Six “Crack The Safe” activities where there are more possible answers than questions thus avoiding students guessing or answering by process of elimination. These are designed to be starters or plenaries but obviously the choices is yours. There is a symmetry (both reflective and rotational) activity, plus one each on reflection, rotation, translation and enlargement before a final sheet on mixed transformations (not including enlargement however as this proved problematic in the format!).

Six questions on Pythagoras with ten possible solutions. This allows students to check their own work to an extent; if their answer does not appear in the “possible answers” section then they need to check. Designed to be used as a starter or plenary.

Six questions on circle theorems with ten possible solutions. This allows students to check their own work to an extent; if their answer does not appear in the “possible answers” section then they need to check. Designed to be used as a starter or plenary.

Six questions and ten possible answers on bearings; this allows students to self-mark as if their answer does not appear then they need to check their work. I would tend to use these for starters or plenaries but obviously you have your own choice.

Three “Crack The Safe” worksheets: the first tackling “one a line, around a point etc”; the second tackling “parallel lines”: the third tackling “angles in polygons”. These are designed to be used as starters or plenaries and allow students to self-mark as the answers are on the sheet (along with some values that are not answers) - if their answer isn’t on the list of possible answers they need to check their working.

Six questions with ten possible answers so students can self-mark these questions (if their answer is not an option they need to check what they did). This involves facts about 2D and 3D shapes including edges, vertices, number of sides etc. I would use this as starter or plenary.

Six questions with ten possible answers - students can self-mark these (if their answer is not an option they need to check their working). This involves 3D Pythagoras and trigonometry with a cuboid, a triangular prism and a square based pyramid. I would use this as a starter or plenary.

I was asked to teach a friend’s child how to add and subtract fractions from the basics up to adding fractions with similar denominators. This is what I came up with, using colouring in rectangles to help. I hope it’s useful.

This idea is from Craig Barton and is an excellent one (check them out his at website); essentially it is four questions based on the same information. There are four here which use fractions, percentages, probability, ratio, volume, money, upper and lower bounds, speed, standard form as well as other topics. This really should create discussion and a deeper understanding of the topics covered on top of ensuring that students actually read the question. I hope these are worthy! I will be using these as starters or plenaries.

The students are given the answer and asked to fill in the gaps in the question. Topics used involve probability, algebra, fractions, percentages, ratio, speed, distance, time and many others. Some of the questions allow for multiple answers so discussion could be had. Designed to be used as starters/plenaries to get the grey matter moving. The Easter theme runs through every question and is a tad tenuous at times but there you go.

This is designed to get students thinking rather than just blindly following a mathematical recipe. There a four sets of 4 problems which all have the same answer (given in the centre of the screen). Each question has a blank for the students to fill in and sometimes there is more than one answer for the blank. This particular one covers fractions, decimals, percentages, sequences, probability, expressions (algebra), quadratics, standard form, indices and other topics. I will be using these as starters to get students thinking.

This is designed to get students thinking rather than just blindly following a mathematical recipe. There a four sets of 4 problems which all have the same answer (given in the centre of the screen). Each question has a blank for the students to fill in and sometimes there is more than one answer for the blank. This particular one covers probability,fractions, ratio, angles in polygons, solving equations, sequences, area and other topics. I will be using these as starters to get students thinking. One error corrected in the answers! (I need to read the question.)

This idea is from Craig Barton and is an excellent one (check them out his at website); essentially it is four questions based on the same information. There are four here which use average, area, quadratics, cubics, speed, sequences, angles and time as well as other topics. This really should create discussion and a deeper understanding of the topics covered on top of ensuring that students actually read the question. I hope these are worthy! I will be using these as starters or plenaries.

This is designed to get students thinking rather than just blindly following a mathematical recipe. There a four sets of 4 problems which all have the same answer (given in the centre of the screen). Each question has a blank for the students to fill in and sometimes there is more than one answer for the blank. This particular one covers probability, percentages, fractions, ratio, angles, equations, gradient, indices and other topics. I will be using these as starters to get students thinking.

This is designed to get students thinking rather than just blindly following a mathematical recipe. There a four sets of 4 problems which all have the same answer (given in the centre of the screen). Each question has a blank for the students to fill in and sometimes there is more than one answer for the blank. This particular one covers probability, percentages, fractions, ratio, angles, equations, equations of lines and other topics. I will be using these as starters to get students thinking from the off and will produce more if they work!

This idea is from Craig Barton and is an excellent one (check them out his at website); essentially it is four questions based on the same information. There are four here which use ratio, Pythagoras, time, fractions, probability, percentages and measures as well as other topics. This really should create discussion and a deeper understanding of the topics covered on top of ensuring that students actually read the question. I hope these are worthy! I will be using these as starters or plenaries.

This idea is from Craig Barton and is an excellent one (check them out his at website); essentially it is four questions based on the same information. There are four here which use volume, ratio, Pythagoras, bearings, measures, area and perimeter, speed, percentages and bounds as well as other topics. This really should create discussion and a deeper understanding of the topics covered on top of ensuring that students actually read the question. I hope these are worthy! I will be using these as starters or plenaries.

This idea is from Craig Barton and is an excellent one (check them out his at website); essentially it is four questions based on the same information. There are four here which use volume, surface area, expressions, Pythagoras, trigonometry and angles in parallel lines as well as other topics. This really should create discussion and a deeper understanding of the topics covered on top of ensuring that students actually read the question. I hope these are worthy! I will be using these as starters or plenaries.

This idea is from Craig Barton and is an excellent one (check them out his at website); essentially it is four questions based on the same information. There are four here which use fractions, ratio, percentages and averages as well as other topics. This really should create discussion and a deeper understanding of the topics covered on top of ensuring that students actually read the question. I hope these are worthy! I will be using these as starters or plenaries. I haven’t used logos to avoid any copyright issues. Hyperlinks added…

This idea is from Craig Barton and is an excellent one (check them out his at website); essentially it is four questions based on the same information. There are four here which use perimeter, area, Pythagoras, equations of lines, coordinates, vectors, equations of circles, expanding brackets, solving equations as well as other topics. This really should create discussion and a deeper understanding of the topics covered on top of ensuring that students actually read the question. I hope these are worthy! I will be using these as starters or plenaries.