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In each block of the maze, students are given a value and a percentage they should decrease 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.

Inside each shape are the instructions for the enlargement - the letter is the centre of enlargement, and the fraction is the scale factor. Unfortunately the letters which show the location of the centre of enlargement are quite small - sorry! Once all enlargements have been successfully completed, they should join together to create a short message. Solution included!

Next to each shape are the instructions for the enlargement - the letter is the centre of enlargement, and the number is the scale factor. Unfortunately the letters which indicate the centres of enlargement are quite small - sorry! Once all enlargements have been successfully completed, they should join together to create a short message. Solution included!

A Tarsia puzzle (jigsaw puzzle) on finding the nth term of Quadratic Sequences. Pieces need to be cut out, and students have to work out the nth term of each sequence, and match it with the answer. I wasn’t able to upload the Tarsia file itself, so you can’t make any edits unfortunately. There is a pdf document of the puzzle, and the solution is also included.

A Tarsia activity to help students become familiar with function notation f(x), by substituting values into functions, composite functions, and inverse functions. There are 16 pieces to the puzzle - students substitute values into functions and match that piece up to its answer on another card. When completed, the 16 pieces form a square. To make things a bit more challenging, some functions do not have an answer to match with - these will go around the outside of the completed square. The 3 functions f(x), g(x) and h(x) that students need to complete the puzzle are in the PNG file - these can be projected onto the whiteboard while students work. Note that I haven’t provided students with the Inverse Functions - students must derive them on their own. Sadly, I was not able to upload the Tarsia file itself, just a pdf version, so you cannot make any edits yourself.

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.

As there isn’t any new content to learn when studying Surds in Year 12, I wanted to find a way to make my lesson a bit more interesting - hence this relay. I’ll let my students get stuck into this straight away (in teams) so I discover what they can/can’t do - far better than standing at the front teaching them things they already know! Questions are differentiated by difficulty (1, 2 and 3 stars). The questions are in a completely random order, so Question 20 (for example) isn’t necessarily harder than Question 8. I’ve included answers, and I’ve also included the Word version of the relay in case you want to make any changes, e.g. if you disagree with my difficulty rating!

This Powerpoint covers the 5 Sampling Techniques covered in Chapter 1 of the Applied Textbook for Edexcel Year 12 / AS Maths, namely: Simple Random Sampling Systematic Sampling Stratified Sampling Quota Sampling Opportunity Sampling To try and make the content a little bit more interesting, I introduce these techniques using Skittles (eating them is a nice treat at the end of the lesson!).

A Tarsia puzzle that covers “simple” Trig. Equations such as 4 sin x = 1. A few of the equations require knowledge of the identity tan x = sin x / cos x. Students solve the equations and match them up to the answers on another piece. When completed, all the pieces join up to make a hexagon. As space on the puzzle pieces was limited, I’ve used a code to tell students the range in which they are looking for solutions. For example, if an equation is followed by (A), they are looking for all solutions between 0 and 360 degrees. You will need to display the code on the board whilst students complete the puzzle. I wasn’t able to upload the Tarsia file, just a pdf copy of the puzzle pieces, so you won’t be able to edit the task, sorry.

A simple game to give students some practice of algebraic substitution. Due to the competitive element and using dice, I find that students quite enjoy it! Students roll a die - the number rolled is their x value. They substitute their x value into one of the expressions on the grid - the answer is the number of points they score this round. Play then passes to the next student who repeats the process (although they can’t pick any algebraic expressions that have already been chosen).

As there isn’t really any new content to learn when studying Indices in Year 12, I wanted to find a way to make my lesson a bit more interesting - hence this relay. I’ll let my students get stuck into this straight away (in teams) so I discover what they can/can’t do - far better than standing at the front teaching them things they already know! Questions are differentiated by difficulty (1, 2 and 3 stars). The questions are in a completely random order, so Question 20 (for example) isn’t necessarily harder than Question 8. I’ve included answers, and I’ve also included the Word version of the relay in case you want to make any changes, e.g. if you disagree with my difficulty rating!

Designed for Higher GCSE Students to review their knowledge of equations of straight lines, in particular finding the equation: Between 2 points When given the gradient and a point When given a parallel line and a point Also requires an understanding of the relationship between the gradients of two lines that are perpendicular. In each line of the table, students are given some of the information about a straight line - and have to fill in the missing information!

A short matching task on the Area of a Circle in terms of Pi. Students calculate the area of each circle, and cross off the answer in the grid at the bottom. It will probably take your students only 5 minutes to complete! Task is available as a pdf or as a powerpoint, in case you want to make any changes.

A simple worksheet on Multiplying Mixed Numbers - nothing fancy. 12 questions for students to complete. Once students have completed a question, they cross off the answer at the bottom of the page - if they can’t find their answer, they’ve made a mistake somewhere. There are 15 answers, so 3 won’t be used.

This resource is for students who are confident with Linear and Quadratic Sequences. It covers: Finding the nth term of a linear sequence Finding the nth term of a quadratic sequence Generating sequences Verifying whether a given number is in the sequence Finding missing terms in linear sequences Full answers are provided.

A task I designed to challenge some high-ability students. There are 9 questions on Multiplying Mixed Numbers, each one missing a digit. Students have to work out the missing digit in each calculation. Each of the numbers 1 - 9 will be used exactly once. Answers are provided.

I wanted a resource where students had to factorise monic quadratics that only had positive terms, so I created this task. Students factorise each of the given quadratics into double brackets. They cross off each bracket in the grid at the bottom of the page - each bracket appears multiple times, but it doesn’t matter which one they cross off. Once students have factorised every quadratic, their grids will probably all look different, but they will all have 8 letters left that weren’t crossed off that can be re-arranged to spell BUDAPEST.

I like to use the grid method for expanding double brackets, and then I use the grid method “in reverse” to factorise non-monic quadratics. To introduce this idea of working “in reverse”, I created these 2 worksheets. Students are already given the four terms inside the grid, and they have to determine what the brackets around the outside must be.

A short investigation I use each time I introduce straight lines of the form x = a and y = b. The idea is that students choose 4 co-ordinates on each line and write them in the given table. They then deduce the equation of the line by looking at the pattern in the co-ordinates they listed. Powerpoint file included in case you want to make any edits to my worksheet, and solutions provided.

A division worksheet I made to help my Year 7s practise giving their answers as decimals, instead of just writing the remainder. Full solutions provided, and I’ve also provided the PowerPoint file I used to create this in case you want to make any edits. I designed this to be similar to the “Settler” worksheets you may have seen on Mathsbox, which I use a lot! Students complete each question, then cross their answer off in the Answer Grid (if they can’t find their answer, they’ve made a mistake!). Once all 20 questions have been completed, there will be 5 numbers in the Answer Grid that haven’t been crossed off. Add these 5 numbers up to get the final answer.