In each block of the maze, students are given a value and a percentage they should increase it by. An answer is given (the large number in each block). Students try to find a way through the maze, left to right, that only goes through correct answers (moving diagonally is not allowed!). Solutions provided.

A basic worksheet to ensure students are comfortable with the > and < symbols. Students are given 2 calculations to do, and must use the appropriate symbol to show which calculation gives the greater answer. The calculations involve integers at first, but move onto decimal calculations later. Solutions are provided.

A basic worksheet to ensure students are comfortable with the equal to and not equal to symbols. They have to check my answers to various calculations and put the appropriate symbol in the gap. Starts with calculating with integers, then addition/subtraction of decimals, then adding fractions, and finally multiplying/dividing decimals. Solutions provided.

I designed this activity for my top set Year 10 class. It involves adding, subtracting, multiplying and dividing numbers in standard form. It is designed to be done without a calculator! Initially, students are given 2 numbers in standard form, a and b, and must calculate other values such as a + b, a x b etc., but progresses onto skills such as, if you’re given b and a ÷ b, can you work out a? Good for a higher-attaining group I think! Solutions are provided.

Suitable for higher-attaining GCSE students who are revising Index Laws. Logarithms are not needed to solve these equations - they can all be solved by making the base the same on both sides, and then setting the powers equal to each other. Solutions are provided.

Students are told the value of the top block in each pyramid. They have to create an equation to determine the value of x, by working their way up the pyramid - each block is the sum of the 2 below it. The first sheet contains only positive terms, but the second sheet introduces negatives. Solutions are provided.

Students are given a grid of one-step equations to solve. They’ll need 2 colouring pencils (any colours will do!) - one colour for even answers, and one colour for odd answers. I’ve included a file showing what the final image should look like! A nice activity for Friday Period 5!

A simple, basic worksheet on plotting quadratics for weaker students. The variable appears in one place only, which makes filling in the table of values through substitution easier. I’ve included a co-ordinate grid and solutions to the task.

This resource could be used in either a lesson on Percentages of Amounts, or converting Percentages into Fractions (which is what I used it for). Students are given rectangular grids of various sizes, and must shade a given percentage of the grid. Solutions are provided (although obviously it doesn’t matter which of the boxes are shaded, just that the correct number are!)

A problem solving task that gives students lots of practice finding the surface area of cuboids. Students are told what the surface area of each cuboid is, but are only given 2 of the 3 lengths needed to calculate the surface area - they must determine what the missing length is. All possible answers are given at the bottom of the page for students to cross off as they go. I designed this for a Year 7 mid-ability group who solved it through trial and error, however it could also be solved algebraically (using linear equations). Solutions are provided.

This is very similar to the excellent activity from danielabbott89 - https://www.tes.com/teaching-resource/mean-from-a-frequency-table-amazon-reviews-6323431 However, the products in that resource are now a bit out of date, so I wanted to make a resource that would have a bit more longevity. Students have to work out the average (mean) rating given by Amazon users to various products - the data is real! The data is presented as a frequency table. Solutions are provided (to 2 decimal places). A good resource to use in a poster-making lesson!

A basic worksheet that covers all the content on Exact Trigonometric Values required at GCSE level. It mostly contains basic SOH CAH TOA questions, but there are a couple of multi-step problems and a few questions that involve manipulating surds. Solutions provided.

A basic worksheet on plotting straight lines of the form ax + by = c. It is differentiated into 3 sections. Bronze has equations of the form x + y = c. Silver has equations of the form ax + y = c or x + by = c. Finally, Gold contains the most general form ax + by = c. A Table of Values is given for each equation, and axes are pre-drawn. Solutions are provided.

My attempt at making practice of multiplying and dividing negative numbers a little more interesting! Students are given completed multiplication grids - but the numbers around the outside (which can be negative or positive) are missing. Students have to work out where the numbers should go to give the completed grid. Solutions are provided.

A couple of activities on Frequency Trees (aimed at KS3). The worksheets are provided in pdf and Word, in case you want to make any edits. Solutions are provided. In “complete using the clues”, students are given 3 blank frequency trees, and 4 clues to go with each. They must use the clues to fill in each frequency tree. This requires some basic knowledge of fractions of amounts and ratio. In “true or false”, students are given a partially completed frequency tree and must fill in the remainder - this requires some basic number facts. Using their completed frequency tree, they must then decide which of the 13 statements at the bottom of the page are true. This will require some knowledge of fractions of amounts, percentages of amounts, and ratio.

Students solve quadratic equations by completing the square, giving their answers in both surd form and as decimals. The answers are all jumbled up, and students must match the answers to the correct quadratic equation. There are a couple of quadratics where the coefficient of x is odd, and some knowledge of simplifying surds will be required. Solutions are provided.

A way to make solving equations a bit more interesting! Students have to pick 2 of the algebraic expressions and set them equal to each other. They then solve the equation they’ve created, and hope the answer is one of the targets on the right hand side of the page. If not, they create another equation! When I use this in my lessons, I say the first person to create an equation with a target answer gets to “claim” that answer and gets their name on the board. I find the students are really motivated by this, and do a lot more practice than they usually would! Possible solutions are provided.

A Treasure Hunt on converting decimals to fractions ( which should be in simplest form). Print out the questions and place around the room. Students decide which card they want to start on. Students answer the question by converting the decimal to a fraction, and look for their answer at the top of a different card - this tells them which question to answer next. They then repeat the process, and if they’re correct, they should end up back at their starting point after 20 questions. Solution is provided.

A Treasure Hunt on converting fractions to decimals and vice versa. Print off the questions and place them around the classroom. Students pick a starting point, answer the question and look for their answer at the top of a different card - this tells them which question to answer next. If they’re correct, they should end up back at their starting point after completing 20 questions. The number in the top right of each card is the question number. The solution is provided.

A Bronze, Silver, Gold differentiated resource. Students are given a variety of fractions, decimals and percentages which they must place into a square grid, ensuring that every row and column is in ascending order. This hopefully makes quite a dull topic a little more interesting! There are multiple solutions to the puzzles, but I have provided one possible answer to each puzzle. However, to make the puzzles work, the smallest value must go in the top left box, and the largest value must go in the bottom right box.