A Treasure Hunt on converting decimals to fractions ( which should be in simplest form). Print out the questions and place around the room. Students decide which card they want to start on. Students answer the question by converting the decimal to a fraction, and look for their answer at the top of a different card - this tells them which question to answer next. They then repeat the process, and if they’re correct, they should end up back at their starting point after 20 questions. Solution is provided.

A Treasure Hunt based on finding the input value in a function machine when given the output. Print out the cards and stick them around the classroom. Students pick their own starting point, answer the question, and look for their answer at the top of a different card. This tells them which question to do next, and then they repeat the process. They should end up back at their starting point if they get all the questions correct. Solution provided.

A Treasure Hunt on converting fractions to decimals and vice versa. Print off the questions and place them around the classroom. Students pick a starting point, answer the question and look for their answer at the top of a different card - this tells them which question to answer next. If they’re correct, they should end up back at their starting point after completing 20 questions. The number in the top right of each card is the question number. The solution is provided.

A simple worksheet - nothing fancy. Students are given 30 linear equations in a grid (all of the form ax + b = c), some of which have integer answers, and some of which have fractional answers. They have to solve the equations and colour in the boxes according to what type of solution the equation has. Like I said, this worksheet is nothing fancy so it doesn’t make a picture when they’ve finished colouring! I’ve provided answers as well.

A problem solving task that gives students lots of practice finding the surface area of cuboids. Students are told what the surface area of each cuboid is, but are only given 2 of the 3 lengths needed to calculate the surface area - they must determine what the missing length is. All possible answers are given at the bottom of the page for students to cross off as they go. I designed this for a Year 7 mid-ability group who solved it through trial and error, however it could also be solved algebraically (using linear equations). Solutions are provided.

Pupils are given 36 integers (a mixture of positives and negatives) and have to put the numbers into a 6 x 6 grid so that every row and column is in ascending order. This gives them plenty of practice of ordering negative numbers by size. Solving the puzzle requires experimentation, so when I have used this in my lessons, I’ve put the sheets in plastic wallets and let pupils write on top using a whiteboard pen. There are many possible solutions; I’ve provided one. However, the smallest number (-28) must always go in the top left corner, and the largest (18) must always go in the bottom right.

Students are given the beginning of a sequence and must determine the next 3 terms. They also need to classify the sequence as arithmetic, geometric or quadratic. Solutions are provided.

A simple game to give students some practice of algebraic substitution. Due to the competitive element and using dice, I find that students quite enjoy it! Students roll a die - the number rolled is their x value. They substitute their x value into one of the expressions on the grid - the answer is the number of points they score this round. Play then passes to the next student who repeats the process (although they can’t pick any algebraic expressions that have already been chosen).

A set of questions I put together for my Year 11 Foundation group. I designed them to be similar to Question 9 on AQA Practice Practice Set 4 Paper 3 for the new 9-1 GCSE. Solutions are provided.

A treasure hunt based on ratio questions like: Hugh and Kristian share some money in the ratio 9:7. Hugh gets £10 more than Kristian. How much does each person get? Students pick their own starting point, answer the question, and look for their answer at the top of another card. This tells them which question to answer next, and then they repeat the process. They should end up back at their starting point if they get all 20 questions correct. Solution provided.

A Treasure Hunt on ratio questions of the form: Hugh and Kristian share some money in the ratio 3:4. Hugh gets £18. How much does Kristian get? Stick the questions up on the wall around the room. Students pick their own starting point, answer the question, and look for their answer on the top of a different card. This tells them which question to answer next. They end up back at the starting point if they complete all 20 questions correctly. Solution provided.

As there isn’t any new content to learn when studying Surds in Year 12, I wanted to find a way to make my lesson a bit more interesting - hence this relay. I’ll let my students get stuck into this straight away (in teams) so I discover what they can/can’t do - far better than standing at the front teaching them things they already know! Questions are differentiated by difficulty (1, 2 and 3 stars). The questions are in a completely random order, so Question 20 (for example) isn’t necessarily harder than Question 8. I’ve included answers, and I’ve also included the Word version of the relay in case you want to make any changes, e.g. if you disagree with my difficulty rating!

As there isn’t really any new content to learn when studying Indices in Year 12, I wanted to find a way to make my lesson a bit more interesting - hence this relay. I’ll let my students get stuck into this straight away (in teams) so I discover what they can/can’t do - far better than standing at the front teaching them things they already know! Questions are differentiated by difficulty (1, 2 and 3 stars). The questions are in a completely random order, so Question 20 (for example) isn’t necessarily harder than Question 8. I’ve included answers, and I’ve also included the Word version of the relay in case you want to make any changes, e.g. if you disagree with my difficulty rating!

An activity that gets pupils to practise division problems where the answer is a decimal, a skill which is motivated by a need to find approximations to the irrational number pi. There are 3 different levels of questions for pupils to attempt. Some of the questions really are quite challenging!

Students must use their knowledge of similar shapes and linear equations in order to determine the value of an unknown. Solutions are provided.

A task I designed to make my lesson on the area of a parallelogram a little more interesting! Students are given a variety of parallelograms where the side lengths are algebraic expressions. Students are given 9 possible values for x and have to substitute these values into the parallelograms, and then calculate their areas. Their aim is to create parallelograms with given areas. Solutions are provided.

A task I used with more able Year 8 students. Students are given decreasing arithmetic sequences - but most of the terms are missing. They must first determine the missing terms, and then work out the nth term. Solutions are provided.

Students have to find a path crossing left to right through the maze that only goes through correct answers. Diagonal moves are not allowed. Types of errors included: Forgetting to multiply the second term +/- mixed up x multiplied by x is 2x Variable changes Solution provided.

Inspired by “The Simple Life” - a task from Colin Foster: https://nrich.maths.org/13207 I wanted a simpler version to suit my weaker group. Students are given a variety of algebraic expressions in the form a(bx + c) and must pick 2 to add up. They are given 8 answers to aim for. Possible solutions are provided - there may be other solutions, I’m not really sure!

An activity that gets students to practise finding fractions of amounts, which also introduces an element of problem solving. Students create their own questions. They pick a numerator, pick a denominator, and work out that fraction of the large number at the top of the screen. They’re aiming to create calculations with the given answers on the screen. Some students might pick their fractions completely at random, whereas others may approach things a bit more logically… There are 6 different activities, with varying degrees of difficulty. Some answers can be made via more than one calculation, but I’ve made a suggestion on how to complete each problem.