A set of problems related to basic algebra, particularly for Year 7 or Year 8 mathematics. Self-made problems by considering Low Floor, High Ceiling concept to jump start discussions to introduce a topic. Best used prior to introducing any method or mathematical concepts to students. Let the students explore and collaborate one another. After some explorations, when needed, students may ask us as the facilitators to introduce the necessary mathematical methods or concepts that could help them solve the problems.

A set of problems related to algebra (quadratics), particularly for As level mathematics. Self-made problems by considering Low Floor, High Ceiling concept to jump start discussions to introduce a topic. Best used prior to introducing any method or mathematical concepts to students. Let the students explore and collaborate one another. After some explorations, when needed, students may ask us as the facilitators to introduce the necessary mathematical methods or concepts that could help them solve the problems.

A set of problems related to statistics (exploring data), particularly for As level mathematics. Self-made problems by considering Low Floor, High Ceiling concept to jump start discussions to introduce a topic. For this case, you could use the activity to jump start a discussion prior to introducing any concept, or after to reinforce the intuitive guessing or meaning of the students toward the statistical measures.

A set of problems related to Bearings and Trigonometry (studied in IGCSE). Self-made problems by considering Low Floor, High Ceiling approach to jump start discussions to introduce a topic. Best used prior to introducing any method or mathematical concepts to students. Let the students explore and collaborate one another in groups. After some explorations, when needed, students may ask us as the facilitators to introduce the necessary mathematical methods or concepts that could help them solve the problems. Otherwise, we could use the group discussion results to lead them to the introduction of the concept.

A set of problems related to Differentiation (studied in IGCSE). Self-made problems by considering Low Floor, High Ceiling approach to jump start discussions to introduce a topic. Best used prior to introducing any method or mathematical concepts to students. Let the students explore and collaborate one another in groups. After some explorations, when needed, students may ask us as the facilitators to introduce the necessary mathematical methods or concepts that could help them solve the problems. Otherwise, we could use the group discussion results to lead them to the introduction of the concept.

A set of problems related to Circle Theorems (cirlces and angles, studied in IGCSE). Self-made problems by considering Low Floor, High Ceiling approach to jump start discussions to introduce a topic. Best used prior to introducing any method or mathematical concepts to students. Let the students explore and collaborate one another in groups. After some explorations, when needed, students may ask us as the facilitators to introduce the necessary mathematical methods or concepts that could help them solve the problems. Otherwise, we could use the group discussion results to lead them to the introduction of the concept.

A set of problems related to Vectors and Transformations (studied in IGCSE). Self-made problems by considering Low Floor, High Ceiling approach to jump start discussions to introduce a topic. Best used prior to introducing any method or mathematical concepts to students. Let the students explore and collaborate one another in groups. After some explorations, when needed, students may ask us as the facilitators to introduce the necessary mathematical methods or concepts that could help them solve the problems. Otherwise, we could use the group discussion results to lead them to the introduction of the concept.

A problem (given with the solution) connecting to the real-world contexts: Railroad problem. A self-made problem by considering Low Floor, High Ceiling concept and PBL to deeply discuss the topic of quadratics. Could be used prior to introducing any method or mathematical concepts to students. Let the students explore and collaborate one another. After some explorations, when needed, students may ask us as the facilitators to introduce the necessary mathematical methods or concepts that could help them solve the problems.