and including summing arithmetic sequences and geometric sequences.

This (hopefully) covers circle theorems from basic up to one proof questions using circle theorems. There should be enough variety to cover all bases.

Working up from simple fraction of a number to adding/subtracting/multiplying/dividing mixed numbers with everything in between, including a “Show that” question which always seems to confuse some.

Working its way up from symmetry to negative and fractional scale factor enlargements; the diagrams are as big as I can make them in the format so sorry if they are a bit small.

This is an activity based on the daytime quiz show “Impossible” where a question is asked and three options given: one correct, one incorrect but could be correct if the question was slightly different (partial answer), and one that is impossible (cannot be the answer). This is designed to be a discussion/reasoning activity where students find the correct answer then discuss why the other two options are impossible or incomplete. Topics include HCF, fractions, percentages, bounds, standard form, ratio, proportion, indices.

Find the lengths of the tunnels using the Sine and Cosine Rules. The students have to decide which to use with the information that they have. An attempt to show a use for the mathematics in a real life sense.

The two bands are comparing notes with regards being in a band in different eras. The 1D boys work in metric, The Stones in imperial. Can you convert units between metric and imperial (and vice versa) for each band?

This leads on from 'Misleading Graphs' where the students have to draw a graph in an effort to convince a Small Business Manager to give them a loan.

This was an idea I had in a bid to get the students to explain their thinking mathematically. Error corrected!

Can you calculate what the workers in each box are doing on the mathematical building site? It's essentially function machines but where you have the answers but need to find the rules.

Celebrity cracker eating - order the fractions to see who wins each heat and the series. Increasing difficulty of common denominator.

A student gave me the title (pun on 'The Hunger Games' - original was 'The Number Games'), I did the rest. Five different sets of questions in a functional style for students to work through either individually or in pairs/teams.