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I like to use interesting visuals, activities and ideas to get the class to practice and maybe, enjoy the subject.

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I like to use interesting visuals, activities and ideas to get the class to practice and maybe, enjoy the subject.
Volumes of cuboids and triangular prisms (self marking)
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Volumes of cuboids and triangular prisms (self marking)

(9)
Calculate the volumes of each of the shapes and check the answer is correct. Putting the letters in the order of the questions reveals a piece of advice "A triangular prism is half of a cuboid!" Oh, and its written backwards so they don't get it too early.
Volumes of prisms (row game)
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Volumes of prisms (row game)

(1)
The aim of a row game is each pair of students get one half of the sheet each. Each half has similar questions. All the answers but a few match up and it is up to the pair to identify which are different. They may also like to edit the questions so they do match up.
Nth term and sequences (relay)
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Nth term and sequences (relay)

(0)
Be the first team to answer all of the number sequence questions correctly. You cannot move onto the next card until you answer the previous one. Sorry but the answer sheet file has been lost, I will try to get one uploaded but they are not that difficult to work out.
Ratio (matchup)
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Ratio (matchup)

(0)
Cancelling ratio and turning a statement into a ratio. I think this one was a copy of an activity on the NCETM website that I tidied up a little. Match up the sets of four cards and colour in the beads to that ratio.
Missing angles (codebreaker)
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Missing angles (codebreaker)

(1)
Use the diagrams to work out the code for each card. Work out which is the odd one out. They are all in London but 'Paddington' isn't on a Monopoly board Can be used as a class with pupils changing their card when they have finished or as a set of worksheets.
Plotting quadratics graphs (matching activity)
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Plotting quadratics graphs (matching activity)

(3)
Two sheets with both factorised and unfactorised quadratics. The first sheet matches up with the second demonstrating they are the same expression as the graphs are the same. Work in pairs, match the graphs and observe what you see about both your results.
Estimating mean of grouped data (Codebreaker)
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Estimating mean of grouped data (Codebreaker)

(1)
Calculate the mean of the set of tables and use that information to break the codes, then work out which is the odd one out. Please feel free to split it up so each pupil gets one question that reflects the amount of work they can do in a given time. (Rose is the odd one out as the others have bulbs)
coordinates four quadrant (codebreaker)
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coordinates four quadrant (codebreaker)

(1)
A simple activity to practice coordinates in four quadrants. Each coordinate gives a letter that in turn spells a word. What is the season connected with each of these words. Use as a starter activity, a worksheet to consolidate learning or a homework that marks itself.
Perimeter area and volume of rectangles and cuboids- (spoons / matching game)
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Perimeter area and volume of rectangles and cuboids- (spoons / matching game)

(0)
Spoons game: Look it up, there are loads out there but in a nutshell: in groups of four. need three spoons (any other item will do as well) try to make a set of four but passing one card to the left and receiving a card for the right. if you finish a set as secretively as you can grab a spoon when you do that everyone else tries to get a spoon too. person who misses out adds the next letter of SPOONS on their sheet. play continues till all but one have written spoons. they are the winner. can also be used as a simple matching activity.
sine and cosine rule basic practice (code breaker)
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sine and cosine rule basic practice (code breaker)

(1)
15 questions with answers at the bottom including some red herrings. The question "what do you need to be able to use the sine rule?" has the answer "matching letters" when you put the correct letter to each question and read backwards. This just relates to the need for a matching side and angle when using sine rule as many of my pupils seem to think that one rule is for working out angles and the other for sides.