These are a sequence of powerpoint shows designed as an instant engagement task (rolling on screen as learners enter the room for immediate engagement with learning). Learners write down the prefix that represents the power of ten multiplier. They are essentially the same task (with rearranged slides) but get progressively more demanding (as the changeover of slide gets faster) as the numbers in brackets increase. Start the students with (1) and then as they get faster, use the more demanding versions.

These are a sequence of powerpoint shows designed as an instant engagement task (rolling on screen as learners enter the room for immediate engagement with learning). Learners write down the the SI units for the named quantity. More able learners could provide SI units in terms of fundamental base units. They are essentially the same task (with rearranged slides) but get progressively more demanding (as the changeover of slide gets faster) as the numbers in brackets increase. Start the students with (1) and then as they get faster, use the more demanding versions

These are a sequence of powerpoint shows designed as an instant engagement task (rolling on screen as learners enter the room for immediate engagement with learning). Learners write down the missing number to say what power of ten would represent the prefix. They are essentially the same task (with rearranged slides) but get progressively more demanding (as the changeover of slide gets faster) as the numbers in brackets increase. Start the students with (1) and then as they get faster, use the more demanding versions.

This is a small collection of key words related to data handling. They are designed as a display tool. Remember if laminating to use matt laminates for wall displays to avoid reflection problems. Key words: range, mean, true value, average, real difference.

This activity is part of the ‘Thinking About’ series. It is designed to provide deep challenge to pupils in terms of their understanding of percentages. It sets a problem in a work-based context and asks them to explain how they solve the problem. There is also the opportunity to manipulate familiar objects as part of solving the problem. It is accessible in that pupils can attempt a solution to the problem, yet also challenging as the solution to the problem is not as straightforward as it seems for most pupils. Many pupils will find percentages challenging and this activity is designed for those who you feel have mastered the idea that percentages involve a fraction out of 100.