An exam style question combining tree diagram probability with ratio.

Using an image courtesy of Mr Cooke Maths blog (http://ff6w.primaryblogger.co.uk/mr-cooke-maths-we-16th-january-fraction-action/) a resource designed to encourage pupils to think about fraction equivalence and multiplication/division. Shared at the LaSalle Education Complete Mathematics Conference #Mathsconf9 in Bristol for the speed-date/tweet up (https://completemaths.com/events).

Use of Venn Diagrams to find LCM, with three grades of challenge (RAG) moving from given multiples, to identifying multiples of 2 numbers, to identifying multiples of 3 numbers - inspired by Craig Barton's love of Venn Diagrams.

Modelling real life parabolas such as bridge cables and basketball shots using quadratics in completed the square form.

When I was completing my National Professional Qualification for Senior Leadership, I found a lack of high-quality examples of things like a Business case or a Risk Management plan to be a real source of concern. There are some online and through TES but they are all charged. I resolved to share my complete NPQSL project for free once I knew it was successful. I am pleased to say I scored 27/28 on the project, and so have shared it complete with assessor feedback so that people can see why I lost the mark and why I scored well. All pupil data and staff codes are anomynised so as to protect identities. Hope it helps!

A series of 3 worksheets using the BBC news coverage of the European migrant/refugee crisis in the mediterranean and graphs/statistics from their website.

A jigsaw for matching horizontal and vertical lines with their equations; can help with reflections if pupils are struggling with lines, or as a pre-cursor to straight line graph equations.

An exam style question around a square based pyramid. Finding upper and lower bounds on the volume and then looking at the number of ways of recombining the lengths to create a square based pyramid. Answers are on page 2.

A worksheet with geometrical views of fractions. Can pupils say whether the given fraction is more than, less than or equal to one half? Can the justify why, preferably without finding the actual fraction shaded? (Then, for fun, they can actually find the fraction shaded!)

A collective memory resource designed to help pupils remember the required formulae for the GCSE Mathematics 9-1 exam (or at least some of them). The first slide is designed for Foundation pupils, the second for Higher (as it includes Sine and Cosine Rule).

The PowerPoint (TM) presentation, complete with the resource pack used, for the lecture given to Secondary Mathematics PGCE students at the University of Reading.

Complete the sentences with the correct terms from a circle.

Calculating mode, median, mean and range of test scores in English and Maths, deciding which average is best to use for comparing the distributions and writing comparisons.

Using factorised quadratics to trace paths for metal cutting.

Given 3 lengths and 3 perpendiculars, which length is incorrect? If working with non-right-angled trigonometry can also bring in cosine rule and area to check by calculating areas from given lengths. Possibly also some Pythagoras links with the perpendiculars? Is there more than one possible answer?

Matching cards where pupils have to match the two calculations that give the same answer. Values given are 1 to 15 so can be used for pairing pupils in a class of 30.

Starting with largest (1) and the smallest (0.23) on the same card, these cards form a loop when put in order.

A card set of values with prime factorisations. A neat use of this is to sort people into partners for another activity; one set of people have the values and one set have the prime factorisations and the people with the corresponding cards have to partner each other.

A grid in which pupils have to draw shapes that match both the line and rotational symmetry properties. If pupils need more support you can provide them with pictures of shapes to draw; for extension get them to justify why certain spaces cannot be filled.

Isosceles triangle with equal angles defined in terms of x, and distinct angle y, find the value of y.