These puzzles involve fitting a list of numbers of various lengths into a grid. The numbers have between 3 and 10 digits. The puzzles are of differing complexity. One has no hints, there is a puzzle with 10% and 20%hints and one with every starting digit provided. You also get answer sheets for all puzzles.

Students will practice finding the exact value of trigonometric functions using the Pythagorean identities. This maze will use Pythagorean Identities and will require the Reciprocal Identity on several problems. I have checked the problems and route but if you find any errors , feel free to correct them

In this activity, you’ll navigate through a maze by solving for the resultant vector at each step — using the Pythagorean theorem and trig ratios to find magnitude and direction. Each correct answer moves you closer to the finish, while a wrong calculation leads you off track. Let’s put your vector addition skills to the test! An answer route is provided

Students practice converting form radians to degrees. They use their answers to navigate the maze. An answer route has been provided. Any mistakes are mine so feel free to correct.

This maze requires students to convert from degrees to radians. An answer route is provided, Any mistakes feel free to correct. I think it’s ok.

To complete this maze students are required to solve 18 problems. All of the factoring problems have a leading coefficient of 1. All solutions are integers. This maze is self-checking: If a student lands in a box with no valid path forward, they know they made a calculation error earlier and need to backtrack. Targeted practice: Because all leading coefficients are 1 and solutions are integers, students can focus entirely on mastering the number-pair rules (multiplying to c, adding to b) without complex division or fractions. Again any mistakes are mine but feel free to correct any errors that you find.

In this activity students practice solving absolute value inequalities. They draw lines to show the path that they took to get from the start of the maze to the exit. Their working out can be done on a separate piece of paper for evidence. Unless it is for fun then go nuts. This questions in this maze were created so that the student will have to use more algebraic ideas. The maze has been checked but as ever if you find any errors feel free to correct . An answer route has been provided.

Students practice solving absolute value inequalities by completing a maze. They draw lines to show the path that they took to get from the start of the maze to the exit. Their working out can be recorded on another sheet, for evidence. This maze has easier questions and was designed for students who might struggle to pick up this concept. Few algebraic “moves” have to be made for the student to solve the problems. Any errors are mine but feel free to correct any mistakes. An answer route is provided.

Students will practice finding the exact value of trigonometric functions using the Reciprocal and Quotient identities. An solution route is provided. Point to note, the answer of - root 2 over 2 could also be +ve

In this maze students will simplify radicals and use their solutions to find the route through the maze. I have checked for errors a few times but if you find any errors feel free to correct the pdf. In this maze things are a little trickier as the students have to solve problems with square roots and cube roots with variables. A solution route is provided.

This puzzle involves the students simplifying the radicals and using that information to find the root through the maze. In this maze square and cube roots have been used. An answer sheet has been provided. If you find any mistakes in the route please feel free to correct the pdf.

This maze is for students to practice solving problems with the Segment Addition Postulate. This version is more challenging than previous versions. I have checked my route and it seems to work but if you find any errors please feel free to correct the pdf. A solution has been provided.

This maze is for students to practice solving problems with the Segment Addition Postulate. Students use their solutions to navigate through the maze. In this variation an understanding of algebra is required. The maze has been checked but if any mistakes have been found please feel free to edit the pdf.

This maze lets students practice solving problems with the Segment Addition Postulate, in this instance no algebra is needed. Students use their solutions to navigate through the maze. Hopefully I haven’t made any errors but the file is a pdf so you can edit out my mistakes.

In this maze, students get to practice simplifying radicals. This maze uses square roots with variables. Once the student has their solution to a question they use it to help them navigate their way through the maze. A solution has been provided. Any errors are mine but I have tried to check the route carefully. As it is a pdf feel free to correct my mistakes.

Students are given clues in binary notation and they must then do 2 steps. Fist step is to convert the number to decimal notation and then they convert that in to text. This they then locate in the grid. Some puzzles have the hyphen included and others do not. You have a variety of crosswords and word search puzzles.

This puzzle asks the students to convert from Arabic numbers to Roman Numerals. There is a question sheet that has arabic numbers, the answers are in roman numerals are on another sheet complete with the pattern that the student needs to shade in the answer circle. There is also a completed sheet showing what the pattern should look like.

Students use their knowledge of solving volume problems to answer the questions. They then use use those answers and place them appropriately within the grid. If I’ve done this correctly it should all work out. An answer sheet is provided.

Here are some crosswords and word search puzzles that utilise some general knowledge. The crosswords have 2 different levels. One is more traditional, the other has about 5% clues. The word search puzzles use the same clues as the crosswords. Answers have been supplied.

Students use their knowledge of solving the area of a circle to solve these problems. In this case I have used 3.14 as my standard for pi. Answers are to 2 decimal places and the decimal point is to be placed in the squares as you would any other number. Answer grid is supplied.

In this puzzle students identify the correct values from the named angle. They will also have to group the angles in to half those that show a half turn. Answers are provided and mistakes are mine. A pdf is provided so if you see a mistake just edit.