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Starters and Plenaries
All problems can be found here - Click here

These were lifted from Mr Taylor's

Excellent Blog at

   Mini Plenaries taken from Magical Maths
  1. List three things you have learned today
  2. List three things your neighbour has learned today
  3. 60 second challenge – sum up
  4. Write the new words you have learned this lesson and what they mean in mathematics (also alternative meanings in other curriculum areas)
  5. Write three/five top tips for…
  6. The answer is … what is the question?
  7. 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
  8. Where can you use/apply this skill in other areas of mathematics or in other subjects?
  9. In pairs, answer this question on a post-it/sheet, stick it on the board and review.  Does everyone agree?
  10. Show your work to your neighbour, work in pairs to set targets
  11. Self assessment – record what you’ve learnt, any difficulties you have had and set your personal targets
  12. Prediction  – what do you think will happen next?
  13. Show me boards to answer True/False to statements given
  14. Jigsaw feedback – groups work on different parts of task then reform to share findings
  15. Group ‘show and comment’ on what was learnt
  16. Feedback to whole class by one or two groups only (use rota or roll of dice)
  17. Change of role – student as teacher.  What questions would you ask the class and why?
  18. Groups of three, numbered 1-3.  Put statements on OHT which individuals must explain to group
  19. Quick fire oral ‘quiz’ to review/revisit learning
  20. Using photocopies of student responses to SATs questions.  Do you agree? Why didn’t they get the mark(s)
  21. Giving wrong answer(s). Why is this wrong?
  22. Consolidation using loop cards (mini loops within the class)
  23. Comparing strategies.  Which is the most efficient and why?
  24. Matching games or cards to consolidate ideas
  25. Pose an open question that can lead to generalisation of key ideas from the lesson (accessible to all)


  1. Pick up on any further misconceptions from the main teaching
  2. Make a ‘mini book’ summarising or revising key ideas and vocabulary (end of unit plenary)
  3. Revisit objective of the lesson self assessment – students indicate how they feel with respect to achieving the objective
  4. 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)
  5.  Give an equation or number sentence and ask ‘what else do you know?’ based on the main teaching (eg web diagram)
  6. Link the lesson to new learning – next lesson/next year
  7.  Visualisation based on the learning and vocabulary
  8.  Students write their own visualisation (could be used for next o/m starter)
  9. ‘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)
  10. Setting up a homework task (although the plenary should not be used for this exclusively)
  11. Teacher led probing questions to test understanding
  12.  Students develop their own probing questions to test their partner’s understanding
  13.  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
  14.  Give students a known fact and an unknown fact, in pairs/groups find the route from one to the other
  15.  Sentences with missing words and a selection of given words to fit in
  16. 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)
  17.  ‘Odd one out’ – in pairs/groups choose odd one out and explain why
  18. 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)
  19. Give the solution to a problem cut into strips, pairs/groups to put into correct order/sequence
  20. Give the solution to a problem that students have to improve (eg graph, data collection, collecting like terms)
  21. ‘Same or different?’ – give group of shapes/expressions/graphs and students identify what is the same and what is different about them
  22. 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)
  23. Consolidation of key ideas through repetition of structured sentences as a class
  24. Selecting the information required to solve a problem (words, pictorially or numbers)
  25. Web diagram with false information – students have to select the correct information


Revision Starter Sets of Problems for Higher or Foundation - Click here

Lots of sets of 5 Revision questions at Low Foundation, Foundation or Higher - Click here

Higher and Foundation Revision Starter Activities from @missbresources - Click here

Always, Sometimes, Never - 100 Statements at level 5 and below which really assess understanding - Click here

Excel spreadsheet with a range of topics you can select and randomly generated questions - Click here

71 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 -->       Alternative link

Plenaries on a Plate - 168 Plenary Ideas - Click here

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 co-operate 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

Click here for 20 Higher GCSE Maths Starters produced by @steelemaths

Nice PowerPoint with a range of starters for NC Level 5-6 - 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 CD-ROM 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 

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!

KS5 Starters

Problems taken from the UKMT Senior Maths Challenge - Click here