This document provides quick entry activities for students, including:
- Bingo, fill in the blanks, triangular challenge, and counting stick activities
- X grid problem solving activities that require filling in missing numbers
- Percentage problem solving grids to fill in
- Activities to make numbers or statements true by completing operations
- Number sequencing and prime number identification activities
- Entry activities that involve performing a series of mathematical operations on a starting number
The activities are designed for quick use and range from simple to more complex problem solving.
2. Contents page
Generic activities that Activities that need
don’t need editing. editing if you want to use
more than once.
Chain numbers
Quick Quiz’s Specific activities
3. Generic activities that don’t need editing.
Bingo Fill in the blanks
Triangular challenge
Counting Stick from
0
Counting Stick 0 in
the middle
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4. Bingo
Sketch a small 3 x 3 grid in the back of your book.
Fill it with 9 different numbers between 0 and 30.
8. Fill in the blanks
Half it Double it ÷ 10 Find 1% of it
X3 Add 10 Find 20% of it
X 10 Divide by 100 Find ¼ of it
square it Multiply by 4 Take 100 from it Times it by 1000
9. Activities that need editing if you want
to use more than once.
Key word spider Squares Make 100
X grid problem solving Triangles Half it
Make it true Primes Sequence Match
% problem solving grid
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10. Write as many different things as you can about the word below.
Put anything related to the word, it doesn’t have to be about Maths!
Key word of
choice
43. Chain Chain numbers Chain
1 5
Chain Chain
Chain Chain 4 6
2 3
Chain
7
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44. Entry Activity 1
Get ready to follow the number....
• Starting with 10
• Double it
• x by 3
• Subtract 10
• Divide by 10
• + 11
• - 15
45. Entry Activity
Get ready to follow the number....
• Starting with 10
• Double it 20
• x by 3 60
• Subtract 10 50
• Divide by 10 5
• + 11 16
• - 15 1
46. Entry Activity 2
Get ready to follow the number....
• Starting with 30
• Half it
• ÷ by 3
• Increase by 3
• x by 10
• Subtract 5
• + 25
• Half it
47. Entry Activity
Get ready to follow the number....
• Starting with 30
• Half it 15
• ÷ by 3 5
• Increase by 3 8
• x by 10 80
• Subtract 5 75
• + 25 100
• Half it 50
48. Entry Activity 3
Get ready to follow the number....
• Starting with 9
• Multiply by 5
• Add 5
• Divide by 5
• x by 2
• Subtract 5
• ÷3
• Half it
49. Entry Activity
Get ready to follow the number....
• Starting with 9
• Multiply by 5 45
• Add 5 50
• Divide by 5 10
• x by 2 20
• Subtract 5 15
• ÷3 5
• Half it 2.5 or 2½
50. Entry Activity 4
Get ready to follow the number....
• Starting with 10
• Half it
• x by 7
• Subtract 5
• Divide by 5
• + 11
• - 15
51. Entry Activity 4
Get ready to follow the number....
• Starting with 10 10
• Half it 5
• x by 7 35
• Subtract 5 30
• Divide by 5 6
• + 11 17
• - 15 2
52. Entry Activity 5
Get ready to follow the number....
• Starting with 50
• x by 4
• Square it
• Half it
• Half it again
• ÷ by 1000
• Square it
53. Entry Activity 5
Get ready to follow the number....
• Starting with 50
• x by 4 200
• Square it 40 000
• Half it 20 000
• Half it again 10 000
• ÷ by 1000 10
• Square it 100
54. Entry Activity 6
Get ready to follow the number....
• Starting with 100
• Half it
• Divide by 10
• Subtract 5
• Take away 6
• +8
• Square it
55. Entry Activity 6
Get ready to follow the number....
• Starting with 100
• Half it 50
• Divide by 10 5
• Subtract 5 0
• Take away 6 -6
• +8 2
• Square it 4
56. Entry Activity 7
Get ready to follow the number....
• Starting with 200
• ÷ by 4
• Divide by 10
• Add 3
• Take away 12
• x2
• Square it
57. Entry Activity 7
Get ready to follow the number....
• Starting with 200
• ÷ by 4 50
• Divide by 10 5
• Add 3 8
• Take away 12 -4
• x2 -8
• Square it 64
58. Quick Quiz’s
Quiz 1 Quiz 2 Quiz 3
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59. Entry Activity
Multiply and divide whole numbers by 10, 100, 1000
We are going to do 20 quick
questions, you need to be
ready!
Red are normal, blue are
extension questions
Once I press go we can’t stop
130. Back to contents
Specific Activities that are not straight forward to edit.
Inverse
Convert between
fractions, decimals &
%
Fractions of
quantities
Multiplication grid
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131. What does inverse mean and why is it
important in algebra?
Inverse
Original New
Symbol
Symbol
operation operation
Add
Subtract
Multiply
Divide
132. Convert between fractions, decimals and %
Fraction Decimal Percentage
Divide the numerator by the Multiply the Decimal by 100 to
denominator to get a decimal get the percentage
½
0.1
¼
20%
0.6
0.1 becomes 1/10 because it’s is 1 Divide the percentage by 100 to
in the tenths column. 0.01 is 1/100 make it a decimal
133. Answers
Convert between fractions decimals and percentages
Fraction Decimal Percentage
Divide the numerator by the Multiply the Decimal by 100 to
denominator to get a decimal get the percentage
½ 0.5
50%
1/10 0.1 10%
¼ 0.25 25%
2/10 = 1/5 0.2 20%
6/10 = 3/5 0.6 60%
0.1 becomes 1/10 because it’s is 1 Divide the percentage by 100 to
in the tenths column. 0.01 is 1/100 make it a decimal
Get the students to draw a small 3 x 3 grid at the back of their books. Once they have done that they need to fill the grid with 9 different numbers between 0 and 30 (you can change this to any set of numbers – the smaller the range of numbers the quicker the activity is). Get all students to show their work partner their numbers (to ensure there is no cheating). Explain to the student that the 1st person to get a line will be the 1st winner (or you can end the game there – depending on time) and the 1st person to get a full house will be the overall winner. The teacher then needs to ask questions with answers within the range 0 – 30. Make sure you write the answers you have called out down. Once a student has a line, get them to read their numbers back to you to check they are correct. Continue until you get a student with a full house and again check the numbers. This is a great activity as you can differentiate very easily by the questions you ask, it works from a lower ability year 7 to top groups in year 11.
Ask three members of the class for a number between 1 and 9. Write these numbers on the board. The students have got to make their way from the bottom of the triangle to the top, where sides touch, not edges (using the numbers you have selected and any Mathematical symbols). E.g. Numbers are 2, 3, 5 so 2 x 5 – 3 = 7, so the students then need to make 6 or 8 and then if they make 6, they have to make 2 and then 3 and then 1 to get to the top of the triangle.
This activity can be done by chanting, whiteboards, Q&A or as a test (put 1 to 10 in your book). This is a generic task that you can easily tailor to you class/topic by the questions you ask. Talk to the class about how there are 10 sections, imagine that we are going up in 1’s, what would half way up be (show them visually where you mean). Do a few simple examples with the group, 5’s, 2’s. Ask if half way is 50 what are we going up in. Move on to counting on in 0.1, 0.2...
This activity can be done by chanting, whiteboards, Q&A or as a test (put 1 to 10 in your book). This is a generic task that you can easily tailor to you class/topic by the questions you ask. On this example O is in the middle this will help for counting backwards. Again start with basic numbers to check the whole class understand the task, counting from 0 in 1’s upwards and then from 0 down to -5. Once students are happy count ask questions.
Give the students a print out of this (or get them to do a spider in their books for the ones they can complete). Choose a number for the students to put in the circle, which is easy to differentiate, and the students fill in the rectangles.
You can choose to do this for a key word or the topic you are about to cover/ already covered. It can be used as an entry activity, plenary or as part of the lesson. Give the students a time limit and then share ideas as a class. You can share ideas in pairs 1st and then as a class.
You can change the numbers for this to differentiate/ use again. It would be helpful if students had this printed off and could then just fill it in, rather than copying it out. This is a great problem solving activity and really checks to see if the students know their times tables.
Get the students to peer/self assess.
You can change the numbers for this to differentiate/ use again. It would be helpful if students had this printed off and could then just fill it in, rather than copying it out. This is a great problem solving activity and really checks to see if the students know their times tables.
You can change the numbers for this to differentiate/ use again. It would be helpful if students had this printed off and could then just fill it in, rather than copying it out. This is a great problem solving activity and really checks to see if the students know their times tables.
You can change the numbers for this to differentiate/ use again. It would be helpful if students had this printed off and could then just fill it in, rather than copying it out. This is a great problem solving activity and really checks to see if the students know their times tables.
You can change the numbers for this to differentiate/ use again. It would be helpful if students had this printed off and could then just fill it in, rather than copying it out. This is a great problem solving activity and really checks to see if the students know their times tables.
You can change the numbers for this to differentiate/ use again. It would be helpful if students had this printed off and could then just fill it in, rather than copying it out. This is a great problem solving activity and really checks to see if the students know their times tables.
You can change the numbers for this to differentiate/ use again. It would be helpful if students had this printed off and could then just fill it in, rather than copying it out. This is a great problem solving activity and really checks to see if the students know their times tables.
You can change the numbers for this to differentiate/ use again. It would be helpful if students had this printed off and could then just fill it in, rather than copying it out. This is a great problem solving activity and really checks to see if the students know their times tables.
You can change the numbers for this to differentiate/ use again. It would be helpful if students had this printed off and could then just fill it in, rather than copying it out. This is a great problem solving activity and really checks to see if the students know their times tables.
You can change the numbers for this to differentiate/ use again. It would be helpful if students had this printed off and could then just fill it in, rather than copying it out. This is a great problem solving activity and really checks to see if the students know their times tables.
You can change the numbers for this to differentiate/ use again. It would be helpful if students had this printed off and could then just fill it in, rather than copying it out. This is a great problem solving activity and really checks to see if the students know their times tables.
You can change the numbers for this to differentiate/ use again. It would be helpful if students had this printed off and could then just fill it in, rather than copying it out. This is a great problem solving activity and really checks to see if the students know their times tables.
You can change the numbers for this to differentiate/ use again. It would be helpful if students had this printed off and could then just fill it in, rather than copying it out. This is a great problem solving activity and really checks to see if the students know their times tables.
You can change the numbers for this to differentiate/ use again. It would be helpful if students had this printed off and could then just fill it in, rather than copying it out. This is a great problem solving activity and really checks to see if the students know their times tables.
You can change the numbers for this to differentiate/ use again. It would be helpful if students had this printed off and could then just fill it in, rather than copying it out. This is a great problem solving activity and really checks to see if the students know their times tables.
You can change the numbers for this to differentiate/ use again. It would be helpful if students had this printed off and could then just fill it in, rather than copying it out. This is a great problem solving activity and really checks to see if the students know their times tables.
You can change the numbers for this to differentiate/ use again. It would be helpful if students had this printed off and could then just fill it in, rather than copying it out. This is a great problem solving activity and really checks to see if the students know their times tables.
You can change the numbers for this to differentiate/ use again. It would be helpful if students had this printed off and could then just fill it in, rather than copying it out. This is a great problem solving activity and really checks to see if the students know their times tables.
You can change the numbers for this to differentiate/ use again. It would be helpful if students had this printed off and could then just fill it in, rather than copying it out. This is a great problem solving activity and really checks to see if the students know their times tables.
You can change the content of all the boxes to differentiate this/ make it relevant to the topic you are teaching (great for algebra and inequalities). Get the students to fill in the boxes to make sure the criteria from each box is met. Talk about the answers and why they may have different answers and that the different answers may be correct.
This can be used for many different topics, just change the text. You’ll be amazed what pictures the students come up with for some topics (percentages for example). Ask all the students to draw a picture or series of picture to show what square numbers are. Discuss as a class to ascertain that all students know what square numbers are and how to calculate them.
This can be used for many different topics, just change the text. You’ll be amazed what pictures the students come up with for some topics (percentages for example). Ask all the students to draw a picture or series of picture to show what square numbers are. Discuss as a class to ascertain that all students know what square numbers are and how to calculate them.
You can change the text and the numbers for this to fit in with the topic teaching/ differentiation. Give the student this sheet on a worksheet and get them to circle the prime numbers (and write down a reason why the others aren’t primes)
Primes in Green. Discuss with students their reasons for not prime. Make sure you talk about why 1 is not a prime number. Mention that 2 is the only even prime, ask why?
All the circles are editable, so can be used for a multitude of topics and differentiated. Get the students to calculate what they would do for each bubble to make the number into 100.
All the circles are editable, so can be used for a multitude of topics and differentiated. Answers
All the circles are editable, so can be used for a multitude of topics and differentiated. Get the students to calculate what they would do for each bubble to make the number into 100.
All the circles are editable, so can be used for a multitude of topics and differentiated. Get the students to calculate what they would do for each bubble to make the number into 100.
All the circles and boxes are editable, so can be used for a multitude of topics and differentiated. This is a great activity to get the students matching the boxes to the circles (more than one circle can go to each box). This could be done as a worksheet, using Q&A, or getting students up to the board to draw lines to match up boxes to circles.
For this activity you can either decide to use whiteboards (so you can check understanding as students are doing the task) or get the students to do this as a mental test in their books and review the understanding at the end. The next 20 slides are timed to move on after 15 seconds.
All slides move on after 15 seconds
Check the students understanding of the task. Get students to show how they have found Q1 to Q7 (RAG) and then Q8 to Q10 (RAG) and then Q11 to Q15 (RAG) and then Q16 to Q20. This will highlight any problems with x and dividing e.g. I can do 1 to 7, but not 8 to 8 means they can x when a whole number but not when there is a decimal.
This is an ideal activity to use mini whiteboards, or alternatively you can do as a quick quiz in the students books. The following slides are timed and will move on automatically.
These are the answers if you have done the entry activity using the students book as a quiz. Not needed if you are using the whiteboards.
This is an ideal activity to use mini whiteboards, or alternatively you can do as a quick quiz in the students books. The following slides are timed and will move on automatically.
These are the answers if you have done the entry activity using the students book as a quiz. Not needed if you are using the whiteboards.
Ideally this slide could be printed out and students can stick in their books and fill in the new operation column. Discuss as a class and make sure the students know the mathematical symbols that go with the words
Use the arrows to help the students to complete the table
Answers to the entry activity
This is an ideal activity to do on the mini whiteboards or to do as a quiz. Go through the 1st one as a class to check understanding
Print out slide and get students to complete. This can be done as a timed exercise.