“Snake” through a 10x10 grid of fractions from the smallest to the largest (effectively putting all of the fractions in the grid into ascending order). This is designed as a fluency task with a higher level of challenge. Often fractions that must be compared will have co-prime denominators.

Shade (or don’t shade) the segments of the image based on whether fraction ‘a’ is greater than fraction ‘b’. This resource also contains a second hidden hidden activity - shade the segments where both fraction ‘a’ and fraction ‘b’ are greater than 1/3. This is a task intended for lower ability students or for students who are just learning to compare fractions. In each pair the denominators are multiples of each other (there are no co-prime pairs of denominator in any segment) so to compare ‘a’ and ‘b’ only requires one of the fractions to be converted into an equivalent.

Fit the numbers and labels into the grid in such a way that the row/column labels satisfy all fractions within that row/column. This is designed as a problem solving task for students who have been taught about comparing fractions and finding equivalent fractions.

Based on the old BBC quiz (with Bob Monkhouse). There are some numbers on the board that MAY be prime numbers. The objective is for students to ‘bid’ on how many numbers they can see that are definitely NOT prime numbers. This activity is intended for use as a plenary - it relies on knowledge of prime numbers but also tests students knowledge of some basic divisibility tests (all of the non-prime numbers can be divided by easily checked numbers like 3 or 4). I’ve also included the slides in a “matching cards” format that can be cut out and given to students to sort into “true” or “false” on their desks (or in small groups).

A “wordsearch” that operates by collecting like terms. A series of expressions are given and the students must find a line (horizontal, vertical or diagonal) that simplifies to that expression when like terms are collected. The resource includes a series of progressively more difficult grids to figure out.

The inner and outer wheels each contain a value in surd format. Multiply the inner and outer numbers in each segment to find 3 different surds. Turn the inner wheel to change the combinations and find the wheel setting that results in all three segments multiplying together to give the same surd. I’ve made each resource twice - once designed to be just printed and once where the inner wheels can be cut out and pinned to the outer wheels using paper fasteners (solutions can be found in the “cutting version”) My main motivation in making this resource was to present a rich problem solving activity for the topic in a visually novel format.

The inner and outer wheels combine to form 3 different equations. Turn the inner wheel to change the combinations and generate 3 different equations. Find the wheel setting that results in all three equations solving for the same value. The first set of wheels are simple 2 step linear equations. The second set of wheels involve brackets. The third set of wheels includes variables on each side of the equation. I’ve made each resource twice - once designed to be just printed and once where the inner wheels can be cut out and pinned to the outer wheels using paper fasteners (solutions can be found in the “cutting version”) My main motivation in making this resource was to present a rich problem solving activity for the topic in a visually novel format. There are a couple of extension questions for high ability students to consider.

A couple of special “magic squares”* that are magic if - and ONLY if - all numbers within are rounded to one particular degree of accuracy. Round the numbers to 1 d.p. and the square is NOT magic, round to 6 d.p. and the square is NOT magic - but round them to a particular accuracy and you will suddenly get a magic square. *all rows and columns sum to the same value - but NOT diagonals

Based on the old BBC quiz (with Bob Monkhouse). There are some expressions on the board that may (or may not) evaluate to less than zero. The objective is for students to ‘bid’ on how many expressions they can see that are definitely BELOW zero. This activity is intended for use as a plenary - it relies on knowledge of the four operations in combination with directed numbers.

Use the clues to set each dial to the correct answer. Often individual dials can be set to two or more possible settings but each group of three has only one correct “setting”. This particular worksheet is focused on understanding the gradient and y-intercept of a straight line stated algebraically. Some of the clues require a student to identify which of the lines stated pass through a given point but none of the equations stated ever requires a student to expand brackets or to re-arrange equations. My general concept for these dials is to provide a light revision activity but they may be of use in other contexts too. Answers are provided in the powerpoint file (but this is not animated).

A 36 page booklet filled with equivalent fractions shading problems. Simply shade the cells that contain a fraction equivalent to the one listed at the top of the page to reveal an image. There is a gradual increase in difficulty as the book progresses - all earlier pages require students to find equivalent fractions to simple unit fractions.

Use the clues to set each dial to the correct answer. Often individual dials can be set to two or more possible settings but each group of three has only one correct “setting”*. This particular worksheet is focused on factors (with a few “clues” that require a student to distinguish between factors and multiples and some clues related to prime numbers). The general idea behind these number dials is to provide a light revision activity but they may be useful in other situations. Answers are provided in the powerpoint file (but this is not animated). *I’m aware that with at least one of the groups I have introduced multiple possible correct configurations.

Use the clues to set each dial to the correct answer. Often individual dials can be set to two or more possible settings but each group of three has only one correct “setting”. This particular worksheet is focused on understanding the value of digits and includes questions in which the numbers are stated in words. Answers are provided in the powerpoint file (but this is not animated).

Use the clues to set each dial to the correct answer. Often individual dials can be set to two or more possible settings but each group of three has only one correct “setting”. This particular worksheet is focused on understanding the value of digits in decimal numbers. Answers are provided in the powerpoint file (but this is not animated).

A couple of codebreakers in the popular format. Students should calculate the time described (always simple hours & minutes before/after a given time) to decode the answer to a bad joke. There are 2 codebreakers - one that deals only in increments of 15 minutes and one that deals in increments of 5 minutes. I had found plenty of other codebreakers on similar topics but not ones that did specifically what I wanted so hopefully these are of use.

A couple of codebreakers in the popular format. Students should solve the basic arithmetic to decode the answer to a bad joke. There are 2 codebreakers - both involve the addition/subtraction of “nearly numbers” (that should ideally be rounded to the nearest 10 or 100 first before attempting arithmetic). The first codebreaker is relatively simple, the second is a slight step up in difficulty. Both codebreakers are designed to be used with low ability groups to facilitate an understanding of place value.

Add or subtract lengths (given in different metric units) and assess whether the answer lies within a given range. Shade those cells that lie within the range. All worksheets require students to work with a combination of mm, cm and m but the booklet gradually increases in difficulty as students progress.

Each cell contains a description of a time (before or after a given time). If the time described fits within a given range then the cell should be shaded. The booklet has 16 shade-by-time worksheets to complete - each one forms a simple pattern upon completion. This is a good activity for students who need practice on the basics of arithmetic with time (which is a small but vital skill for both GCSE and Functional Skills). The booklet gradually increases in difficulty in a number of ways as students progress through.

The inner and outer wheels combine to form 3 different equations. Turn the inner wheel to change the combinations and generate 3 different simultaneous equations in 2 variables. Find the wheel setting that solve consistently for the same values of a & b. I’ve made each resource twice - once designed to be just printed and once where the inner wheels can be cut out and pinned to the outer wheels using paper fasteners (solutions can be found in the “cutting version”) My main motivation in making this resource was to present a rich problem solving activity for the topic in a visually novel format.