This is a slightly informal way of learning to solve quadratics by factorisation. My class had already learnt to factorise in previous lessons and we followed this up with these activities. Included are a starter and a main worksheet both WITH ANSWERS. Designed such that students learn to solve by substitution and do so largely by themselves. The starter should be followed by a discussion of why the last few substitutions give zero, followed by some board questions which are asked verbally (factorised quadratics equal to zero). Then the main sheet can be started.

A simple sheet I made to help my KS3 groups who find isometric drawing difficult. Students need to complete the drawings of some cuboids. I often tell classes that a complete cuboid should have three sets of parallel lines (each with 3 lines) - this helps some students, but can confuse others.

A brief worksheet for students to work out the conversions between units of area and volume.

9 questions on finding the equations of exponential graphs for higher tier GCSE. There is an extension included within the 9 and the answers are also provided. This was written for a top set.

Here we have a sheet of different styles of linear equations for students to solve. The different difficulties are represented by different heats of curry. Answers provided.

I wrote these for my year 11 Foundation class. They seem to be very popular on the current iteration of the GCSE exam.

A few different types of questions for students to practise the mental calculation skill ‘Halving and Doubling’

I made this resource to help students to practice drawing ‘staircase’ and ‘cobweb’ diagrams (both converging and diverging) to illustrate the numerical method known as fixed point iteration. I also made an extension which shows a more chaotic behaviour and one where the iterations cycle and therefore neither converge or diverge, however this is beyond the needs of the A Level Course.

I made a selection of graphs for students to illustrate the Newton Raphson method. There are a few different graphs to illustrate some of the different behaviours of the method. Students can learn when the method is effective and when it is less so. Each graph has an initial x value for the students to start with, so that they can be assessed/compared as required.