The smart notebook is pretty simple, it is what you choose to make out of it. Push aside your tables and get out the masking tape. Tape up 1 m intervals from a wall up to 5m. Let two students compete against one another (although of course it isn't a race) and act out the displacement time graph. They instantly get a feel for stationary points, constant speeds, changes in direction etc. Get other students to predict what is going to happen first on mini whiteboards and judge the two competitors. I have taught this at open evenings, to german exchange students, years 7-11.

Smart notebook lesson for linear sequences that moves on into quadratic (not taught any more at ks3) with an extension task at the end involving graph sketching to solve a linear and quadratic. All is done based on flow into a beaker, someone could really go to town on this and try it in real life. Get students to sketch the graphs first for each and then model them to a linear and quadratic and allow them to investigate finding the nth term for both. Very much group work investigation.

This is part of our CAME series of lessons, an adaptation of the monty hall problem to introduce deeper ideas about probability to ks3 students in year 7. Applicable for all ks3 classes really, teachers notes attached.

Three notebooks, two are similar but are for a set 1 (top set) and the other for sets below, simpler sets is the next in the series for top set with an accompanying worksheet. Essentially using Venn Diagrams for students to consider different types of number, and then it moves into set theory for the top set. Excellent logical thinking skills, set up for group work, may want to make little work sheets from the questions.

This is not a complete lesson, simply a demonstration of how you can extend students when teaching construction. Included is an attempt at a step by step of a cuboid using GSP and pictures of students work of what is possible. This was a 2 lesson challenge using computers and compasses for students to demonstrate what they could do. Some of the results are excellent. I did not 'teach' the students how to do this, they just used their skills from construction. Maybe someone else can make something more of it in terms of structure but that isn't really the point of the activity.

I have adapted this activity from something I watched at a gifted and talented day. It essentially demonstrates the idea of game theory. Teacher notes are attached to the last page of then notebook slide. Excel spread sheets contain the game itself for recording the outcomes. We use it as part of our CAME series in year 7, have also used it for D2 intro and for year 5 master classes. Students love this activity. May need to play it in the faculty first if you haven't come across game theory before.

Created for V2 but applicable for V3 of autograph. Now have permission from the Autograph team to publish these resources. Could be useful for training as contains step by step, but includes questions for students to investigate transformations for themselves. Notebook included so you can add or take away whatever you want, nice use of ICT with transformations.

In this notebook file are a selection of increasingly difficult questions all resulting in having to solve quadratics which (luckily) factorise whilst keeping the problem itself challenging. My year 9 top set have solved all of these and can vouch for their difficulty, most have lasted a lesson and required a write up. This will really test their algebraic manipulation and ideas about solving simultaneous equations. Useful for year 9 through to year 11 I would suspect.

This is essentially Pure Core 1 Jan 2011 but reworked. Each question has been broken into three parts, beginner (question with hints), intermediate (just question), advanced (scaffold questions removed). There is an overview of the question then three ways to attempt it of increasing difficulty. You might like to convert to PDF for differentiated tasks if you don't have sets for A Level. It isn&'t pretty and you may want to make the hints better dependent upon your students, but it does work. Mark scheme included

Wrote a number of these problems after completing work on enlargements in 3D (surface area and volume). First page is actually just my starter from that lesson for students to make their own question. Second page is pretty standard from a textbook question (easiest), after that it gets a bit more exciting with Surds, Quadratic equations, and 3D coordinate systems thrown in. Increasing difficulty. **Noticed the review, yeh it is just questions so please feel free to just take it and write it up into a whole lesson and post it as version 2 or something, more than happy. Cheers

In PDF and Smartnotebook. It is essentially the June 2009 paper but for a number of questions all of the parts a) and b) for 2 and 3 marks have been removed and the questions reworded where required just leaving 1 part at the end. We have found this idea (and maybe you might try it) to be incredibly successful as it challenges the students to really think about what maths they will require and when it is applicable. I have had great feedback from my A level team. (It isn't a pretty resource). All originals included

I wrote this whilst teaching additional maths for GCSE. It has an intro into how to use autograph and then a couple of activities to stimulate a discussion about differentiation. I have included the original notebook so you can add or get rid of whatever you want and then convert back into PDF. Could equally use it for training. I have shared these resources with Douglas Butler at Autograph.

Another activity to develop thinking and group work skills at KS3. The (basic) theory behind the colouring in of maps (maybe go cross with geography). You will need to make little work sheets our of the questions included by copy and paste into word. Teachers notes attached last page

Another one in our came series to develop thinking skills in ks3. Adapted work from the D1 a level course for ks3 to think about route inspection problems. Teacher notes attached.

Instructions on how to use autograph v2 and then an investigation. Can be used for students or training for staff. Just a note autograph have given me permission to share this resource having shared it with them.

This is an effective way to challenge students once they are doing past papers. It is June 2006 but with the a and b sections removed and questions rewritten slightly where appropriate just to leave the 1 challenging questions at the end. It is incredibly effective at making students decide how to apply what they know if the right situation. They also find proper exam papers much easier when they go back to them. It isn't pretty but it is effective. Original questions and MS included

Another rework in pdf and smart. Not managed to rework every question but there are some effective reworks. Parts a and b for example have been removed (the 2 mark questions) so that students are not dependent upon them and start to think about the maths required to solve the problem rather than just going through the processes. Leaves you with longer more testing questions. Very useful across the ability range, found it to be very effective.

Have't done one of these in a while so I thought I would upload another as we near exam time. It is a pure core 3 paper where parts of questions are removed so there are no prompts to aid the students in answering the more challenging questions. There are a few questions not modified because it wasn't possible. It won't be for every students and may make things unnecessarily complicated for some students. The original questions and mark schemes are all included. It does make the top students really think about what areas of maths they need to apply to get to the final solution.