An activity aimed at foundation GCSE students or higher level KS3 students. Can be organised as an activity in many ways but designed to be run as a 'relay' activity where students may work collaboratively or in competition with each other. There are two sets of questions, an easier A set and a harder B set. Each set is 6 questions. Solutions are awarded marks based on difficulty and so can be used as a relay competition where groups are challenged to score the most points in a given time. Questions are on invividual A4 sheets and can be printed and combined to suit the user.

Activity aimed at KS3/4 pupils studying problems related to speed/distance/time and travel graphs. Questions centre around a single statement in the middle of the page, with various 'follow up' questions around the edge. Questions are coloured by difficulty and activity includes opportunity for more able students to write their own problems based around the original statement. Please note that questions are not linked to each other - each question presents a different scenario which could arise from the central statement. Solutions provided. Suggested introduction: Provide a similar statement on the board and ask pupils 'what might they ask about the journey?'

Resource aimed for upper KS3 or GCSE level students on multiplying terms in algebra. Students have to pick terms from the tree ('apples') and multiply them together to create the target amounts. Extension problems included for more able students.

Activity aimed at KS3/4 pupils studying substitution into algebraic expressions. This is a **self-marking** activity, where students must colour the answer to each problem in a shade to match the colour of the question. At the end of the activity the students will have shaded a geometric pattern, which can be marked easily by inspection. Solution sheet is provided for completeness.

Resource aimed at upper KS2, KS3 or KS4 pupils studying ratio. Questions all stem from a single statement in the centre of the page. The questions are not linked to each other but they present different questions that could be asked from the single statement. Questions are colour coded in order of difficulty, with the most challenging questions asking students to link in other areas of the curriculum such as percentage profit and area. Questions are designed to offer 'real world' problems and could be used as a consolidation activity at the end of a unit on ratio. Extension problems are provided. Suggested introduction: Provide a similar statement on the board and ask students to suggest what questions could be asked. Alternatively, provide a few example questions and ask what fact might link the problems.

Resource on order of operations aimed at upper KS2, KS3 or low ability KS4 students. Questions are scaffolded in difficulty, progressing to missing number problems. Students must work out the answer to each question and shade it in the number grid. There is just one number to shade for each question. Once all questions are complete the pattern will be revealed in the grid. Good news -- **self marking activity** ideal for homework or consolidation. A solution page is provided for ease.

Three 'entry tickets' designed as a warm up for the start of a lesson. Three tickets getting slightly more difficult, with answer sheet provided. Aimed at KS3 pupils or high ability KS2/low ability KS4 - will need to have studied averages/area/percentages and fractions of amounts.

A resource similar to others available where students are asked to order cards from those that would make a lighter shade of grey to those that would make a darker shade of grey. Ideal as an introduction to or recap of ratios, since it encourages understanding that ratios can contain different numbers but represent the same proportion as each other. Full instructions for how this can be used as an activity are provided.

Resource aimed at lower ability KS3 students or high ability KS2 students studying how to solve '2-step' equations. The first page of the resource is a student worksheet designed for pupils to stick in correct answers. The second page contains 2 versions of the card set (for ease of photocopying). Pupils should cut out the cards with equations on and firstly stick the top line of equations to the top line of the pyramid on their worksheet (match correct letters to the ones on the top corner of the pyramid). The activity aims to build a correct "number pyramid" where the answer to each question should be the sum of the two above it. Once the first line of equations are solved, pupils can add together the answers to work out what answers they are looking to stick on the next row. The can continue in this manner until they have found which equation should fit on the bottom of the pyramid.

Aimed at KS3 students and lower KS4 students studying percentages and basic profit/loss. Questions are all based around a single central statement, though each question is not linked to any other question on the sheet. Questions are colour coded based on difficulty and an open-ended extension question is included. Includes real-life problem solving based on profit/loss and discounts. Solutions are provided. Suggest starting the activity by writing a similar statement on the board and inviting students to think of possible questions that could be asked.

Resource aimed at KS3/KS4 students or high ability KS2 students studying how to solve equations with unknowns on both sides The first page of the resource is a student worksheet designed for pupils to stick in correct answers. The second page contains 2 versions of the card set (for ease of photocopying). Pupils should cut out the cards with equations on and firstly stick the top line of equations to the top line of the pyramid on their worksheet (match correct letters to the ones on the top corner of the pyramid). The activity aims to build a correct "number pyramid" where the answer to each question should be the sum of the two above it. Once the first line of equations are solved, pupils can add together the answers to work out what answers they are looking to stick on the next row. The can continue in this manner until they have found which equation should fit on the bottom of the pyramid.