This booklet from National Strategies describes teaching approaches that can be used to develop mental mathematics abilities beyond level five.

This booklet covers:
* geometric reasoning (lines, angles and shapes);
* using symmetries, reflections, rotations and translations;
* enlargement...

This National Strategies booklet describes teaching approaches that can be used to develop mental mathematics abilities beyond level five.

The activities described in this supplement build upon and develop activities suggested in Teaching mental mathematics from level five: algebra and are designed to...

This booklet from the National Strategies describes teaching approaches that can be used to develop mental mathematics abilities beyond National Curriculum level five. The activities described in this supplement build upon and develop activities suggested in Teaching mental mathematics from level five: geometry....

This National Strategies booklet describing teaching approaches that can be used to develop mental mathematics abilities beyond National Curriculum level five. The activities described build on and develop activities suggested in Teaching mental mathematics from level five: number.

The resource includes...

This National Strategies booklet describing teaching approaches that can be used to develop mental mathematics in its broadest sense beyond national curriculum level five. Each area is covered by looking at teaching strategies, activities and progression charts.

This booklet looks at the Data Handling Cycle...

This task is designed to assess how well students understand applying Pythagoras’ theorem in an unfamiliar situation and calculating areas of circles.

During the Edo period (1603-1897) of Japanese history, geometrical puzzles were hung in the holy temples as offerings to the gods and as challenges to...

The resource has three parts.

Continue the patterns 1 provides tessellating patterns produced on squared dotted lattice paper. Students are required to continue each of the patterns.

Continue the patterns 2 provides tessellating patterns produced on isometric dotted...

This resource contains eight instant maths ideas, designed to provide students with the opportunity to investigate which polyominoes tessellate, which triangles tessellate, which quadrilaterals tessellate, design their own shape that tessellates and find tessellating patterns in art and nature. Student resource...

This puzzle involves spatial reasoning relating to nets. Some nets of a tetrahedron are shown with different arrangements of colours. The challenge is to determine which one results in a different arrangement of colours when folded. This resource is suitable for Key Stage 3.

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This resource, from the Maths Careers website, explores decimal numbers, predicting terms of a sequence and geometrical pictures and was produced in conjunction by More Maths Grads and the Queen Mary University of London.

The activity invites students find the maths hidden in everyday images, before...

The Highway Code: SMILE card 1314 is a booklet of activities using the signs found in the Highway Code as a context. The booklet begins with a page of road signs. The first task asks students to categorise the signs by placing then into a two way table based upon their shape and their colour. The...

This pack of worksheets, produced by the Spode Group, is designed to give students experience in problem solving during the early years of secondary school, and was written in response to publications encouraging the teaching mathematics through problem solving,...

This excel file deals with the puzzle where a number between 1 and 63 is chosen. That number can be seen on some of a set of six cards. The number can easily be calculated by looking at the cards containing that number. This puzzle is based on binary numbers and the fact that any number can be uniquely expressed as...

In this Bowland assessment task, students determine how long it would take for the judges to see every act that auditioned for a talent show. Students are told the total number of acts to be seen and have to determine what other information is required to find a solution. They have to make sensible estimates where...

This problem explores loci. A dog stands between a fire hydrant and a tree, twice as far from the hydrant as the tree. He runs in a way so that he is always twice as far from the hydrant. What is the shape of the dog's path?