I struggled to find some questions to test pupils long multiplication skills, therefore I created this differentiated resource for a year 7 class. The red questions are there to provide support to those pupils who are struggling by providing the answer and hence they just need to fill in the middle section. The amber is there to get pupils thinking about which numbers could be replaced by the letters. The green section asks pupils to identify the error and make the correction. For challenge I have asked the pupils to think about which makes a larger number, multiplying a two digit by a two digit or multiplying a three digit by a two digit, and is it always true? @Mentor4MathsUK

This resource doesn’t ask students to multiply or divide, instead it gives the students the answer and asks them to work out what is happening.

Today’s resource can be tricky it combines the skills of expanding out brackets and simplifying with area and perimeter. Each question on this resource could be used as a separate activity or the sheet could be used for homework. It really tests the understanding of expressions and area and perimeter with some reasoning style questions included. There is a lot of problem solving involved in this, my favourite being question 4 which took a while to put together as well as answer. This could easily be extended as you will see at the end of the resource to include fractions, percentages, averages and spread. You could even go further and ask students to substitute a value for x into the expressions and arrange the shapes via order of size (but if you do this please note this resource was designed for only expressions and so the shapes were not drawn to scale) I really hope you enjoy, please give me feedback (especially if you come across any mistakes). This will be available on TES until Monday 13th August.

This is just a small differentiated resource as part of my planned lessons for year 7 BIDMAS

A nice little starter for a fractions lesson. You show 4 images on the board, three of them show the same fraction, one does not. The students have to work out what the fraction is, and then decide which fraction is the odd one out. They must state their reason. I am working on more images for this and will put them on here, and Mentor4Maths website when complete.

This resource is designed for pupils to find equivalent fractions. I have purposefully not put, "rearrange these fractions so that each row is equivalent", as I want the students to be able to find the relationship themselves.

This resource could be used as a starter, and is designed for pupils to be able to work out the fraction of a shape. This could be adapted to work with percentages.

The final of this week’s installment of resources is crossover with ratio, area and perimeter. Not only will the students be practising calculating perimeter and area it also gets them thinking about scale factors and what happens to the area (a skill they will not come across until maybe year 9). Lengths are a mixture in fractional and decimal form so they are practicing skills of multiplication and division also.

resource to help visualise equivalent fractions

This power point resource has two activities, the first asks the students which is the correct answer and the next asks the students to play the part of being a teacher and they have to mark the answers. This activity could be done as a starter or a main task, it identifies misconceptions within this topic. I would suggest this to be done in pairs which ensures any discrepancies are discussed between pairs and with the whole class. Check out https://mentor4maths.wordpress.com/ for updated daily resources over the summer.

Pupils are provided with some lego and a set of instructions. I have purposefully changed the order of the instructions. After following the set of instructions the pupils should have an object that doesn't resemble the picture of the lighthouse. This will open a discussion about why that is, why is the order of the instructions important? Then ask students to work out the correct order of the instructions. How is this related to maths, well the order of operations, (BIDMAS) is very important and hence by following the correct order of instructions you will end up with the correct answer.

This resource could be used as a starter to get students to think. The students are asked to match the fraction to the image, answers are provided.

This week’s first Crossover Resource looks at formulae and data analysis, where students are given data, formula and have to answer questions after inputting the data into the formulae. They then have to decide which is the best graph for them to choose to best display the data. This could be adapted to add in some challenge or more depth my exploring the ways that data could have been collected, why do different people have different journeys and what factors could affect the journey to work. More to come!

A resource for adding fractions to make a whole

This resource is a differentiation task on prime factors decomposition.

Continuing with addition and subtraction I have created this resource again designed to get the students to think more. The fourth empty grid is for students to create their own.

am currently preparing for September lessons and we are starting with addition and subtraction. This resource asks students to put the symbols in between the numbers to make the number sentence correct.

This weeks crossover problems will focus on fluency reasoning and problem solving with area and perimeter. Today’s problem focusses on regular and irregular 2D shapes, asks questions to tests students understanding of area and perimeter as well as students understanding of prime, square, cube, multiples and factors. This resource can be found on my TES page and can be downloaded for free until Friday 10th August. If you like the resource please provide feedback. Thank you!

Today’s resource concentrates more on fluency within probability area and perimeter and looks at creating a sample space from two die that have shapes on. I feel that as it would take the student quite a while to put together the sample space I didn’t want to go into much problem solving or reasoning. However should you want more challenge with this here are some ideas: -Give them the sample space with most of it filled in and ask them to complete the sample space. They would need to figure out how the sample space is calculated before they can complete it. -Remove one/two of the shapes from a dice and given the information in the sample space they can then create the shape on the dice. - Give them the probability and then ask them to complete the sample space from the probability.

To put a large or small number in standard form, a resource in the style of a recipe. There are more resources for this, just email info@mentor4maths.co.uk and I will email them over to you. Any feedback is welcome.