This Bowland assessment task requires students to list all the outcomes when the numbers on two spinners are added together and calculate the probability of each outcome. Students analyse three bingo cards to determine which is the most likely to win and are required to design a bingo card which has the best chance...

This task assesses how well students understand systematic listing and possibility space diagrams.

A game uses two spinners marked in equal sections with the numbers 1 to 9. Players fill in nine different numbers on a card. Both spinners are spun, and the numbers added to make a score. If a player has that...

Archimedes’ Spirals: SMILE card 1998 is a booklet of activities beginning by explaining...

The Spode Group was a group of mathematics teachers and lecturers who were developing curriculum material in secondary mathematics which encourages the use of applying mathematics to practical problems.

This collection of resources includes problems for students in lower secondary schools through to those...

Ready, set go! Playing sport is a fundamental part of our society, but how will it change in the future? Which new technologies and innovations will help us to get the most out of our favourite activities?

In this Bowland assessment task, students are required to design a sports bag for a sports company. The bag is in the shape of a cylinder. Students draw the net of the bag from the given dimensions and consider how the three pieces of the bag, the main body of the bag and the two circular ends, should be cut from a...

Chris Holmes is a sports technologist for sports equipment manufacturer Adidas. This Department for Education clip is useful in showing students how a career such as this relies on a background of STEM study. Chris describes how he specialises in the development of sports balls. His job is to investigate the best...

This task is designed to assess how well students understand using a description to draw the net of a shape.

The task is to draw the net of a sports bag with the following features:

• The length of the bag will be 60 cm.
• The bag will have circular ends of diameter 25 cm.
• The main...

This resource from the Nuffield Foundation provides simulated information regarding an invoice, phone bill and bank statement. Each document contains several errors and students will have to check the details carefully to establish the correct values. Copies of the invoice, phone bill and bank statement with gaps...

This resource, from the Maths Careers website, asks students to spot the shape in a series of fifteen images. The images include everyday objects, logos and landscapes. For each picture, students are asked to draw the outline of the shape they have spotted and, in the space provided, write the name and any known...

Students check for errors in a simulated invoice, phone bill and bank statement (there are several errors on each).

This resource is part of the Nuffield Maths Level 1 Foundation resource collection.

This resource contains ten instant maths ideas using spreadsheets to solve mathematical problems. Mathematical topics explored include: * solving equations to complete a think of a number puzzle * completion of magic squares * exploring different sequences * the ‘Rich Aunt’ problem * an exploration of cubic graphs...

This resource from SMILE contains 21 activities for using spreadsheets to solve mathematical problems. Teachers' notes give advice on appropriate ways of using the activity and identifying particular support students may need when using a spreadsheet.

The activities are:

Favourite colours...

This resource from Inquiry Maths states "a square fits into a circle better than a circle fits into a square" leading to a rich task exploring areas, ratios and percentages.

A square fits better in a circle than a circle fits in a square describes the prompt and suggests a variety of ways in...

On the left, a rectangle is given and the challenge is to construct a square to the right of it that has an equal area and sharing a common vertex with the rectangle. The construction must be...