There are 366 different Starters of The Day, many to choose from. You will find in the left column below some starters on the topic of Live Data. In the right column below are links to related online activities, videos and teacher resources.

A lesson starter does not have to be on the same topic as the main part of the lesson or the topic of the previous lesson. It is often very useful to revise or explore other concepts by using a starter based on a totally different area of Mathematics.

Main Page

Live Data Starters:

Absolutely Everyone: A choice of questions about the current world population which is constantly changing.

Weather Maths: Eight mathematical questions about the current weather and times in four cities around the world.

Fermi Problem: The classic Fermi problem using standard estimation techniques

Pin Drop

Estimate the probability of a drawing pin landing point up from experimental data.

Transum.org/go/?to=pin

Curriculum for Live Data:

Years 7 to 9

Pupils should be taught to describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers) more...

Pupils should be taught to describe simple mathematical relationships between two variables (bivariate data) in observational and experimental contexts and illustrate using scatter graphs. more...

Years 10 and 11

Pupils should be taught to {construct and interpret diagrams for grouped discrete data and continuous data, ie, histograms with equal and unequal class intervals and cumulative frequency graphs, and know their appropriate use} more...

Pupils should be taught to interpret, analyse and compare the distributions of data sets from univariate empirical distributions through appropriate graphical representation involving discrete, continuous and grouped data, {including box plots} and appropriate measures of central tendency (including modal class) and spread {including quartiles and inter-quartile range} more...

Pupils should be taught to use and interpret scatter graphs of bivariate data; recognise correlation and know that it does not indicate causation; draw estimated lines of best fit; make predictions; interpolate and extrapolate apparent trends whilst knowing the dangers of so doing. more...

Years 12 and 13

Pupils should be taught to understand and use the terms 'population' and 'sample'. Use samples to make informal inferences about the population. Understand and use sampling techniques, including simple random sampling and opportunity sampling. Select or critique sampling techniques in the context of solving a statistical problem, including understanding that different samples can lead to different conclusions about the population more...

Pupils should be taught to interpret diagrams for single-variable data, including understanding that area in a histogram represents frequency. Students should be familiar with histograms, frequency polygons, box and whisker plots (including outliers) and cumulative frequency diagrams more...

Exam-Style Questions:

There are almost a thousand exam-style questions unique to the Transum website.

Feedback:

Comment recorded on the 17 June 'Starter of the Day' page by Mr Hall, Light Hall School, Solihull:

"Dear Transum,

I love you website I use it every maths lesson I have with every year group! I don't know were I would turn to with out you!"

Comment recorded on the 23 September 'Starter of the Day' page by Judy, Chatsmore CHS:

"This triangle starter is excellent. I have used it with all of my ks3 and ks4 classes and they are all totally focused when counting the triangles."

Comment recorded on the 9 October 'Starter of the Day' page by Mr Jones, Wales:

"I think that having a starter of the day helps improve maths in general. My pupils say they love them!!!"

Comment recorded on the 18 September 'Starter of the Day' page by Mrs. Peacock, Downe House School and Kennet School:

"My year 8's absolutely loved the "Separated Twins" starter. I set it as an optional piece of work for my year 11's over a weekend and one girl came up with 3 independant solutions."

Comment recorded on the 8 May 'Starter of the Day' page by Mr Smith, West Sussex, UK:

"I am an NQT and have only just discovered this website. I nearly wet my pants with joy.
To the creator of this website and all of those teachers who have contributed to it, I would like to say a big THANK YOU!!! :)."

Comment recorded on the 1 May 'Starter of the Day' page by Phil Anthony, Head of Maths, Stourport High School:

"What a brilliant website. We have just started to use the 'starter-of-the-day' in our yr9 lessons to try them out before we change from a high school to a secondary school in September. This is one of the best resources on-line we have found. The kids and staff love it. Well done an thank you very much for making my maths lessons more interesting and fun."

Comment recorded on the 2 April 'Starter of the Day' page by Mrs Wilshaw, Dunsten Collage,Essex:

"This website was brilliant. My class and I really enjoy doing the activites."

Comment recorded on the 5 April 'Starter of the Day' page by Mr Stoner, St George's College of Technology:

"This resource has made a great deal of difference to the standard of starters for all of our lessons. Thank you for being so creative and imaginative."

Comment recorded on the 10 April 'Starter of the Day' page by Mike Sendrove, Salt Grammar School, UK.:

"A really useful set of resources - thanks. Is the collection available on CD? Are solutions available?"

Comment recorded on the 28 May 'Starter of the Day' page by L Smith, Colwyn Bay:

"An absolutely brilliant resource. Only recently been discovered but is used daily with all my classes. It is particularly useful when things can be saved for further use. Thank you!"

Comment recorded on the i asp?ID_Top 'Starter of the Day' page by Ros, Belize:

"A really awesome website! Teachers and students are learning in such a fun way! Keep it up..."

Comment recorded on the 24 May 'Starter of the Day' page by Ruth Seward, Hagley Park Sports College:

"Find the starters wonderful; students enjoy them and often want to use the idea generated by the starter in other parts of the lesson. Keep up the good work"

Comment recorded on the 11 January 'Starter of the Day' page by S Johnson, The King John School:

"We recently had an afternoon on accelerated learning.This linked really well and prompted a discussion about learning styles and short term memory."

Comment recorded on the s /Indice 'Starter of the Day' page by Busolla, Australia:

"Thank you very much for providing these resources for free for teachers and students. It has been engaging for the students - all trying to reach their highest level and competing with their peers while also learning. Thank you very much!"

Comment recorded on the 10 September 'Starter of the Day' page by Carol, Sheffield PArk Academy:

"3 NQTs in the department, I'm new subject leader in this new academy - Starters R Great!! Lovely resource for stimulating learning and getting eveyone off to a good start. Thank you!!"

Comment recorded on the 19 June 'Starter of the Day' page by Nikki Jordan, Braunton School, Devon:

"Excellent. Thank you very much for a fabulous set of starters. I use the 'weekenders' if the daily ones are not quite what I want. Brilliant and much appreciated."

Comment recorded on the 3 October 'Starter of the Day' page by S Mirza, Park High School, Colne:

"Very good starters, help pupils settle very well in maths classroom."

Comment recorded on the 3 October 'Starter of the Day' page by Fiona Bray, Cams Hill School:

"This is an excellent website. We all often use the starters as the pupils come in the door and get settled as we take the register."

Comment recorded on the 14 September 'Starter of the Day' page by Trish Bailey, Kingstone School:

"This is a great memory aid which could be used for formulae or key facts etc - in any subject area. The PICTURE is such an aid to remembering where each number or group of numbers is - my pupils love it!
Thanks"

Comment recorded on the 26 March 'Starter of the Day' page by Julie Reakes, The English College, Dubai:

"It's great to have a starter that's timed and focuses the attention of everyone fully. I told them in advance I would do 10 then record their percentages."

Comment recorded on the 28 September 'Starter of the Day' page by Malcolm P, Dorset:

"A set of real life savers!!
Keep it up and thank you!"

Comment recorded on the 17 November 'Starter of the Day' page by Amy Thay, Coventry:

"Thank you so much for your wonderful site. I have so much material to use in class and inspire me to try something a little different more often. I am going to show my maths department your website and encourage them to use it too. How lovely that you have compiled such a great resource to help teachers and pupils.
Thanks again"

Comment recorded on the 3 October 'Starter of the Day' page by Mrs Johnstone, 7Je:

"I think this is a brilliant website as all the students enjoy doing the puzzles and it is a brilliant way to start a lesson."

Comment recorded on the s /Coordinate 'Starter of the Day' page by Greg, Wales:

"Excellent resource, I use it all of the time! The only problem is that there is too much good stuff here!!"

Comment recorded on the 1 February 'Starter of the Day' page by M Chant, Chase Lane School Harwich:

"My year five children look forward to their daily challenge and enjoy the problems as much as I do. A great resource - thanks a million."

Comment recorded on the 12 July 'Starter of the Day' page by Miss J Key, Farlingaye High School, Suffolk:

"Thanks very much for this one. We developed it into a whole lesson and I borrowed some hats from the drama department to add to the fun!"

Comment recorded on the 21 October 'Starter of the Day' page by Mr Trainor And His P7 Class(All Girls), Mercy Primary School, Belfast:

"My Primary 7 class in Mercy Primary school, Belfast, look forward to your mental maths starters every morning. The variety of material is interesting and exciting and always engages the teacher and pupils. Keep them coming please."

Comment recorded on the 2 May 'Starter of the Day' page by Angela Lowry, :

"I think these are great! So useful and handy, the children love them.
Could we have some on angles too please?"

Comment recorded on the 14 October 'Starter of the Day' page by Inger Kisby, Herts and Essex High School:

"Just a quick note to say that we use a lot of your starters. It is lovely to have so many different ideas to start a lesson with. Thank you very much and keep up the good work."

Comment recorded on the 19 November 'Starter of the Day' page by Lesley Sewell, Ysgol Aberconwy, Wales:

"A Maths colleague introduced me to your web site and I love to use it. The questions are so varied I can use them with all of my classes, I even let year 13 have a go at some of them. I like being able to access Starters for the whole month so I can use favourites with classes I see at different times of the week. Thanks."

Notes:

One of the big differences between Maths from a textbook and Maths from the web is the possibility of using live data. This possibility gives problem solving real context and allows investigating statistical connections to be far more meaningful.

Live Data Teacher Resources:

A Show Of Hands: Produce a number of graphs and charts from a quick show of hands.

Significance: A slide presentation showing how to use the chi-squared test to measure significance.

Plinko Probability: A simulation of a Quincunx (Galton Board) which can be used to create the bell shaped curve of the normal distribution.

Live Data Activities:

Pin Drop: Estimate the probability of a drawing pin landing point up from experimental data.

Currency Conversion: Test your ability to convert from one currency to another with this self marking quiz.

Heptaphobia Research: Use written methods to answer ten arithmetic questions. When you have finished you will find the results of this amazing research.

Live Data Investigations:

Reaction Time: When the numbers appear hit the correct button depending on whether the numbers are even or odd

Predictive Survey: An eight question survey collecting data for an amazing probability experiment.

Beginning with One: Is it true that most numbers begin with the digit one? Think of numbers you see everyday and it is a surprising fact that so many of them begin with a one. Can you think why this is true?

First Impressions: This activity will collect data about your first impressions of some optical illusions. You can then analyse the data to come to your own conclusions.

Live Data Videos:

Tally Charts Video: A guided tour through the levels of the Tally Charts online exercise.

The Beauty of Data Visualization: Complex data sets (like military spending, media buzz, Facebook updates) are turned into beautiful, simple diagrams.

Visualising Data: Hans Rosling's famous lectures combine enormous quantities of public data with a sport's commentator's style to reveal the story of the world's past, present and future development.

Links to other websites containing resources for Live Data are provided for those logged into 'Transum Mathematics'. Subscribing also opens up the opportunity for you to add your own links to this panel. You can sign up using one of the buttons below:

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Is there anything you would have a regular use for that we don't feature here? Please let us know.

Heptaphobia Research

Use written methods to answer ten arithmetic questions. When you have finished you will find the results of this amazing research.

Transum.org/go/?to=heptaphobia

Teaching Notes:

Many Transum activities have notes for teachers suggesting teaching methods and highlighting common misconceptions. There are also solutions to puzzles, exercises and activities available on the web pages when you are signed in to your Transum subscription account. If you do not yet have an account and you are a teacher, tutor or parent you can apply for one by completing the form on the Sign Up page.

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