I give this to the students (printed in A4 or A5 depending on how much room they need) at the end of the lesson to assess an overview of the lesson. I mark it as soon as I can (ha) and it allows me to spot any misconceptions. The last question is a challenge one to push the most able students. This is all of the geometry exit tickets that I have created - I will update as I add more. I've updated it and added answers where possible!

A worksheet split into D,S and M. Used with multiple classes. Any issues please let me know. Answers on the second slide.

I give this to the students (printed in A4 or A5 depending on how much room they need) at the end of the lesson to assess an overview of the lesson. I mark it as soon as I can (ha) and it allows me to spot any misconceptions. The last question is a challenge one to push the most able students. This is all of the number tickets that I have created, I will keep updating as I create more!

I give this to the students (printed in A4 or A5 depending on how much room they need) at the end of the lesson to assess an overview of the lesson. I mark it as soon as I can (ha) and it allows me to spot any misconceptions. The last question is a challenge one to push the most able students.

I give this to the students (printed in A4 or A5 depending on how much room they need) at the end of the lesson to assess an overview of the lesson. I mark it as soon as I can (ha) and it allows me to spot any misconceptions. The last question is a challenge one to push the most able students.

A worksheet split into D,S and M. Used with multiple classes. Any issues please let me know. Answers attached.

I give this to the students (printed in A4 or A5 depending on how much room they need) at the end of the lesson to assess an overview of the lesson. I mark it as soon as I can (ha) and it allows me to spot any misconceptions. The last question is a challenge one to push the most able students.

These are all available for free separately! I give this to the students (printed in A4 or A5 depending on how much room they need) at the end of the lesson to assess an overview of the lesson. I mark it as soon as I can (ha) and it allows me to spot any misconceptions. The last question is a challenge one to push the most able students.

I give this to the students (printed in A4 or A5 depending on how much room they need) at the end of the lesson to assess an overview of the lesson. I mark it as soon as I can (ha) and it allows me to spot any misconceptions. The last question is a challenge one to push the most able students.

I give this to the students (printed in A4 or A5 depending on how much room they need) at the end of the lesson to assess an overview of the lesson. I mark it as soon as I can (ha) and it allows me to spot any misconceptions. The last question is a challenge one to push the most able students.

I give this to the students (printed in A4 or A5 depending on how much room they need) at the end of the lesson to assess an overview of the lesson. I mark it as soon as I can (ha) and it allows me to spot any misconceptions. The last question is a challenge one to push the most able students.

A task to help students find the quadratic formula. You can attach a series of questions for the students to try and scaffold - which others have tried, I haven't!

I give this to the students (printed in A4 or A5 depending on how much room they need) at the end of the lesson to assess an overview of the lesson. I mark it as soon as I can (ha) and it allows me to spot any misconceptions. The last question is a challenge one to push the most able students. NOTE - Trying to get my year 9's used to fractions so 3/4 answers are fractions!

Created for my IB Maths Studies group to help them with their IA. This is a guide on how to do Chi Squared on Excel.

Worksheet split into DSM. Answers on the second slide.

I give this to the students (printed in A4 or A5 depending on how much room they need) at the end of the lesson to assess an overview of the lesson. I mark it as soon as I can (ha) and it allows me to spot any misconceptions. The last question is a challenge one to push the most able students.

The perfect end of term task, converting FDP colouring in sheet! The colours are found in a standard pack of Crayola pencils. Aimed at Year 6/7

Using the code at the bottom, students need to find m and c then color in the various parts of the turkey.

Using the code at the bottom, students need to find equivalent fractions then color in the various parts of the turkey.

Using the code at the bottom, students need to round to 1sf then color in the various parts of the turkey.