Four “Show that…” questions involving inequalities; this is more about the method and workings than getting the final answer. This should involve good mathematical discussions.

This is designed to encourage students to explain their working rather than just read out an answer at the end. I have given an example of solutions but these are not the only solutions for each. This should encourage discussion too.

A sheet where students can pick the section on which they need more work (self-differentiated no less). Ranges from plain old fractions, through functional plain old fractions, through mixed numbers through functional mixed numbers. No bells, whistles, anything like that, just a load of questions. I have added a 'Prove It' sheet so that the class can show you what they can now do.

Four “show that…” questions that encourage explanations ahead of final answers (which are already given). These are designed to create discussion and get students to think about the steps they are taking.

Working up from simple fraction of a number to adding/subtracting/multiplying/dividing mixed numbers with everything in between, including a “Show that” question which always seems to confuse some.

Impossible, the game show, involves asking questions and giving three possible answers: one correct, one that’s incorrect but could be correct in a different context, an impossible answer. There are twelve questions on various different topics and this is designed to encourage reasoning and discussion. Getting the answer correct is obviously important but the discussion as to why the impossible answer is correct and the other one not correct for the context might be more interesting. Topics include fraction calculations, place value, rounding, coordinates, angles and others and could be useful for Year 7.

There are four “Show that” questions: two linear equations, two quadratics. These are designed to encourage students to write down method and working rather than just reading out an answer at the end.

This involves simplifying surds, expanding two brackets with surds and rationalising the denominator. Some of the" answers" are not fully simplified to encourage students not to use a calculator more than absolutely necessary. This sheet is designed to encourage method/workings and my “possible workings” are just a guide, not a manual!

This is designed to force students in to showing their workings by giving them the answer by asking “show that” questions. This involves equations of lines including perpendiculars.

Six questiopns where students are given the answer but have to show the workings. There are two “challenge” questions but this is designed to force students to explain what they are doing mathematically.

Six questions where students are given the question and the answer, their task being to add in the workings. The “possible workings” sheet are just there as an example, not as a concrete “it must be done like this”. These are designed to encourage working and method.

This is designed to encourage workings; students are given a correct addition or subtraction of fractions and have to fill in the blanks in th workings. I have included a “possible workings” files as well, but I don’t really want to force students down any specific road, only encourage them to get each stage down on paper.