This resource could be used as a starter, and is designed for pupils to be able to work out the fraction of a shape. This could be adapted to work with percentages.

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.

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.

am currently preparing for September lessons and we are starting with addition and subtraction. This resource asks students to put the symbols in between the numbers to make the number sentence correct.

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.

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

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.

To put a large or small number in standard form, a resource in the style of a recipe. There are more resources for this, just email info@mentor4maths.co.uk and I will email them over to you. Any feedback is welcome.

This power point resource has two activities, the first asks the students which is the correct answer and the next asks the students to play the part of being a teacher and they have to mark the answers. This activity could be done as a starter or a main task, it identifies misconceptions within this topic. I would suggest this to be done in pairs which ensures any discrepancies are discussed between pairs and with the whole class. Check out https://mentor4maths.wordpress.com/ for updated daily resources over the summer.

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.