Seven christmas themed questions on the following topics: adding fractions, angles in triangles, dividing with fractions, substitution, negative numbers

A Powerpoint with some introductory distance-speed-time questions, then an activity for group work: Each group is travelling from Glasgow to London via a different method of transport - plane - train - car - coach - cycle -walk

A collection of misleading graphs, for pupils to recognise the flaws with. These are all taken from real life publications.

Instructions to make your own net of a cube, then a series of example nets - can you work out which ones form a cube? Answers now on the Power Point.

A fun presentation for pupils to try and guess what each magnified image is. Can also be used in a more advanced way to try and work out the (length) and (area) scale factors between the original picture and the answer.

A one page sheet with eight common shapes on. Pupils should cut these out and physically fold them, to see which ones have lines of symmetry. I came up with this in response to pupils who consistently thought that a parallelogram had two lines of symmetry, and a non-square rectangle had four lines of symmetry.

A one page Powerpoint using 3D coordinates to introduce how to find the distance from one corner to the opposite in a cuboid.

First homework covering Integration (polynomials and simple trig, area between curves) Revision (functions, circles, trig graphs, sequences) Edit: added second longer revision sheet covering polynomials trig calculus Full solutions included

A Powerpoint introducing negative numbers, then some practice with temperatures.

A series of practice questions on the following converting between improper fractions and mixed numbers adding, subtracting, dividing and multiplying fractions converting between fractions, decimals and percentages Included with answers Edit 2022 -added More Fractions Powerpoint and PDF

A powerpoint with one question - exploring why going from 20 to 25 is not the same as going from 25 to 20.

A selection of questions (with full solutions) each asking 'how many ways' can something happen. Begins with simple problems that are small enough that they can be done without any special technique, then problems that require the 'multiplication principle' then on to permutations and combinations.

A series of extension projects about counting. Each question is a seemingly simple problem that introduces pupils to combinatorics. For example: - how many ways can you make change for a pound? - how many four digit numbers have digits that sum to 9?

A fun lesson with shapes for pupils to cut out and reform. Everyone should have fun with this. Although even young children can understand dissection it hides complicated mathematics in geometry in proof. The dissections to try here are: - A rectangle into a square with one cut - A vase into a square - An equilateral triangle into a square - A 8 by 8 square into a 13 by 5 rectangle (!) - A couple of miscellaneous shapes - An approximate dissection of a circle into a square

A rare chance to see the first ever use of an equals sign "for what could be more equal than two parallel lines" and therefore the first ever equation. Pupils can read the Olde English, translate it into modern equations, then solve them. The first two are linear, the remaining four quadratic. Provided with full solutions.

This is to introduce pupils to decimals, using a context they are probably already familiar with (the time to run the 100 metres). Pupils work in pairs to complete some exercises looking up times, then get familiar with a stopwatch, then compare some decimal times.

The key to exam technique in mathematics is to solve each problem multiple times, using independent methods. You also want an independent check. Mathematicians hate to get things wrong! This presentation and activities will help your students from making mistakes.

What do you do when there's not enough information to solve a problem - or too much? This presentation and activities aims to teach pupils how to handle more difficult problems when it's not clear what to do. There are multiple examples from algebra, geometry and trigonometry.

A presentation and questions for pupils to consider what makes maths problems hard? They will then be better equipped to solve (and create) their own problems. The main way that problems are made more difficult are: - Make the numbers harder - Repeated application - Difficult vocabulary - Extra operation at start or end - Reverse the problem - Hide information in a story - Extraneous information

An interactive activity teaching pupils a few simple memory techniques