Different contexts to form and solve equations.

A selection of posters for Numeracy across the Curriculum or using Graphs and Charts (Graphicacy) across the curriculum. Display in classrooms or on boards around the school and get staff directing pupils to them if they are struggling or unsure which chart is suitable to use.

Modelling real life parabolas such as bridge cables and basketball shots using quadratics in completed the square form.

A couple of Venn Diagram exam style questions which both bring in areas of maths that are not probability.

A resource designed to test proportional understanding of pie charts.

A couple of questions that try to make clearer the link between pie charts and proportions.

Using expanding brackets with rectangles in a cloze style activity broken down to support entry level problem solving.

A worksheet that shows a bar model, unit area representation, and number line representations of fractions and asks pupils to create groups showing the same fractions. The groups are then given in the image.

A worksheet with geometrical views of fractions. Can pupils say whether the given fraction is more than, less than or equal to one half? Can the justify why, preferably without finding the actual fraction shaded? (Then, for fun, they can actually find the fraction shaded!)

Cards with equations, tables of values and graphs. Pupils have to match the equation with the table and the graph. Create extension/differentiation by deleting some values from the table or some lines and have pupils complete the cards.

Using angle facts with non-scale diagrams to calculate missing angles in bearings diagrams.

Solving a problem with surface area in the new GCSE style, with assumptions made and justified.

A set of cards with "real=life" scenarios, linked to equations, which then have solution cards. Pupils have to link the situation to the equation - for differentiation you can give pupils the cards with the solutions on or not.

A card sort activity for pupils to sort into groups based on the most suitable mental strategy for answering the question. Of course pupils can then answer questions (answers are provided on the second sheet). Just for clarity in the terminology, the strategies given are as follows: Compensating - adding or subtracting a value near the one suggested and then compensating for the change, i.e. calculating 34 - 19 by doing 34 - 20 + 1 Near doubles or halves - adding two numbers that are near each other by doubling a number and the adjusting as necessary, or subtracting one number that is nearly half the other in a similar way i.e. 34 + 35 = 35 x 2 - 1 (or 34 x 2 + 1); 45 - 23 = 46/2 - 1 = 22. Reordering - Reversing numbers in a sum to make use of bonds i.e. 28 + 36 + 22 = 28 + 22 + 36 = 50 + 36 Multiply then move - Separating a multiplication where one of the values is a multiple of 10, 100 etc so that a multiplication is done, followed by the moving of a number in columns i.e. 23 x 30 = 23 x 3 x 10 = 69 x 10 Move then divide - Similar to above, when dividing by a multiple of 10, 100 etc, move the number first and then divide by what is left i.e. 44 x 5 = 44 x 10/2 = 440/2 = 220. Steps of division - Completing a division in multiple steps i.e. 120 ÷ 8 = 120 ÷ 2 (=60) ÷ 2 (= 30) ÷ 2 = 15 or 30 ÷ 20 = 30 ÷ 10 (=3) ÷ 2 = 1.5. 'Over divide' then multiply - when dividing by a factor of 10, 100 etc, divide by 10, 100, etc then multiply by the complementary factor; i.e. 420 ÷ 25 = 420 ÷ 100 x 4 = 4.2 x 4 = 16.8

Small worksheet for little extra consolidation of completing symmetrical pictures. Pictures drawn on square, triangular and isometric backgrounds to give pupils experience of working with different types of symmetrical shapes. Both line and rotational symmetry considered. Pictures are possible answers to each question (answers are not necessarily unique). *** mistake spotted and corrected***

Matching cards where pupils have to match the two calculations that give the same answer. Values given are 1 to 15 so can be used for pairing pupils in a class of 30.

A worksheet with three continuous variables rounded to appear as discrete data. Pupils have to create suitable continuous class intervals for the pre-rounded values before drawing the histogram. Three tables showing the continuous intervals and frequency density are also given. (Technically the second question doesn't ask for a separate table, but pupils should be able to mark histograms from the table if peer or self-assessing).

Complete the sentences with the correct terms from a circle.

A UKMT inspired 'shuttle' style challenge; pupils complete one question at a time and bring it to the front to try and 'unlock' the next question. If they get it right first time they get three points, if not they get 1 point provided they subsequently get it right. They don't get the next question until they get the previous one right. Works best in groups of 3 or 4, be prepared to have kids running!

Can you complete the 9 squares using each of the numbers from 1 to 9 only once, so that the factors of the pairs of numbers are correct? Comes with one solution - is it the only one?!?