A resource showing one way of how to calculate the highest common factor between two numbers.

A starter for introducing surds but could be applied to any topic. The idea is that you put on the board a complicated equation/shape etc, and get the students curious. You can ask them what they already know and what they want to know. You can then plan your lessons around their answers.

This resource asks students to investigate the relationship between odd and even numbers when multiplying together.

This is designed to test pupils knowledge of words associated with a particular topic, for this I have used number properties. This could be adapted to other topics and used as an end of unit plenary.

This question links volume with quadratic and linear equations, and with unit conversion. The idea behind it is students look at the question which is quite detailed and wordy. There are a series of power point slides to go with this, please search GCSE Style Question - Back to Basics Thanks.

Just a small resource highlighting the properties of prime numbers and multiplication. To make it easier you could input a few numbers in the circles and ask the pupil to complete the others.

For Wednesday’s problem we merge together area, perimeter with mode and median. The student has to calculate the mode and median of cards containing shapes. Students are then given the mode and median of a group of cards and the student has to identify which cards are chosen. Plenty of practise throughout the worksheet of area and perimeter. This can be used as a worksheet, a homework sheet, a recap lesson. Students could extend this further by creating their own shapes and calculating area and perimeter, or creating questions to ask a partner. This resource can be found for free on TES until Friday 10th August. Feedback Welcome!

This is a sneak preview resource for a revision session. Students are asked to calculate the answers and sum together. There is a check in point to check that they are on the right track. To make it more difficult you could adapt it by the checkpoint but getting the student to sum the total themselves

For this activity the students are asked to think of a number, then follow the path to the end. They can choose which way they wish to go completing the actions as they go along. If they have answered correctly and followed the correct path they should always end with the answer being 1o bigger than the number they have started with. Once they have seen this they can then prove it algebraically. This could be adapted to multiplication and division, standard form, negative numbers etc.

This is a sneak preview for a resource available online for £2.50. The resource includes worked examples, fluency, reasoning questions, error analysis and problem solving. Feel free to contact me if you have any questions. https://www.tes.com/teaching-resource/dividing-decimals-11709134

Today’s resource looks at using formulae with fractions and percentages. Students are given some information and the formula and they have to answer calculations involving fractions and percentages. A small worksheet that could be given as a homework or a plenary of a lesson. This is available from TES for free until Friday 17th August. Thanks

Today’s resource can be used in conjunction with the resource given yesterday, (Area, Perimeter with Median and Mode). Students are asked to calculate the area and perimeter alongside calculating the mean and range and there is also problem solving within the questions. Give it a go! This can be found on TES for free until 10th August. Feedback is welcome!

A lesson designed to consolidate knowledge on calculating volume. I have used this with a class of year 10s and they were all engaged. I played a short video, which could be found at https://www.youtube.com/watch?v=Lwc6QklQGFw and designed this sheet for the pupils to work through. At the beginning they have to predict whether the bowling balls will float. Then after working through the activity I played the remainder of the video showing, which bowling balls did float.

Today’s resource looks at cards with calculations on. Students are then asked to calculate the probability of choosing a randomly selected card and it having a certain property. What I really like about this resource is it means students can practise their number calculations with BIDMAS, test them on their understanding of types of numbers, all whilst answering a probability question. This would be a good resource for a year 7 class and encompasses fluency reasoning and problem solving. I hope you enjoy it as much as I did making it.

Students find mean and median the hardest to compute when calculating with numbers, this resource is designed to test them when calculating with expressions. Therefore collecting like terms, expanding double and triple brackets, simplifying fractions is a key skill needed for todays crossover problem. As with yesterday’s resource this is primarily concentrating on expressions where the unknown is positive, again challenge is there for unknown’s that are negative creating a good discussion with your student/s.

Keeping in within the averages and spread theme this week I have created a Crossover problem with mean and FDP. This enables students to practise their skills of addition, multiplication, subtraction and division of fractions decimals and percentages as well as testing their knowledge of equivalence between FDP, mixed number fractions and mean. Plenty of fluency, reasoning and problem solving. Let me know what you think!

Rounding up the weeks crossover problems with this final one on Median and FDP topics. What is good about bringing Median and FDP together is that students need to be able to order their FDP, sometimes this will mean they have to get it so that the fractions all have equivalent denominators, or they may find it easier to change them all to decimals and then answer from there. Designed to be either a designated piece of classroom work, homework or assessment. Let me know what you think!

his week’s theme for crossover problems is algebra with number and averages and spread. The focus of these ensures that students can build a bridge between these sub topics which are often looked at separately. Today’s crossover problem focusses on algebra and number, specifically looking at identifying when a number is a square, cube, even, odd or multiple. This resource can be used as an extension, homework, group task, single task, or taken apart into smaller tasks. However, when you use it, it will build on foundations needed to fully understand proof questions at GCSE.

Today’s crossover problem concentrates on expressions with mode and range, students are given expressions of which they have to identify mode and range and of these expressions. Students have to really think about what each expression means, some use of substitution may be used so that they can see which expression is larger and are able to order the expressions. An assumption has been made when calculation the answers that the unknown is a positive unknown, challenge has been placed in the activity for students to think about what would be different if the unknown is now negative, a good discussion point to have with your students.

Today’s crossover resource focusses on mean with factors, multiples, negatives, squares, primes and cubes. There is an element of fluency reasoning and problem solving throughout the questions. Take a look, have a go yourself and let me know what you think. Feedback Welcome!