This is designed to get them to remember key fractions, decimals and percentages equivalents, and then use them to complete other questions. This is a 'no frills' worksheet, but aimed at lower ability.

These sheets contain sketches of circle theorems and blanks for the students to fill in in their own words. They can then use the notes in a future lesson to fill in the blanks on the 'Fill In The Blanks' sheet. The idea was to save them drawing poor sketches in their books and to write the rules in their own words.

With the new curriculum in mind I did this. Students must use their knowledge of parallel and perpendicular lines to fill in blanks but this could lead to discussions about different ways to write equations of lines etc. Errant negative signs on number 4 corrected (I hope).

This covers reflections, rotations, translations and enlargements (negative and fractional scale factors) and combinations. Some they have to describe, some they have to draw.

Either sketch, figure out the equation, state intersections with axes or state maxima/minima of these trigonometric functions or a combination. There are 10 of increasing difficulty and hopefully discussions in class will be forthcoming…

Fill in the blanks to simplify using the rules of indices. This should create some discussion in class regarding negative indices and how they could be written.

The usual thing involving grouped frequency tables as well as frequency tables, working forwards and backwards.

Four sets of four problems where students have the answer but there are blanks in the questions which require filling in. This is designed to create discussion in class and hopefully provides natural differentiation (stretch the “top end” by finding the general solution where possible compared to finding a single solution). I will be using these as starters or plenaries as I believe they will develop deeper understanding of topics, but feel free to use them as you like (you will as you don’t need me to hold your hand).

Find the missing values, and the missing words in the comparisons regarding median and interquartile range.

This does what it says on the tin, encouraging students to work forwards and backwards and therefore not get in a rut of just sticking numbers in a formula.

Working forwards, backwards, repeated percentage change etc using multipliers. It does what it says on the tin.

Four sets of four problems where students have the answer but there are blanks in the questions which require filling in. This is designed to create discussion in class and hopefully provided natural differentiation. I will be using these as starters or plenaries as I believe they will develop deeper understanding of topics, but feel free to use them as you like (you will whatever I say).

Two sets of questions, one on calculating sides, one on calculating angles, where parts have been missed out. This encourages students to work forwards and backwards and not get into “algorithm mode” and hopefully helps deepen understanding (that’s the plan anyway).

Six questions and diagrams designed to help students get used to using the area formula involving trigonometry. This does what it says on the tin and students fill in the blanks…

This is purely codes, using various "famous" codes including Caesar cipher, Pigpen, Semaphore, Atbash (the alphabet backwards) and one just written backwards. Each time the culprit is number 18 and I have left the names blank so that you can fill in with names of your choice.

This is designed to get students thinking rather than just blindly following a mathematical recipe. There a four sets of 4 problems which all have the same answer (given in the centre of the screen). Each question has a blank for the students to fill in and sometimes there is more than one answer for the blank. This particular one covers probability, percentages, fractions, ratio, angles, equations, equations of lines and other topics. I will be using these as starters to get students thinking from the off and will produce more if they work!

This is designed to get students thinking rather than just blindly following a mathematical recipe. There a four sets of 4 problems which all have the same answer (given in the centre of the screen). Each question has a blank for the students to fill in and sometimes there is more than one answer for the blank. This particular one covers probability, percentages, fractions, ratio, angles, equations, gradient, indices and other topics. I will be using these as starters to get students thinking.

I wrote this for IGCSE Maths but it could be used at A Level as it involved summing arithmetic series as well as finding/using the nth term.

This is designed to get students thinking rather than just blindly following a mathematical recipe. There a four sets of 4 problems which all have the same answer (given in the centre of the screen). Each question has a blank for the students to fill in and sometimes there is more than one answer for the blank. This particular one covers fractions, decimals, percentages, sequences, probability, expressions (algebra), quadratics, standard form, indices and other topics. I will be using these as starters to get students thinking.

This was designed to lead students into working out how the equation of a line is found, but ultimately it is a fill in the blanks thing.

Two sections, one for direct and one for inverse proportion; four calculations (one example) to complete the blanks in. This aims to get students thinking forwards and backwards.