Maths resources

Students respond to questions about the relationship between diagonals, triangles and polygons; then write a rule to describe the pattern.

Students answer two questions about exercise times for an incrementing fitness programme. They identify an expression relating time exercised to the number of weeks on the programme, and explain why this pattern couldn't continue indefinitely.

Students give grid references, and drag and drop grid references onto a grid.

Students find subsequent shapes in several patterns and show how to work out another shape based further on in the pattern.

Students identify the most likely sequence of tosses of a fair coin and explain their reasons.

In this practical task, students collect data on the number of people in cars passing the school. They then record this, in a table and use the information to make a prediction.

Students find the number of groups of a given size using division, reverse multiplication, trial and improvement, or iterative equal sharing. Students must show their working.

Students work out fractional values of whole numbers in a range of contexts and show their working.

Students show how to divide given amounts into the number of groups of a given size.

Students show how they perform an addition and a subtraction problem, and write their own subtraction story problem.

Students explain why a range of students' answers to a maths problem are incorrect.

This task requires students to estimate some addition problems using any appropriate method.

This task requires students to estimate some addition problems using any appropriate method.

Students to show how they estimate in some addition problems.

Students estimate an addition problem, share their methods, discuss the averaging method, and then do more problems using averaging.

Students estimate a multiplication problem, share their methods, discuss the rounding method, and then do more estimation problems using rounding.

Students estimate a multiplication problem, share their methods, discuss the front-end method, and then do more problems using front-end.

Students estimate an addition problem, share their methods, discuss the front-end method and then do more problems using front-end.

In this task students decide which people are estimating and which are not, and explain their reasoning.

Students estimate an addition problem, share their methods, discuss grouping nice numbers, and then do a problem using this method, then design a question showing how it uses the method.

This practical task involves students making best estimates of sets of items and clearly demonstrating their method(s) of estimation.

Students estimate and explain how they estimated their answer for two number problems: one involving multiplication; and the other division.

Students answer questions involving finding fractions in story problems about marbles and write their answer in its simplest form.

Students decide if a percentage statement is correct and explain their answer.

Students enlarge a shape made of cubes and explore the relationship between the scale factor and volume.