Circle Theorems Notes To CompleteQuick View
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Circle Theorems Notes To Complete

(19)
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.
Expanding and Factorising Quadratics - Fill In The BlanksQuick View
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Expanding and Factorising Quadratics - Fill In The Blanks

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This resource uses tables when expanding and factorising but you can edit if you want to do something else. Essentially this leads students through forwards and backwards through expanding and factorising two brackets, and should lead to discussion. There is an extension where a is not 1.
Trigonometry (Area) - Fill In The BlanksQuick View
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Trigonometry (Area) - Fill In The Blanks

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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…
Sine Rule - Fill In The BlanksQuick View
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Sine Rule - Fill In The Blanks

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Five questions each on finding a side and finding an angle using the Sine Rule, with gaps to fill in, working forwards and backwards. This was designed as an introduction to the Sine Rule but use it (if you do at all) however you like…
Cosine Rule - Fill In The BlanksQuick View
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Cosine Rule - Fill In The Blanks

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Two sets of questions (one on calculating a side, one on calculating an angle) using the cosine rule, allowing students to place measurements in the formula and work backwards from formula to diagram. This is intended for use when introducing the formula to students but you know your students better than me so use it (or don’t) however you like.
Parallel and Perpendicular Lines SpidersQuick View
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Parallel and Perpendicular Lines Spiders

(28)
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).
Indices SpidersQuick View
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Indices Spiders

(4)
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.
What Was The Question? - Ratio and Proportion SpecialQuick View
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What Was The Question? - Ratio and Proportion Special

(6)
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).
What Was The Question? - Sets and Venn Diagrams SpecialQuick View
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What Was The Question? - Sets and Venn Diagrams Special

(9)
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).
Maths Christmas Crime Mystery 2 - CodesQuick View
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Maths Christmas Crime Mystery 2 - Codes

(2)
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.
What Was The Question? 2Quick View
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What Was The Question? 2

(7)
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.
What Was The Question? 1Quick View
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What Was The Question? 1

(6)
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!
What Was The Question? 4Quick View
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What Was The Question? 4

(5)
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.
Negative Numbers SpidersQuick View
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Negative Numbers Spiders

(3)
This is a task involving the four rules (add, subtract, multiply, divide) with negative numbers. Basically students fill in the blanks but there could be discussion about different answers etc.
Co-ordinate RelationshipsQuick View
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Co-ordinate Relationships

(3)
This is designed as a lead into equations of lines and links to previous work on function machines/sequences. Five sets of co-ordinates to find the relationship between x and y plus to fill in some blanks.
Legoland Scale ModelsQuick View
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Legoland Scale Models

(1)
The bosses at Legoland are building a new scale model of the UK and need your help with the scales. Basically fill in the blanks.
What Was The Question? 3Quick View
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What Was The Question? 3

(3)
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,fractions, ratio, angles in polygons, solving equations, sequences, area and other topics. I will be using these as starters to get students thinking. One error corrected in the answers! (I need to read the question.)
Related Calculations - SpiderQuick View
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Related Calculations - Spider

(1)
This gives you a calculation at the centre of each of four “spiders”; students then have to use the central calculation to fill in the blanks using their knowledge of place value. Some blanks are answers are answers to a calculation, some are questions where they are given the answer. This is designed to avoid students getting in to a rut regarding these questions and make them think about their answers.
Identities CodebreakerQuick View
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Identities Codebreaker

(0)
Fill in the blanks to reveal the punchline to the cheesy joke. These seem popular with students and can be used as a main task, starter or plenary but you have a brain and don’t need me to tell you how to structure your lessons!
Adding and Subtracting Fractions SpidersQuick View
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Adding and Subtracting Fractions Spiders

(1)
There are four spiders (the last one has lost a couple of legs, I realise that!) of increasing difficulty. Fill in the blanks by using skills of adding and subtracting fractions. The final "spider" is a discussion one with many answers and the chance for students to fully demonstrate their understanding.