Maths resources

Students identify fractions that are greater than one, explain their reasoning and identify how far from one some fractions are.

Students compare fractions, identify which is larger, and explain or show their reasoning.

Students write number sentences for story problems, and create story problems from number sentences.

Students use number properties to solve problems without calculating.

Students write number sentences for story problems, and create story problems from number sentences.

Students are required to re-arrange various algebraic equations.

Students complete 3 x 3 addition arrays by using whole numbers and algebraic expressions.

Students complete linear equations for given word problems involving multiplication.

Students solve algebraic problems about the cost of oranges and lemons and how many of each fruit is purchased for a given cost.

Students use a flowchart to find solutions and generate rules from them.

Students interpret a graph of a child's feelings for different times and activities during a day.

Students use cubes to construct part of a spatial pattern and answer questions on how to continue it.

This task requires students to interpret the relationship between noise level and time as illustrated by various points on a graph.

Students demonstrate their understanding of a graph showing the relationship between the cost of different bottles of drink and the amount each bottle contains. They then explain which bottle of drink is the best value for money paid.

Students interpret a graph about getting to school, writing descriptions about each students journey and making statements comparing the journeys.

Students interpret 2 line graphs to write five statements comparing the relationship between times, distances and speeds for Jack and Ellie in a 10 kilometre running race.

Students interpret information from a flowchart to calculate the total costs of different sized groups staying in a motel for varying lengths. They also complete a linear algebraic equation to show the costs of one group's stay.

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.

Student solve addition problems where the missing value is located in different positions. This may mean that students transform the problem into a subtraction one. Students reflect on the easiest and hardest problems, and explain their choice.

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.