A couple of ‘capture the squares’ games where the square value is the number of factors of the number within the square. Can be used to consolidate learning or as bell work.
Like a wordsearch but with fractions. Find a total amount by drawing a horizontal, vertical or diagonal line through 3, 2, 3 or 4 consecutive cells. The worksheet has questions of increasing difficulty (the first numbersearch has only fractions with a denominator of 2, the second has only fractions with denominators of 2, 4 and 8, the third has only denominators of 3, 6 and 9 whilst the last has 2, 3, 4 & 6 making finding a common factor slightly trickier). Everything should be differentiated - with lower ability students able to find the “2 numbers that add together to make” questions whilst higher ability students can tackle the “4 numbers that add together to make” questions.
Colour each segment of the picture according to the value of the fraction or decimal when converted into a percentage. Suitable for lower ability groups or as light relaxing revision of the topic.
Turn the inner wheel to change the value of variables to substitute into algebraic expressions. Find the wheel setting that results in the highest total value from the expressions. I’ve made the 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 fluency practice for substitution in a visually more novel format. There are a couple of suggested further extension activities for students to consider.
Players draw lines to complete squares. Whoever draws the last line captures the square. The value of each square is hidden but an expression about the value of a percentage is given. Players use reverse percentages to work out the true value and strategise to capture the highest value squares. This activity is good for practicing fluency in a fun and engaging way. All reverse percentages in this worksheet are multiples of 5% and designed to be worked out without a calculator. All answers are integers but the values given are typically decimals so many students may find this quite challenging.
Use reverse percentage to find the value of 100%. Colour each segment according to the value of 100% (once found). Designed as a novel fluency task for low ability groups or as a light fluency revision activity for slightly more able students. All expressions in this worksheet are percentages that are multiples of 5 to facilitate completion without a calculator. All answer values are integers. All percentages are less than 100%. The image that becomes visible once coloured is a percentage symbol on a mostly white background.
Calculate the percentage of an amount (calculator) of each expression and colour the segment accordingly. Once completed a final question to answer is revealed. This is specifically designed for lower ability groups as a more engaging alternative to a traditional worksheet or as a light revision activity for students of any ability level. All questions within are integer percentages and all amounts are multiples of 10 (though most expression answers are decimals).
Determine the position of a term in a sequence (given nth value). Colour each segment according to the missing position indicated by the expression. Designed as a fluency activity for lower ability students or as a light revision activity for more able students. The resource uses fractional coefficients (denominator of 2 only - always given as a decimal) but not fractional constants. As such it is more well suited to lower ability students.
Move from square to square - only if the co-ordinates correctly indicate the midpoint of a line segment. Find the path through from the top left hand corner to the bottom right. Incorrect midpoints are designed to highlight several popular misconceptions (e.g. calculating the average within the co-ordinates for A to get the ‘x’ co-ordinate for the midpoint and within the co-ordinates for B to get the ‘y’ co-ordinate for the midpoint, ignoring negative numbers when calculating the average, calculating the difference between the start and end co-ordinates but not adding this to the starting co-ordinates etc.) The first maze only features co-ordinates in the first quadrant but subsequent mazes feature co-ordinates in all 4 quadrants.
A codebreaker in the popular format. Students find the midpoint between two co-ordinates (or the end-point of a segment when given the midpoint) and decode to answer the question “what’s shivering at the bottom of the ocean?” (A Nervous Wreck)
Players draw lines to complete squares. Whoever draws the last line captures the square. Each square contains co-ordinates for start & end points of a line segment and the co-ordinates of a midpoint. One ordinate value is missing. The value of each square is the value of the missing number. This activity is good for practicing fluency in a fun and engaging way. The first worksheet includes only positive integers for the end points (midpoints can include a half). The second includes some negative integers. The third includes some negative fractional values for the co-ordinates of the start and end points.
Based on the old BBC quiz (with Bob Monkhouse). There are some numbers on the board that are (large) square numbers and others that are not (these answers wipeout). Designed for use as a starter activity or plenary. This particular Wipeout is a good extension for KS3 students who already have secure basic knowledge of what square numbers are. 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 series of ‘capture the squares’ games where the square value is the integer ‘n’ when the surd has been converted into the form ‘n root 2’ or ‘n root 3’ Can be used to consolidate learning or as bell work. For both root 2 and root 3 there are two games. One has just mulitplication of surds and the other has addition, division and multiplication of surds by integers.
A series of ‘capture the squares’ games where the square value is the missing x or y co-ordinate when the linear equation of y = mx + c is given. Can be used to consolidate learning, revision or as bell work. Games start basic and increase gradually in difficulty. I have published many similar capture the squares games here on TES for other topics. I believe they offer a flexible revision activity.
Shade cells containing a fraction equivalent to the simplest form fractions to reveal a pixel image. The worksheets become gradually more complex and are a moderately engaging fluency task. The file names tell you what the image should ultimately show!
A codebreaker in the popular format. Students should reverse the compound interest (repeated percentage growth) or compound decay (repeated percentage decay) and use the answer to decode a joke. As always, I only create codebreakers when I can’t find one that does exactly the same thing so hopefully someone else out there was looking for one that does what I’ve made this one for.
Players draw lines to complete squares. Whoever draws the last line captures the square. Each square contains 3 out of; the princpal value, the annual compound interest rate, the investment term and the final value. The “winner” of a square takes the value of the missing variable. This activity is good for practicing repeated percentage change in a fun and engaging way. The games become slightly more complex as you go through. Games 5 & 6 allow for annual percentage decay (depreciation).
“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.