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Welcome to the Maths White Board project store; a collection of time saving resources for all Maths teachers.

All projects listed below are completely FREE for educational use (unless login details are required).

--- PROJECT STORE ---

Teaching tools

Lesson curator

Take the best bits from the site and make a lesson in mins

Term Planner

Organise the site resources into an easy to use planner

Starters and games

Assessment tools

Vocabulary based activities

Video tutorials

2 min Tuesday tutorials

--- KEY THINGS TO KNOW ---

Every aspect of the Maths White Board site is built around 3 things:

Differentiated challenge

Each topic area has been broken up into roughly 6 differentiated concepts to facilitate a greater level of support or challenge for a learner.

Beautifully scaffolded

Each topic has been structured in such a way to lead a user through a desirable teaching sequence or learning journey.

Endless questions

The site has been built with a topic bank at it's core not a question bank. The main aim is for you to never encounter the same question twice.

--- SHAPED BY RESEARCH ---

Below are 3 activities contained in the Maths White Board site born out of research:

Mini White Board activity

A powerful tool to support the use of mini whiteboards during classroom assessment. This part of the website produces a question for a specific topic and displays it full screen for clear viewing. Whilst using this tool, you have access to each of the differentiated levels (stars) and the answers are available for each question providing ease of use. You can generate new questions (but with different numbers) at any level with a simple click of a levelled button. No longer are you limited by the number of questions in an exercise to assess students whilst also being driven to master a specific skill. This tool is available under the main menu of the software and titled "Mini WB".

Recall White Board

Ideal for recapping on the full breadth of a specific skill (starters/revision). The site will produce a question at each of the differentiated levels and arrange them on screen for students to complete. You can then model the appropriate method before selecting the question to reveal the answer. If another question at the same level is required, select the refresh button to generate a new question but with different numbers. Endless opportunities to revise all aspects of a key topic skill over a sequence of lessons. This tool is available under the main menu of the software and titled "Recall WB".

Secure White Board

In order for techniques to be cemented into long term memory, sometimes we need to just give students a few similar questions for them to learn routines. The idea behind this aspect of the site is for students to practice so they learn not to make mistakes. The site will produce 6 questions at any chosen differentiated level and arrange them on screen. Not only will this tool help students to become familiar with techniques, it will also reduce the cost of printing unnecessary 1 time worksheets for classroom based activities. This tool is available under a selected and levelled MWB activity and titled "Secure WB".

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Welcome to the Maths White Board project store; a collection of time saving resources for all Maths teachers. All projects listed below are completely FREE for educational use (unless login details are required).

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All content beyond this point is for the higher tier only.

Copyright © Maths Genie. Maths Genie Limited is a company registered in England and Wales with company number 14341280. Registered Office: 143 Lynwood, Folkestone, Kent, CT19 5DF.

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Free online GCSE video tutorials, notes, exam style questions, worksheets, answers for all topics in Foundation and Higher GCSE. The content is suitable for the Edexcel, OCR and AQA exam boards.

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Go Teach Maths: Handcrafted Resources for Maths Teachers

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Homepage - Go Teach Maths: Handcrafted Resources for Maths Teachers

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Ready-to-use mathematics resources for Key Stage 3, Key Stage 4 and GCSE maths classes.

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Finally, you can manage your Google Docs, uploads, and email attachments (plus Dropbox and Slack files) in one convenient place. Dokkio (from the makers of PBworks) can automatically organize your content for you. Claim a free account, and in less than 2 minutes,

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SKILLS CHECKS - free samples

Weekly skills checks and record sheets for Key Stage 1 and Year 4 to Year 13.
6 Different 'levels' for Key Stage 4

Great value for money with a school subscription costing only £60 +VAT for 12 months.
Single user subscriptions for individuals also available for only £35 + VAT for 12 months

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SKILLS CHECKS - free samples Great value for money with a school subscription costing only £60 +VAT for 12 months. Single user subscriptions for individuals also available for only £35 + VAT for 12 months

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Resourceaholic - free resources and ideas for teaching secondary school maths

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In 2016, I attended #MathsConf7 in Leeds. The outcome? A to-do list longer than my arm as I intended to create a textbook of exercises of increasingly difficult questions to improve upon the standard textbook diet that we in the UK feed from. 's 'Best New Resources' ahead of EdExcel's materials to support the new GCSE.
Resourceaholic.com
In February 2020, Craig Barton announced me as 'the master of fluency practice' for these resources.
In April 2017, IDQs was announced as

In between these two times, I've had a promotion at work, a difficult time with a beloved family pet and a new arrival (Elizabeth Taylor, who is now 'not so new'), so time hasn't really been something that I've been accustomed to ...

... but I had turned my attention to randomising the Increasingly Difficult Questions as part of an eTextbook. A sample is available here and any feedback is absolutely welcome.

Anyway... Here are the sets of Increasingly Difficult Questions. I hope they're useful.

LEVEL 2 FURTHER MATHEMATICS

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In 2016, I attended #MathsConf7 in Leeds. The outcome? A to-do list longer than my arm as I intended to create a textbook of exercises of increasingly difficult questions to improve upon the standard...

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This website is my attempt to assemble a collection of high-quality, sequences of questions and examples using key principles from Variation Theory. By holding key features between questions and examples constant, together with the mathematical behaviour that I call Reflect, Expect, Check, Explain and the supporting role of the teacher, I believe we can help students better understand key mathematical ideas.

You can find out more about the site and the different types of sequences available by visiting the Introduction.

You can access all the sequences of questions and examples from the Topics menu above.

My 2020 book, Reflect, Expect, Check, Explain: Sequences and behaviour to enable mathematical thinking in the classroom, goes into detail about making the most of these activities in the classroom. You can order the book from Amazon, John Catt, or wherever you get your books.

My 2023 book, Tips for Teachers: 400+ ideas to improve your teaching, details my most recent thoughts on using these sequences effectively. You can order the book from Amazon, John Catt, or wherever you get your books.

I have an online course store which offers low-cost, high-quality CPD on-demand. Each course contains short videos, resources, research, activities and questions to reflect upon. The courses most suited to the sequencers on the Variation Theory website are:

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Sequences and behaviour to enable mathematical thinking in the classroom - by Craig Barton @mrbartonmaths

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NonExamples.com - Something that is not an example of a rule or definition already shown, used for a clearer explanation.

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Since I started teaching three years ago, I've been well aware of the problems of traditional textbook exercises when introducing a class to a new concept, procedure. More often than not, textbook exercises became far too varied too quickly, with pupils becoming quickly unstuck, and it became difficult to identify the source of their confusion. Alternatively, it felt as though I was presenting students with 'just more practice of the same', which was deeply unsatisfactory (regardless of the prior attainment of the pupils).

Hence (and I am hugely indebted to Mr Barton and his book), creating sequences of intelligent, minimally varied practice questions seemed a reasonable step. When they are used to introduce pupils to a topic, they enable pupils to make connections and really focus on the underlying concept. The ones presented here are very much initial attempts - they are not a perfect model of how to write minimally varied exercises. All the same, I hope you find them of some use!

I am contactable at fortyninecubed (at) gmail . com, or on Twitter at @fortyninecubed.

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Since I started teaching three years ago, I've been well aware of the problems of traditional textbook exercises when introducing a class to a new concept, procedure. More often than not, textbook exercises became far too varied too quickly, with pupils becoming quickly unstuck, and it became difficult to identify the source of their confusion....

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So my journey into finally making a website and a blog begins!

I have recently been having a lot of questions as to how I give examples in my lessons. I am honoured to be asked about this on a regular basis and am now excited to share all the types of examples I use for each topic with you.

It all started back in my training year (not that long ago) when I picked up the book "How I wish I'd taught maths" by the wonderful Craig Barton. I was fascinated by the simple, but incredibly effective method of example-problem pairs. These problem pairs became a regular occurrence in all of my lessons, however, this quickly got a little obsessive and I just thought that this was the answer to everything. I did not pay much attention to the rest of that chapter as I thought that my prayers had been answered! Turns out that there are more ways to present examples and it really does depend on the situation. I use example-problem pairs, supercharged worked-examples, examples by fading and supercharged examples with fading (my favourite).

Example-problem pairs are relatively easy to explain. They involve splitting the board into two with a fully worked example on the left of the board and a question on the right side of the board that students do to test whether they have grasped it or not. I often get students to be completely silent and refrain from answering any questions when I am going through the example. If I allow questions, then this interrupts the flow of me giving the example and can create misconceptions. Students copy the worked example into their books once I have fully explained it. I then get them to do a question from the right side of the board on their mini whiteboards. This is fantastic for AFL and discussing misconceptions that students have. I use example-problem pairs for when I am doing processes which are not particularly long. I sometimes do the process of giving an example followed by them doing a question twice. I like to cover all the situations. An example of an example-problem pair is given below.
Example-problem pair template
Supercharged worked examples involve almost the same thing as an example-problem pair, but we allow students to reflect on what they have done. I use this presentation method quite a lot with A-level groups. I even use this method for problem solving questions with my GCSE group. We write in the middle column about why we are doing each necessary step. This has had very positive results as the class progresses together in wider thinking of mathematical concepts. Here is a couple of examples of this below.
Supercharged template 1

Supercharged template 2

Examples by fading involve presenting a fully complete example on the board and then another example, but this time with one step removed. The number of blanks is increased with each following example until there is just the problem left for the students to solve. Simple but impactful! In Craig's book he references the work and evidence of Renkl and Atkinson towards this method. It is amazing to think that this research was actually written up in 2003, but not many teachers are taking note of this! I tend to use these with questions that involve a few distinct steps.

I have been presenting examples using these three ways for my training year and most of my NQT year, but I have always had the thought "Can they be better?". Turns out that I think they can. The combination of supercharged examples and examples by fading has proved to be a big hit with students. You are probably thinking "I want an example of how this can be achieved" so here is one below.
Supercharged with fading template
This method allows all students to understand how to solve linear equations with unknowns on both sides of the equals sign, whilst allowing deeper thinking. I start from the top left and work across. Rather than me just telling students how to do a question like this, I give them chance to reflect and think about why we have done something in the first place to develop their connections with maths. Once they have thought about it a little and we have discussed it as a class, I move on to an example by fading so that I can pick up any students who just need that extra boost of confidence. I then get them to do the question under the title of "Your turn" for an understanding check. I then do exactly the same with the bottom example. I use this presentation method with topics that have a lot of steps within questions. As you can imagine, this is used a lot in my algebra lessons.

My hope is that you will find this website useful. I will be building this website with more and more examples for each topic, as well as exercises that involve the use of variation theory. Please tell me what you think on twitter by tagging me @BerwickMaths. If you would like to contribute to this website, then please use the templates below the pictures and send it through twitter!

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So my journey into finally making a website and a blog begins! I have recently been having a lot of questions as to how I give examples in my lessons. I am honoured to be asked about this on a regular basis and am now excited to share all the types of examples I use...

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More, same, less grids are a structure in which mathematical tasks can be designed.

They combine learner-generated examples and variation theory to get students thinking more deeply about a concept and the underlying structure.

You can find out more about how they work

You can browse the grids by topic below.

Or scroll down for our most recent grids.

Most recent grids

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More, same, less grids are a structure in which mathematical tasks can be designed. They combine learner-generated examples and variation theory to get students thinking more deeply about a concept and the underlying structure. You can find out more about how they work You can browse the grids by topic below.

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This is Which One Doesn't Belong?, a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

Which One Doesn't Belong?

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This is Which One Doesn't Belong?, a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

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This is my first blog post - thank you for reading. Firstly a bit of background: I'm in the 16th year of a varied teaching career and I'm now in my 4th year as Head of Maths at a non-selective converter Academy which has a significantly better than average intake.

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Screen capture of the Rosenshine Masterclass slides in five key videos plus an introduction.

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Latest Blogs

Teaching place value and not just about base ten.

...because all counters are double sided! A blog about how I use double sided counters in teaching directed number arithmetic

How I've tried to implement a few ideas from Mark McCourt's phasing learning model, in particular the practise phase

So, what is a MathsConf and why do I like them so much?

Some of the more technical details behind how I create my sketchnotes.

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Teaching place value and not just about base ten. ...because all counters are double sided! A blog about how I use double sided counters in teaching directed number arithmetic How I've tried to implement a few ideas from Mark McCourt's phasing learning model, in particular the practise phase So, what is a MathsConf and why do I like them so much?