This activity was designed for a GCSE group studying for level 2 Further Maths. It would be equally relevant for any students learning about matrices representing transformations (iGCSE, A-level etc...) The activity doesn't cover all transformations but does introduce students to a way of working them out in future.

This has always proved to be an engaging way for students to practice combined transformations. The exercise includes reflection, rotation and translation with one version using vectors and a simplified version without. I have used this successfully with both KS3 and KS4 classes. Make sure that students apply each transformation to the latest image NOT the original. And pencils are definitely required for the inevitable slip ups!

A short introduction with examples for how to form and solve linear equations.

An exercise designed to use negative numbers in the context of a bank account which starts in credit and goes overdrawn during the month. The sheet will print nicely onto a single A4 sheet.

Three "real life" situations where calculating an average or range would help with decision making. I use this resource as a starter exercise to prompt discussion about the different averages (and range) and to help students realise there is a point to having the different measures. Students shouldn’t be told how to answer the questions but can be prompted by asking “what could you work out that would help you to decide?” There are no “right answers” here (although some are better than others). These questions are intended to promote discussion about the different measures that can be calculated and which situations they are best applied to. It also helps to answer the question of why do we need to learn 3 different ways of doing the “same” thing.

Loosely based on the idea of Connect 4 students play in pairs. In turns they select a question from the grid and work out the volume of a prism. A correct answer wins the square whilst spotting an error can steal the square from your opponent. First to make a line of 4 wins. Two versions of the game are provided to allow differentiation. Game 1 has cuboids, triangular and trapezoidal prisms. Game 2 includes cylinders and other shapes. Answers are provided so students or teacher can check disputed squares. Please leave feedback. Thanks

This resource enables students to test their understanding of graph transformations. Once printed the individual cards should be cut out. The object of the exercise is to match each function with a description of the transformation and 3 example graphs. The function machine representations are provided to help with understanding (and therefore remembering) the effects of the different transformations. The way I teach this is to get students to think about whether the alteration happens before the function (so effect along the x axis) or whether it happens after (so effect along the y axis) Solutions are provided. This page could be printed and provided as notes if desired.

This sheet is designed to use with classes that have already learnt to find the product of prime factors using factor trees. The pretence is that the correct answers have been blotted out and they need to repair the work. It provides support at the start with open questions at the end.

A simple (and quick) activity or starter to refresh the first 15 square numbers. Students need to shade in all the square numbers they can find to reveal a short message. (very short :) ) I designed this as a starter for a simplifying surds lesson where the ability to spot square numbers was important. It could be used as a simple warm up or as a test.

This is a treasure hunt with 12 cards. It is designed to revise or practice graph sketching. Students need to factorise the quadratic to find the roots then match the appropriate graph. It could be used as a whole class treasure hunt or as a loop activity for individuals or smaller groups. The correct order of the cards is 1,5,7,10,2,9,4,6,3,11,8,12

Loosely based on the game of Connect 4. Students play in pairs and take it in turns to select a graph to sketch. If they get it correct they win the square, whereas if their opponent spots an error the square is stolen from them. First to make a line of 4 wins. This was designed for my top set year 11 as revision for the AQA level 2 Further Maths. It would also be useful for all the graphs work needed for C1 and C2. Please leave feedback. Thanks

Attached are two files. 1. An animated powerpoint to talk through the steps of constructing ASA, SAS and SSS triangles. 2. A PDF file containing the same instructions as posters. I have successfully used the posters for revision or as a learning resource for self-help. I laminated the 3 A4 sheets and leave several copies around the classroom so that students can look at them for help if needed.

This is a worksheet adapted from an excellent resource created by CaptainLoui. The original has 3 levels of differentiation and I created this to provide an entry level sheet. It gives practice adding and subtracting fractions with common denominators with extension questions introducing the idea of different denominators.

This document contains examples of proofs, one algebraic, one geometric and one number related one. They are NOT necessarily exemplars. In fact the third one (C) in particular leaves a lot to be desired. (so please no comments criticising my maths :) ) I use these as discussion material to get students to start to think about what mathematicians mean by proof and what a good one might look like. From the discussions we pull out success criteria for a good proof. I'd be interested to know how others might use this resource so please share your experiences.

Brief powerpoint which explains how to find the nth term rule for a linear sequence. The explanation uses the idea of linking back to a times table (the common difference)

This is a simple and quick exercise to match 4 translations with 4 vectors. This could of course be used as a quick recap at the start of a lesson having previously introduced the concept however I have most often used this BEFORE I teach students about vector notation. We explore the idea of translation using words like up, down, left, right etc... and then I give them the exercise to see if they can work it out for themselves. They always do :) One fun way to introduce translations is by showing a video of American line dancing! Youtube has plenty.

Brief presentation to explain Prime Factor Decomposition using factor trees as a method. Final page is a summary if you like students to take notes, or for you to print out and give them.

Quick starter, plenary or knowledge quiz. Match the keyword (radius, diameter, centre, tangent, chord, circumference, sector, segment, arc) to the correct image. Once completed students can stick into their books to serve as a reference.

This worksheet has 10 questions. The first three provide a visual scaffold so that students can understand where the "rule" for dividing comes from. Students need to divide up the circles into the given fraction and then count "how many lots of this are in that". When I use this I model with an example on the board first. The intention is that this is used as an introduction to the topic. I use it to promote understanding before encouraging the more efficient use of a learnt method.

This resource has 3 sets of data. Students have to decide which graph would be most suitable; pie chart, stem and leaf or scatter graph? They should also explain why this is the best choice in each case. This is a good resource for differentiation because having chosen the graph type students can then draw the graphs. Students can be directed to draw either a single one, two of them or all three depending on their ability and the time you want to give them. I have used this exercise as a starter as well as in revision.

Quiz, quiz trade games are an excellent way to get students doing lots of practice and supporting each other if they get stuck on a question. This set practices the circle theorems needed for GCSE. For those new to the quiz quiz idea (not mine originally I'm afraid) this is how you use the resource. Cut out the rows of the table, fold in half and stick together. You now have a set of cards with a question on one side and an answer, with reasoning on the other. You'll need a bit of space so that students can move around. Give each student one card and tell them to find another student. Each student holds their card so their partner can see the question and they can see the answer. When they have successfully answered each other's questions they swap cards and each looks for a new partner. If a student is stuck on a question the person holding the question can help with hints etc... (easy to do since they have the answer) Keep repeating until most students have seen most questions.