Number Sequences 1

What is the 9th:
a) Odd number; 17
b) Square number; 81
c) Prime number. 23

Factors

Find all the factors of:

32

1, 2, 4, 8, 16, 32.

Multiples

Subtract the 4th from the 7th multiples of:

4

12

Polygons

What are the names of regular polygons with:
a) seven sides;
b) eight sides;
c) nine sides.

Heptagon, Octagon and Nonagon (all regular)

Rounding

Round the following numbers to three significant figures:
a) 32.13; 32.1
b) 481247; 481000
c) 0.001295; 0.00130

Area of a Triangle

Find the area of a triangle that has a base of 7cm and a height of 10cm.

35cm2

Area of a Trapezium

Find the area of a trapezium that has a base of 17cm, a height of 10cm and a top (parallel to base) of 7cm. 120cm2

Evaluate:

$$\frac{3}{5} + \frac{6}{7}$$ $$= 1\frac{16}{35}$$

Fractions (Multiplying)

Evaluate:

$$\frac{2}{4} × \frac{6}{7}$$ $$= \frac{3}{7}$$

Fractions (Dividing)

Evaluate:

$$\frac{3}{5} ÷ \frac{9}{7}$$ $$= \frac{7}{15}$$

Circle (Vocabulary)

Name the red part.

Venn Diagrams

Describe the red region.

Shape Formulas

What is the formula?

What is it?

Fraction to Percentage

Convert this fraction to a percentage.

$$\frac{4}{8}$$ $$= 50$$%

Circle Area

Find the area of a circle that has a radius of 5cm. Give your answer to three significant figures.

78.5cm2

Circle Circumference

Find the circumference of a circle that has a radius of 1cm. Give your answer to three significant figures.

6.28cm2

Calculate the value of:

4.9 + 7.4

= 12.3

Decimals (Subtracting)

Calculate the value of:

6.4 − 4.7

= 1.7

Decimals (Multiplying)

Calculate the value of:

6.8 × 3.5

= 23.8

Decimals (Dividing)

Calculate the value of:

129.2 ÷ 19

= 6.8

Indices (Simple)

What is the value of:

52

= 25

What is the value of:

4-2

= 0.0625

Calculate the value of:

77 + 58

= 135

Basic Subtraction

Calculate the value of:

53 − 28

= 25

Basic Multiplication

Calculate the value of:

36 × 78

= 2808

Basic Division 2

Calculate the value of:

1809 ÷ 27

= 67

Percentage (Of)

Find the value of:

5% of 80

= 4

Standard Form 1

Find the value of:

4.37 × 105

= 437000

Highest Common Factor

Find the highest common factor of forty five and ten.

= 5

Times Tables (2-5)

 5 × 5 = 25 6 × 5 = 30 9 × 5 = 45 8 × 4 = 32 3 × 5 = 15 4 × 2 = 8 7 × 4 = 28 2 × 2 = 4

Times Tables (2-12)

 8 × 2 = 16 5 × 5 = 25 9 × 3 = 27 6 × 6 = 36 4 × 3 = 12 7 × 9 = 63 3 × 10 = 30 2 × 3 = 6

Times Tables (2)

 9 × 2 = 18 3 × 2 = 6 4 × 2 = 8 8 × 2 = 16 7 × 2 = 14 6 × 2 = 12 5 × 2 = 10 2 × 2 = 4

Times Tables (3)

 8 × 3 = 24 9 × 3 = 27 7 × 3 = 21 4 × 3 = 12 5 × 3 = 15 3 × 3 = 9 6 × 3 = 18 2 × 3 = 6

Times Tables (4)

 8 × 4 = 32 3 × 4 = 12 6 × 4 = 24 7 × 4 = 28 9 × 4 = 36 4 × 4 = 16 5 × 4 = 20 2 × 4 = 8

Times Tables (5)

 9 × 5 = 45 3 × 5 = 15 7 × 5 = 35 4 × 5 = 20 5 × 5 = 25 8 × 5 = 40 6 × 5 = 30 2 × 5 = 10

Times Tables (6)

 9 × 6 = 54 5 × 6 = 30 4 × 6 = 24 8 × 6 = 48 6 × 6 = 36 3 × 6 = 18 7 × 6 = 42 2 × 6 = 12

Times Tables (7)

 6 × 7 = 42 3 × 7 = 21 7 × 7 = 49 5 × 7 = 35 9 × 7 = 63 8 × 7 = 56 4 × 7 = 28 2 × 7 = 14

Times Tables (8)

 3 × 8 = 24 6 × 8 = 48 9 × 8 = 72 7 × 8 = 56 8 × 8 = 64 5 × 8 = 40 4 × 8 = 32 2 × 8 = 16

Times Tables (9)

 8 × 9 = 72 6 × 9 = 54 3 × 9 = 27 9 × 9 = 81 5 × 9 = 45 7 × 9 = 63 4 × 9 = 36 2 × 9 = 18

Times Tables (12)

 8 × 12 = 96 5 × 12 = 60 4 × 12 = 48 6 × 12 = 72 3 × 12 = 36 7 × 12 = 84 9 × 12 = 108 2 × 12 = 24

Fractions (Equivalent)

Write this fraction in its simplest form:

$$\frac{10}{20}$$ $$= \frac{1}{2}$$

Fractions (Mixed)

Evaluate:

$$1\frac{2}{3} − \frac{4}{5}$$ $$= \frac{13}{15}$$

Pythagoras

Find BC if AB = 5m and AC = 6m. 7.81m

Trigonometry (Angle)

Find angle BCA if AB = 4m and BC = 5.2m. 50.3o

Trigonometry (Side)

Find AC if angle ABC = 64o and BC = 5.2m. 4.67m

2

2

2

Fraction to Decimal

Convert this fraction to a decimal.

$$\frac{5}{8}$$ $$= 0.625$$

Decimal to Fraction

Convert this decimal to a fraction.

$$0.44$$ = $$\frac{11}{25}$$

Percentage (Increase)

Increase £160 by 25%

£200

Lowest Common Multiple

What is the lowest common multiple of nine and eighteen.

= 18

Sequence (Arithmetic)

3,8,13,18,23...

Find the:
a) next term; 28
b) nth term; 5n - 2
c) term number 29; 143

Sequence (Geometric)

5,20,80,320,1280...

Find the:
a) next term; 5120
b) nth term; 5 × 4n-1
c) term number 12; 20971520

Interest (Simple)

If £120 is invested for 4 years with a simple interest rate of 3%, find the amount of interest earned. £14.40

Interest (Compound)

If £180 is invested with an interest rate of 2% compounded annually, find the value of the investment after 6 years. £202.71

Currency Exchange

If £1 is worth $1.57, convert: a) £100 to dollars;$157.00

b) \$120 to pounds; £63.69

Coordinates (Midpoint)

What are the coordinates of the midpoint of the line joining:

$$(9,-7) \text{ and } (15,-1)$$

(12,-4)

What is the gradient of the line joining:

$$(-3,2) \text{ and } (3,7)$$

$$\frac{5}{6}$$

Coordinates (Square)

Here are the coordinates of 3 vertices of a square, what are the coordinates of the 4th?

$$(5,1),(10,6),(0,6)$$

(5,11)

Negative Numbers

a) 11 − 22 = -11
b) 11 × (-6) = -66
c) (10−16)(11−18) = 42
d) 66 ÷ (-6) = -11
e) (-7)2 = 49

Substitution

If p = 6, q = 27 and
r = -9 evaluate:

a) 2q − p = 48
b) pq + r = 153
c) p2 − 5q - r = -90

Equations (Type 1)

Solve:

$$4x = 16$$

$$x = 4$$

Equations (Type 2)

Solve:

$$2x +8= 18$$

$$x = 5$$

Equations (Type 3)

Solve:

$$9x +6= 5x + 14$$

$$x = 2$$

Equations (Type 4)

Solve:

$$3(3x +6)+10= 73$$

$$x = 5$$

Equations (Type 5)

Solve:

$$4(2x + 2)= 5(2x + 5)$$

$$x = -8.5$$

Equations (Simultaneous 1)

Solve:

$$2x-2y = 8$$
$$3x+2y = 27$$

$$x = 7, y = 3$$

Equations (Simultaneous 2)

Solve:

$$2x-5y = -26$$
$$2x+10y = 64$$

$$x = 2, y = 6$$

Equations (Simultaneous 3)

Solve:

$$3x+2y = 23.5$$
$$7x+2y = 61.5$$

$$x = 9.5, y = -2.5$$

Sets (Union)

Find the union of:

{1,2,3,4,5} and
{5,6,7,8,9,10}

{1,2,3,4,5,6,7,8,9,10}

Sets (Intersection)

Find the intersection of:

{1,2,3,4,5} and
{1,3,6,10,15}

{1,3}

Bearings

A plane flies from point A to point B on a bearing of 134o. What bearing would it return on from B to A? 314o

Probability

A number is picked at random from the set

{3,6,9,12,15}

what is the probability it is even? $$\frac25$$

Evaluate:

9 + (4 × 32 − 3)

42

Simplify

Simplify the following by collecting like terms:

$$2y+2y^2-5y+y^2$$

$$3y^2-3y$$

Ratio

Divide 143 in the ratio

8:3

104 and 39

Graph (Linear)

Draw a rough sketch of the graph of:

$$y=-2x+2$$

y intercept 2

Prime Factors

Express the following number as the product of prime numbers:

48

2 x 2 x 2 x 2 x 3

Percentage (Reverse)

In a sale an item costs £119 after a 15% reduction. What was the original price?

£140

Averages

Find the mean, mode, median and range of the following:

1,3,5,7,9

Mean = 5, no mode,
median = 5 and range = 8

Time (Analogue)

What time is this?

Time (Digital)

Sketch a clock face:

Decimals (Recurring)

Write the following recurring decimal as a fraction in its lowest terms.

0.747474... $$\frac{74}{99}$$

Percentage (Decrease)

Decrease £40 by 45%

£22

Brackets (Linear)

Expand:

$$6(3x-5)$$

$$18x-30$$

Expand:

$$(2x+4)(x-1)$$

$$2x^2+2x-4$$

Factorise (Linear)

Factorise:

$$12x-16$$

$$4(3x-4)$$

Factorise:

$$x^2-x-2$$

$$(x+1)(x-2)$$

Factorise:

$$12x^2+13x-4$$

$$(3x+4)(4x-1)$$

Which theorem?

Standard Form 2

Find the value of:

9.9 × 10-2

= 0.099

Standard Form 3

Write in standard form:

7430000

= 7.43 × 106

Standard Form 4

Write in standard form:

0.00281

= 2.81 × 10-3

Find the nth term:

$$14, 26, 44, 68, 98,$$

$$3n^2+3n+8$$

Standard Form 5

Multiply 4 × 103
by 9 × 105 and give the answer in standard form.

= 3.6 × 109

Solve:

$$x^2+3x-10= 0$$

$$x = 2$$ and $$-5$$

Solve this equation giving the solutions to 3 significant figures:

$$5x^2+x-5 = 0$$

$$x = 0.905$$ and $$-1.10$$

Polygon Angles

What is the size of each exterior angle of a regular hexagon?

60°

Change The Subject

Make $$f$$ the subject of the formula
$$h=g(e-f)$$

$$f=e-\frac{h}{g}$$

Basic Division 1

Calculate the value of:

4520 ÷ 5

= 904

Number Sequences 2

What is the 12th:
a) Cube number; 1728
b) Triangular number; 78
c) Fibonacci number. 144

A Mathematics Lesson Starter Of The Day

 Tweet Share

How did you use this starter? Can you suggest how teachers could present or develop this resource? Do you have any comments? It is always useful to receive feedback and helps make this free resource even more useful for Maths teachers anywhere in the world.

If you don't have the time to provide feedback we'd really appreciate it if you could give this page a score! We are constantly improving and adding to these starters so it would be really helpful to know which ones are most useful. Simply click on a button below:

Excellent, I would like to see more like this
Good, achieved the results I required
Satisfactory
Didn't really capture the interest of the students
Not for me! I wouldn't use this type of activity.

Previous Day | This starter is for 9 April | Next Day

Concept Selection

Tick (or untick) the boxes above to select the concepts you want to be included in this Starter. The display at the top of this page will change instantly to show your choices. You can also drag the panels above so that the questions are ordered to meet your needs.

This Starter is called Refreshing Revision because every time you refresh the page you get different revision questions.

Regularly use this Starter to keep that important learning from being forgotten. Here is the web address (URL) for the version of this page with your currently selected concepts:

Copy and paste the URL above into your lesson plan or scheme of work.

For more ideas on revision there are plenty of tips, suggestions and links on the Mathematics Revision page.

Your access to the majority of the Transum resources continues to be free but you can help support the continued growth of the website by doing your Amazon shopping using the links on this page. Below is an Amazon search box and some items chosen and recommended by Transum Mathematics to get you started.

Have you read Craig's book yet?

Craig Barton must surely be the voice of Mathematics teachers in the UK. His wonderful podcasts interviewing the industry experts have culminated in this wonderful book. As Craig says: "I genuinely believe I have never taught mathematics better, and my students have never learned more. I just wish I had known all of this twelve years ago..." more...

"How I wish I’d taught maths' is an extraordinary and important book. Part guide to research, part memoir, part survival handbook, it’s a wonderfully accessible guide to the latest research on teaching mathematics, presented in a disarmingly honest and readable way. I know of no other book that presents as much usable research evidence on the dos and don’ts of mathematics teaching in such a clear and practical way. No matter how long you have been doing it, if you teach mathematics—from primary school to university—this book is for you." Dylan Wiliam, Emeritus Professor of Educational Assessment, UCL.

Casio Classwiz Calculator

There is currently a lot of talk about this new calculator being the best in its price range for use in the Maths classroom. The new ClassWiz features a high-resolution display making it easier to view numerical formulas and symbols but it isn't a graphical calculator as such (it has the capacity to draw graphs on your smart phone or tablet, via a scannable QR code and an app).

As well as basic spreadsheet mode and an equation solving feature you also get the ability to solve quadratic, cubic or quartic polynomial inequalities and the answer is given just as it should be written down, using the correct inequality symbols!

This calculator has a high-performance processor and twice the memory of previous models ensuring speedy operation and superior computational power.more...

 Teacher, do your students have access to computers?Do they have iPads or Laptops in Lessons? Whether your students each have a TabletPC, a Surface or a Mac, this activity lends itself to eLearning (Engaged Learning).

Transum.org/go/?Start=April9

Here is the URL which will take them to a related student activity.

Transum.org/go/?to=topictest

Teacher:
Scroll down the
page to see how
this Starter can be customised so that it
is just right for