This resource is designed to introduce the method of finding dx/dy and using this to work out the gradient of a curve. There are 3 examples to work through as a class - these will show that to differentiate a curve in some cases it is necessary to have the equation of the curve in the form x=f(y). There is then a short note to summarise the method and then 3 pages of examination-style questions for students to practise. Answers are included.

After teaching my classes how to integrate using "reverse chain rule" and giving them enough practice to feel confident about the method, I have used this worksheet to try to encourage them to use less time and steps. My classes enjoyed the challenge of trying to complete the sheet within the time - you can always amend the time limit for weaker/stronger groups. Solutions are attached. Note that this sheet assumes that students know how to integrate the function e^x and 1/x.

After teaching my classes how to differentiate using chain rule and giving them enough practice to feel confident about the method, I have used this worksheet to try to encourage them to use less time and steps. My classes enjoyed the challenge of trying to complete the sheet within the time - you can always amend the time limit for weaker/stronger groups. Solutions are attached. Note that this sheet assumes that students know how to differentiate the functions e^x and ln(x).

The first resource guides your students through the whole process of using the Simplex algorithm to solve a linear programming problem. The first page explains how the initial tableau is formed, how the objective function must be written and how the inequalities that represent constraints must be written as equations with the introduction of slack variables. The first exercise (11 questions) gives them the opportunity to practise writing the initial tableau correctly for different problems. Grids are provided so students focus their time and energy on only the values in the tableau. The next section describes how an iteration of the algorithm is performed and links the iterations to the graphical solution, showing how each iteration moves to a different vertex of the feasible region. There is then another exercise with 10 questions for students to practise performing iterations and finding the optimal solution. Again, grids are provided so students focus their time and energy on only the steps of the algorithm and the values in the tableau. Fully worked solutions are provided to all the questions in the exercises. The second resource is a spreadsheet that automatically solves any simplex tableau in 2/3 variables with 2/3 constraints - a useful resource for doing/checking solutions to other questions from a textbook or examination paper.

In a desperate attempt to make rounding more fun, here is a worksheet where each question involves rounding several values, each answer produces a letter, then these letters must be rearranged to find the title of a film. The rounding involves rounding to both decimal places and significant figures. Most films should be known by most students but this resource will need updating from time to time! Solutions are included.

This resource is designed to introduce the method for finding the volume of a shape created when an area is rotated around an axis. The first side explains the derivation of the formulae - I would recommend you also try to show your students an animation that helps them visualise a 3D shape being created by a region rotating about an axis (lots are freely available online). There are then 5 pages of questions for your students to complete. Most of the questions are in two parts - the first part involves finding an area, the second part involves finding a volume (a very common style of question in examination papers). Note that students are expected to be able to integrate using ln, e and reverse chain rule. Answers to all questions are provided.

These resources will help your class understand how performing 2 transformations on a graph will affect its equation. The first worksheet has several examples designed to help the students realise when the order in the which the transformations are performed is important. The second worksheet is split into 2 sections. Section A has 10 questions where students must use the description of the pair of transformations to find the equation of the resulting curve. Section B has 18 questions where students must describe the pair of transformations that map the initial graph onto the transformed graph. Solutions to both worksheets are included. Note that these worksheets assume that students are familiar with the functions e^x, ln x and inverse trigonometric functions.

These printable worksheets make it easier to teach this topic as the questions and solutions can just be projected onto a board or screen to work through or check as a class. I normally work through the first worksheet as an example and then set the second worksheet as a task for the class to do on their own. Solutions included. Similar resources available for reflections, rotations and enlargements - please see my shop.

These resources are designed to aid the teaching and learning of using a graphical method to solve linear programming problems. The first resource introduces the idea of representing inequalities on graphs and finding the point(s) that maximise a given objective function. There are also some examples that require integer solutions so the optimal point is not at a vertex of the feasible region. The second resource provides practice of solving problems with a provided graph - these are examination style questions and involve considering how changes to the objective function may change the optimal point(s). The third resource has 2 example questions in context where the students must use a description of a problem to formulate the objective function and the non-trivial constraints, and then go on to solve the problem graphically. Grids are provided for all graphs and solutions are included for all questions.

This 4-page worksheet will give your students plenty of practice at representing linear and quadratic inequalities on graphs, as well as writing down the inequalities illustrated by given regions. This printable resource will make it much easier for your classes to work through this topic rather than working from a textbook or drawing axes/diagrams themselves. There are over 30 questions on the worksheet - solutions are provided.

I created these resources to try to help my classes understand the process of factorising quadratic expressions of the form x^2+bx+c. The idea behind them is to first get the class to practise finding the 2 numbers that have a specified product and sum, then to start to apply this to factorisation with some scaffolded questions. The first resource gets them to focus on finding the 2 numbers that have a specified product and sum. The 4-page worksheet is broken into four sections - both numbers positive, both numbers negative, one positive and one negative, and then a mixed section. The second resource is a spreadsheet activity where your classes can further practise the skill of finding the 2 numbers that have a specified product and sum. The questions are randomly generated and they get instant feedback on their answers, either telling them it is correct or telling them which requirement (product/sum) has not been met, giving them a chance to try again. It keeps track of how many each student has answered correctly so you can make this into a competitive activity. The final 4-page resource starts to apply the skill of finding 2 numbers that have a specified product and sum to factorising quadratics. Each section starts with a set of questions asking for 2 numbers with a specified product and sum, then asks the student to complete/write down the related factorisation. Each section concludes with some factorising questions with no scaffolding. Section A is both numbers positive, section B is both numbers negative, section C is one number positive and one number negative. Sections D has almost 50 quadratic expressions to factorise - starting with a few of each type and then moving onto mixed questions. Answers to both the worksheets are provided.

This set of resources includes everything you need to teach the graph transformations topic in the new A level. The printable resources will save you and your classes a lot of time which means there is more lesson time for them to practise and for you help develop their understanding. As the topic requires knowledge of the properties of some graphs (e.g. asymptotes) the first resource can be used to see which graphs they can already sketch and to discuss the asymptotes of particular graphs. The next resources are Geogebra files which can be used with the free Geogebra software. Each file can be used to discuss a particular type of graph transformation - there are sliders on each file that be changed or animated to see the initial graph transformed. This activity should help your class to visualise each type of transformation and start to get a feel for how the equation changes. The notes and examples start with revising each type of graph transformation - giving some different ways the transformations can be described and what the transformation looks like using y=f(x) and with a particular curve. Once completed this is a useful revision resource and helps them complete the exercise of questions on the reverse which includes questions asking for the new equation of a transformed graph, or for a description of the transformation applied. The final resource can be used to give your class practice of sketching transformations of y=f(x). The answers to all questions are included, including the sketches. Here is an example of one of my A level resources that is freely available: https://www.tes.com/teaching-resource/differentiation-and-integration-with-exponential-and-trigonometric-functions-new-a-level-11981186

This 2-sided resource is designed to be used as a homework or test after teaching your class the following algebra topics: 1. Substitution of values into expressions or formulas 2. Simplifying expressions 2. Expanding of a single bracket or two brackets 4. Factorising using a single bracket Answers are provided.

A treasure hunt activity for a class to attempt individually or in groups. There are 24 questions, numbered from -12 to -1 and 1 to 12. Each group chooses a number at random (or you can assign them a start number), and this is the number of the first question they should attempt - this should be written in the top-left circle on their answer grid. Their answer to their first question should be a whole number between -12 and 12 (except 0) - this should be written in the next circle on their grid and this is the number of the next question they should attempt. e.g. if a group starts on Q6 and they think the answer to Q6 is 11 then after Q6 they should attempt Q11 (and they should have 6 -> 11 on their answer grid). If they answer the questions correctly they end up with the same chain of answers as on the solution, if they make a mistake they will repeat an earlier question and at that point you can decide how much help to give them sorting out their error(s). This activity works best if you can stick the 24 questions around a large classroom or sports hall so the groups have to run around to find their next question. All the classes I've done these activities with have loved them.

A treasure hunt activity for a class to attempt individually or in groups. There are 24 questions, numbered from 1 to 24. Each group chooses a number from 1 to 24 at random (or you can assign them a start number), and this is the number of the first question they should attempt - this should be written in the top-left circle on their answer grid. Their answer to their first question should be a whole number from 1 to 24 - this should be written in the next circle on their grid and this is the number of the next question they should attempt. e.g. if a group starts on Q6 and they think the answer to Q6 is 13 then after Q6 they should attempt Q13 (and they should have 6 -> 13 on their answer grid). If they answer the questions correctly they end up with the same chain of answers as on the solution, if they make a mistake they will repeat an earlier question and at that point you can decide how much help to give them sorting out their error(s). This activity works best if you can stick the 24 questions around a large classroom or sports hall so the groups have to run around to find their next question. All the classes I've done these activities with have loved them.

A treasure hunt activity for a class to attempt individually or in groups. There are 24 questions, numbered from 1 to 24. Each group chooses a number from 1 to 24 at random (or you can assign them a start number), and this is the number of the first question they should attempt - this should be written in the top-left circle on their answer grid. Their answer to their first question should be a whole number from 1 to 24 - this should be written in the next circle on their grid and this is the number of the next question they should attempt. e.g. if a group starts on Q6 and they think the answer to Q6 is 13 then after Q6 they should attempt Q13 (and they should have 6 -> 13 on their answer grid). If they answer the questions correctly they end up with the same chain of answers as on the solution, if they make a mistake they will repeat an earlier question and at that point you can decide how much help to give them sorting out their error(s). This activity works best if you can stick the 24 questions around a large classroom or sports hall so the groups have to run around to find their next question. All the classes I've done these activities with have loved them.

This printable worksheet can be used to introduce methods for expanding 2 brackets and get your class to practise the expanding and simplifying. The first side suggests three alternative approaches that can be used (see the included solutions if any of these are unfamiliar to you) and has space to work through an example with the class for each method. There are then 3 pages of examples for students to attempt (answers included).

The first resource is a 9 page printable worksheet that you can work through with your class to cover the whole topic of quadratic functions in the new A level. Each section has a brief introduction or summary of key knowledge, then there are some examples to work through as a class to practise the skills. The worksheet covers: 1.Solving quadratic equations 2. Sketching graphs or finding the equation from the graph 3. Completing the square and its application for sketching, solving, vertex etc 4. Solving quadratic inequalities 5. Using the discriminant 6. Disguised quadratics Answers to all the examples are given at the back. The second resource is a set of questions designed to test the whole of the topic with some examination-style questions. Worked solutions are provided for these questions. Here is an example of one of my A level resources that is freely available: https://www.tes.com/teaching-resource/differentiation-and-integration-with-exponential-and-trigonometric-functions-new-a-level-11981186

This resource can be used to quickly introduce the method for expanding expressions of the form (1+ax)^n where n is a positive integer. It begins by showing expansions of (1+x)^n for small values of n and highlights the coefficients to introduce Pascal's triangle. It then shows how nCr can be used to find the required coefficients in the expansions and has a few expansions of the form (1+x)^n for students to complete. Next is a worked example expanding (1-x)^n to introduce the technique and the pattern of the signs of the terms in the expansion, followed by a few expansions of the form (1-x)^n for students to complete. Next is a worked example expanding (1+ax)^n to introduce the technique and the best way to set out the working, followed by a few expansions of the form (1+ax)^n for students to complete. The answers to all the expansions are included.

This worksheet can be used to teach and practise the method for finding the area between a curve and the y-axis using integration. The questions are designed so that students practise rearranging the curve y=f(x) into x=g(y) and then integrate with respect to y. The first page introduces this method and then there are 2 examples to work through as a class. There are then 3 more pages of questions, all with diagrams, for your students to attempt. Answers are provided.