Today’s resource concentrates more on fluency within probability area and perimeter and looks at creating a sample space from two die that have shapes on. I feel that as it would take the student quite a while to put together the sample space I didn’t want to go into much problem solving or reasoning. However should you want more challenge with this here are some ideas: -Give them the sample space with most of it filled in and ask them to complete the sample space. They would need to figure out how the sample space is calculated before they can complete it. -Remove one/two of the shapes from a dice and given the information in the sample space they can then create the shape on the dice. - Give them the probability and then ask them to complete the sample space from the probability.

For this resource a student is asked to work out the fraction of a picture. Students could discuss how they would work it out in pairs. You could modify this and ask questions such as, "Which colour is the greatest percentage of the picture?". As part of the attachment there are other pictures, feel free to modify the questions in the powerpoint.

This is just another way of looking at prime factor decomposition, as roots of a flower. The resource could be adapted to put different numbers in.

Activities designed to test fluency for index laws

A task where you need to rearrange 3 tiles to make the centre of all tiles 100

This resource is designed for pupils to find equivalent fractions. I have purposefully not put, "rearrange these fractions so that each row is equivalent", as I want the students to be able to find the relationship themselves.

Today’s resource follows a similar layout to yesterday’s Probability with Number. It looks at the language used with fractions as well as fractional calculations alongside probability. Fluency, reasoning and problem solving are all present within this resource with room for challenge: possibly remove one or more of the cards and the students have to come up with the calculation based on the probability take out part of the calculation, give them the probability and the student has to identify the missing fraction. The resource is available on TES for free until Monday 20th August. Feel free to send feedback.

Tuesday’s resource brings together area, perimeter, fractions, decimals and percentages. From this students can practise calculations with decimals when calculating area and perimeter. Reasoning is also present when students are asked to order the shapes in order for size of their perimeter and area before even completing calculations. Students are then asked to complete number sentences finding fractions and percentages of area and perimeter. This resource will be available for free until 13th August from TES

Only two weeks left to go until the end of the summer and the end of these resources. This weeks resources start off where last weeks ended, a crossover problem with probability and expressions. Today’s resource looks at simplifying, expanding and factorising algebraic expressions and combining it with number and probability. A good resource that can be used with a year 7/8 class and can be adapted to add challenge. This will be available for free until Friday 25th August on TES.

For this resource, students need to be in pairs. In their pairs they need to have access to a computer, all pictures printed off and the inequality slides printed. There is a table containing facts about each of the attractions and two blank rows for the students to find their own facts out about the attractions. They then work together to placing the pictures into the inequality. Alternatively, after studying the information provided and inserting other facts, one person can put two cards in the inequality and the other can guess the fact. This ensures the student practices their place value with the inequality rules, they will also need to be able to convert feet to metres and miles, minutes and seconds to hours to ensure that they are comparing facts correctly.

I have been asked to create some functional skills resources to help those completing apprenticeships in hospitality. This is a restaurant advertising task, where the student is asked to work out the total cost to advertise, split the cost between each department and then work out if it has made any difference. This involves money, addition, subtraction, division, multiplication, ratio and percentages. I am currently working on more like this, so keep a look out for them. This resource is available in word (so you can modify), pdf and as a presentation.

This resource ask students to really think about and visualize how they can dissect a shape and make it into a square. The students have to work out the total area of the shape and the length of sides needed to make the shape. They will use Pythagoras to work out the missing diagonals needed to make the squares. For an extension activity students can try and make their own shape and dissect it.

One of my favourite films is called “Pay It Forward” (http://gb.imdb.com/title/tt0223897/). This resource is based on the film. There is a young boy who decides to make the world a better place, he completes three good deeds to three different people, and when these people want to thank him he asks them to complete three good deeds to three people and pay it forward. Therefore this resource is designed on that concept except that I have put in a time limit, the deeds are all completed in one day. From that the pupils could work out a general rule and then calculate the number of days it takes a set amount of people to have completed a good deed, or, the numbers of people after a certain amount of days. This incorporates geometric sequences.

A resource designed to introduce venn diagrams to students without using numbers. This could be modified to different food objects etc. You could also partially fill the diagram and ask students to complete the diagram, or you put an ingredient in the wrong place and ask the students to correct it.

Continuing with addition and subtraction I have created this resource again designed to get the students to think more. The fourth empty grid is for students to create their own.

Continuing to work on the number section, I have created a few tables that test pupils knowledge of number properties. They have to first of all complete a table, then they have to find a number that is incorrect, then they have to put the categories in, then they can create their own and finally they have to explain why the final table cannot happen.

I have always found it difficult to tutor negative numbers adding and subtracting without saying, "two negatives make a positive". Then when I was at university I was taught a way to show negative numbers with + - signs like in science, as it is common that a child would be taught about positive and negative charges in science. Unfortunately this didn't work too well with a year 6 pupil I tutored. I then decided to adapt this method and put positive and negative signs onto some cubes, this way the pupil could physically see what was happening. The pupil much preferred 'hands on' methods anyway and found this easier to understand. Therefore I thank the person who came up with the original idea which enabled me to adapt it to my pupils.

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.

A starter for higher sets, or a main activity for lower sets. Students are given numbers and they have to put them into the table.

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.