Starters
and Plenaries
Mini Plenaries taken from
Magical Maths

List three things you have learned today

List three things your neighbour has learned
today

60 second challenge – sum up

Write the new words you have learned this lesson
and what they mean in mathematics (also
alternative meanings in other curriculum areas)

Write three/five top tips for…

The answer is … what is the question?

Take one minute to compose two sentences in your
head to explain what we have learnt and how we
have learnt it, using the key words from the
lesson

Where can you use/apply this skill in other
areas of mathematics or in other subjects?

In pairs, answer this question on a
postit/sheet, stick it on the board and
review. Does everyone agree?

Show your work to your neighbour, work in pairs
to set targets

Self assessment – record what you’ve learnt, any
difficulties you have had and set your personal
targets

Prediction – what do you think will happen
next?

Show me boards to answer True/False to
statements given

Jigsaw feedback – groups work on different parts
of task then reform to share findings

Group ‘show and comment’ on what was learnt

Feedback to whole class by one or two groups
only (use rota or roll of dice)

Change of role – student as teacher. What
questions would you ask the class and why?

Groups of three, numbered 13. Put statements
on OHT which individuals must explain to group

Quick fire oral ‘quiz’ to review/revisit
learning

Using photocopies of student responses to SATs
questions. Do you agree? Why didn’t they get
the mark(s)

Giving wrong answer(s). Why is this wrong?

Consolidation using loop cards (mini loops
within the class)

Comparing strategies. Which is the most
efficient and why?

Matching games or cards to consolidate ideas

Pose an open question that can lead to
generalisation of key ideas from the lesson
(accessible to all)


Pick up on any further misconceptions from the
main teaching

Make a ‘mini book’ summarising or revising key
ideas and vocabulary (end of unit plenary)

Revisit objective of the lesson self assessment
– students indicate how they feel with respect
to achieving the objective

Students write their own questions based on the
objective of the lesson (these questions can
then be selected randomly and used with the rest
of the class)

Give an equation or number sentence and ask
‘what else do you know?’ based on the main
teaching (eg web diagram)

Link the lesson to new learning – next
lesson/next year

Visualisation based on the learning and
vocabulary

Students write their own visualisation (could
be used for next o/m starter)

‘Forbidden’ game – describe a word/key idea from
the lesson with/without using given words.
Teacher could present or students write their
own (see ATM ‘Forbidden’ game)

Setting up a homework task (although the plenary
should not be used for this exclusively)

Teacher led probing questions to test
understanding

Students develop their own probing questions to
test their partner’s understanding

Aide memoirs – students devise their own
ideas/mnemonics eg picture/visual clues to the
meaning of key words (eg parallel
or Never Eat Shredded Wheat)
linked to objective

Give students a known fact and an unknown fact,
in pairs/groups find the route from one to the
other

Sentences with missing words and a selection of
given words to fit in

Questions with alternative answers posted around
the walls and students go to the answer they
think is correct and explain why (could give 10
seconds to reconsider)

‘Odd one out’ – in pairs/groups choose odd one
out and explain why

From lesson objective write 3 true and 3 false
statements, give them to your partner to sort
out (could follow up with large paper at front)

Give the solution to a problem cut into strips,
pairs/groups to put into correct order/sequence

Give the solution to a problem that students
have to improve (eg graph, data collection,
collecting like terms)

‘Same or different?’ – give group of
shapes/expressions/graphs and students identify
what is the same and what is different about
them

Give students groups of
shapes/expressions/graphs etc and students sort
into 2 groups/3 groups according to their own
classifications (you could give the number items
in each group)

Consolidation of key ideas through repetition of
structured sentences as a class

Selecting the information required to solve a
problem (words, pictorially or numbers)

Web diagram with false information – students
have to select the correct information

Bingo Cards which provide a great means of
assessing a wide range of topics  Foundation and Higher
Versions available 
Click here
59 Starters (So far) The
resource is from Richard Tock (@TickTockMaths) (tes
username: richardtock) and is quite simply a jam packed
ppt with loads of starters for your Mathematics lessons.
You can download the resource from the TES here > http://goo.gl/aoFVYR
KeyWord Scrabble 
Identify a key word that scores as many points as
possible, or several words and total the score 
Original Source with
Additional Ideas
Foundation GCSE Questions
to be used as series of starters  Pupils should make up
their own variations having tackled the one presented 
Click here
Foundation GCSE Prompts to be used as a series of
starters  Pupils should generate their own questions
using the visual prompt 
Click here
Higher GCSE Questions to
be used as series of starters  Pupils should make up
their own variations having tackled the one presented 
Click here
Higher GCSE Prompts to be used as a series of starters 
Pupils should generate their own questions using the
visual prompt 
Click here
Higher GCSE Starters (4)
with Graded questions 
Click here
Mr
Slack has put together a series of 10 minute starters
Level
4
Level 4/5
Great contextual ideas
from the Twitter Account called @mathschallenge which
have been collected as images by @taylorda01 and placed
on this site:
Set 1 Click here
Set 2 Click here
I have put them together
into a PowerPoint 
Click here


Cellblock Puzzle (regular in
Times and elsewhere for all abilities) 
Click here for an example
Randomly generated worksheets
on an extensive range of topics comprising of 10 questions
with answers 
Click here
Online Flash Starter
Activities such as Target, Guess the Angle ...
Click here
A range of 90 lovely Maths
problems which are all presented in less than 64 characters

Set 1
Set 2
Set 3
Maths Doodler 
Click here
28 Ideas for Maths Starters 
Click here
NRICH have put together a
range of activities suitable as Starters 
Click here
The ideas on
Mental Maths provide excellent starter ideas
A really nice idea for getting
pupils to cooperate and communicate adaptable for any topic
with a numerical outcome. You could add the proviso
that the team only wins if you ask a random member of the
group who can justify their answer 
Click here
Click
here for 25 Maths starter activities produced by the
Essex Mathematics Team
Nice PowerPoint with a range
of starters for NC Level 56 
Click here
Mathematical Version of
Pointless 
Click here
20 Sets of 20 Questions
covering Grade C and B topics which can be used a series of
Starters 
Click here
GCSE Starter Activities
Foundation and Higher Tier 
Click here
Functional
Skills Starter Questions
Many thanks to a team of
teachers from Brighton and Hove for the following PowerPoint
presentations which are designed to be used as a Starter
question to prepare pupils for less structured problems, the
answer is provided as well as common mistakes to look out
for 
Click here
Badger Publishers are extending the range of the popular
Badger Starter Activities by providing versions for the INTERACTIVE
WHITEBOARD.
The first CDROM contains 30 activities selected from our maths, science,
>literacy and foundation subjects books. Because they are short activities
from such a variety of subjects, these GENERIC STARTER ACTIVITIES are ideal
for introducing teachers to how effective the Interactive Whiteboard can be.
For the more experienced user, the activities can be easily adapted to
include your own content. They are also publishing 
* Interactive Whiteboard versions of the year 7 starter activities for
MATHS
* MATHS STARTERS for Key Stage 4, starting with Year 10 in autumn
2005
* MULTIPLE LEARNING ACTIVITIES  Providing for different learning
>preferences  80 activities from Barnwell School, Stevenage  book & CD
david@badgerpublishing.co.uk
www.badgerpublishing.co.uk
Click
here for 50 Ideas for Mathematics Plenaries
How about using a pack of
cards or numbered cards to practice a range of mathematical
skills 
Click here
To visit emaths with an
extensive list of links 
Click here
For a document with some
possible ideas for the use of individual whiteboards (show
me boards) 
Click here
Plenary Ideas
Plenary Review Grid 
Click here
Plenary Prefects 
Click here
Word Box
Get a small box and at the end of each lesson on a topic get
the class to suggest things that you should write on a small
piece of paper to post in the box. This could be key
vocabulary or concepts etc. Then, when you get to the end of
a topic take all the pieces of paper out of the box and use
these to guide a class discussion of key things to remember
about the topic.
Go For Five
Don’t give out your lesson objectives at the start of the
lesson! Get the pupils in the plenary to guess what your
lesson objectives and things you wanted them to learn were.
Tell them to go for five! Brilliant as an AFL tool for
finding out what they actually did learn rather than what
you wanted them to. You can be open with them and then share
your lesson objectives which can lead to interesting
discussions if they were different to what they suggested!
