Note: This is not a must to do list but more of a helpful guide.

- The night before, make sure you have an early night. You need your rest to give your brain processing time. Don't worry. Whatever you have revised, will not leak out of your brain.
- On exam day itself, make sure you have all the equipment ready: calculator, compass, protractor, 2 pens with black ink, ruler, 2 HB pencils, sharpener and rubber before you leave for school. Pencil cases which are not transparent are not allowed. Use transparent pencil cases.
- You can bring drinking water in a sealed, clear plastic bottle without a label. You are not allowed to bring food or sweets. You are also not allowed to bring your mobile phone with you to your seat. Switch them off before putting them away.
- When you arrive in school, stay confident. You have done all the revision you can. Keep away from people who might cause you stress from panicking.
- Arrive for your exam well before the start time to avoid rushing. Exams usually take place in the Sports Hall. Take note of your seat number.
- When you get into your exam room, make sure you read through the front page of your exam paper and take note for any added instructions.
- Make sure you time yourself per question. Check out how many marks there are in total and the length of time given for the exam. If it say the total marks for the exam paper is 80 and the total time given is 1.5 hours (90 minutes), then divide 90 minutes by 80 giving you roughly a minute per mark.
- Answer first the questions which are easier for you. This will get your brain to warm up if you are a little nervous to start with. This will also give you a little bit of confidence boost. Collect all easy marks first.
- Read the questions carefully. Underline key words. Make sure to take note of the last sentence as this tends to tell you how to round off your answers. Not rounding your answers as instructed can cost you valuable marks.
- Don't get stuck on a question. If you can't answer the first question, go to the next one. Don't dwell on a hard question and lose precious time when there are other questions you can do. Keep moving on until you have answered all the questions you can then go back to the questions you have skipped. Do not leave any question unanswered as that will ensure a nil mark for that question. Just write down your best guess. You never know it might get a mark!
- Always show your working. This can get you much needed marks to go with your answers. Working is evidence of how you got to your answers.
- As you are doing your working, always make sure you have noted down the right number signs (positive or negative) and copied the right data. Sometimes, when under exam pressure, it is easy to miss a sign or written down the wrong data. It still amazes at times when a long working out had been messed up by getting just one sign (positive or negative) wrong!
- Make sure you leave ample time before the end of the exam to go over your answers in case you made one or two silly mistakes which are easy to make under exam conditions.
- After the exam, spare yourself some stress by avoiding discussing your answers with others. What's done is done and cannot be undone. Be happy with the thought that you have given it your best!

This fun video explains what place values are with some examples. Some exercises are given towards the end of the video.

]]>This is an easy to follow video on how to divide integers. There are some exercises towards the end of the video to check your understanding.

]]>This video will show how to convert all the various values into one form (ie all in decimal form) so as to make it easier to compare the values and can arrange the original values in order. There are three worked on exercises in this video.

]]>From research and common experience between myself and my pupils, these are what I consider to be the most effective way to do it. Some of course are what we might consider plain common sense but which pupils under pressure, need reminders on:

- You need to prepare for the exam, months before the actual date. Make a list of topics you need to cover. Specify what time you will revise and stick to it. (illustration 1)
- When revising, make sure you take a break between 1 hour revision slots. Revising for 2 hours or more each time will prove to be unproductive as your brain becomes saturated. Take a breather. Go for a walk, stretch, have a drink, a little nibble or talk to your pet! While you're having these mini breaks, totally forget about the revision. (illustration 2)
- Feel free to put some sticky notes around the house to remind you of important formulae, equations, etc. (illustration 3)
- Don't just read your notes. Write them down. Work on some exam questions or exercises and actually do them. It feels different from just reading them! A few minutes of actually doing the work out is more effective than 2 hours of just reading your textbooks/notes.
- Go over all the topics especially the one you struggle with. If you have to struggle, it's better to do so at home rather than during the exam.
- Find a good place to revise. Definitely not in front of the TV or next to a blaring stereo! If you want background music, chose the music without lyrics so you won't have to listen to the words.
- Make sure you ask for help on any topic you struggle with be it with your teacher, tutor, a friend, online, youtube, maths websites, etc.
- Make sure you know how to use your calculator. Practice using this on topics such as trigonometry, indices, series, ...
- Practice answering exam questions in exam conditions. Time yourself. Feel free to do any questions you have already done to see if you understood them.
- Have an early night, the day before the actual exam. On the day of the exam, make sure you have breakfast. You can't take an exam on an empty stomach. Last minute cramming won't work now. So just relax.
- This might sound tough, but don't hang out with nervous or paranoid people as they can cause you stress which won't help you. Keep away!

Try not to worry too much. Enjoy your revision. You can only do your best. You will find that it isn't that bad after all.

]]>

I was once asked to help my very first A level pupil who was predicted to get an A-A* in his exams but somehow never really managed to nail it. He was getting frustrated as all he could muster was a C on his mocks and eventually the same on his Maths Cores 1 and 2 exams. His mum decided to hire a private tutor to help her son out. I was referred to them by their family friend whose child I was tutoring at the time.

I met the young lad, who was very eager to learn, hard worker, determined to secure that grade he was predicted. He seemed to me a little bit frustrated and by then had lost a bit of his confidence too. As we worked through various topics for Cores 3 and 4, I found a consistent mistake in his Algebraic Fractions. He had a misconception which he had been carrying along with him over time which somehow remained unchecked.

Fractions: Well, what can I say about fractions except that as I consider this a very important topic. It is usually one of the first topics I tend to go over with new pupils.

Basic Fractions

The misconception below is common in almost all levels from KS2 right up to GCSE level.

Let us start with the basics: (Note: All illustrations are found below this blog)

A common misconception in adding or subtracting fractions is pupils treating the numerators and denominators as whole numbers so end up adding or subtracting the denominators as well

(see Illustration 1).

Illustration 2 shows the right way to add fractions with different denominators. First find a common denominator before you can add the numerators then just copy the common denominator. Simplify the answer if you can.

The same goes with subtracting fractions. The misconception is to subtract the denominators as you would the numerators as shown on Illustration 3. Put this misconception right by finding a common denominator before subtracting the numerators then just copying the denominators. Simplify the answer.

Algebraic Fractions

Another common mistake made by pupils is the tendency to divide the bigger value by the smaller value notwithstanding the bigger value being the denominator as shown on illustration 4.

When my pupil and I got to the topic on Algebraic Fractions, a misconception was uncovered which remained uncorrected until we got into it

(illustration 5). There is a set of invisible brackets on both the numerator and denominator which means you cannot just cancel like terms unless if it was factorised first (illustrations 6).

It was this misconception that stopped my pupil from achieving that targeted grade! When this was sorted out, he was getting much better marks on the work set out by school. He regained his confidence and much to my surprise decided to take on not just Cores 3 and 4 exams he was due to take but also resat his Cores 1 and 2! But he did it and to my amazement got A's on all of them! And all these were due mainly to a misconception sorted! (He did work so hard as well). After this, I made fractions one of the most important topics which I made sure all my pupils do well from the onset.

There will always be positive and negative stuff you hear and read on almost anything and tutoring is no exception. Am not being biased and I can only speak for myself and what I observed.

Tutors are dedicated people who get a buzz when their pupils exceed all expectations! This inspires the tutors to do a lot more for their pupils to keep this buzz on a loop (so to say). Not only are the pupils' successes good for our tutoring business, it also is a great feeling that we have contributed somehow in giving the pupil a great chance in life, a brighter future and being able to have access to whatever they want to do later on in their lives/careers.

- He is a wonderful story to tell and am proud of his achievements to date
- He is a current pupil of mine (when this blog was written)
- I have his full approval (and his mum) to release this

Ethan is easy to like. He has a great sense of humour, easy going and will take on any challenges thrown at him. He excels in all sorts of sports he gets his hands on ie cricket, fencing, swimming, rugby … You name it, he has done it or got a medal/trophy for it. In fact, he is a sports scholar in school. And in academic? Certainly, Maths was the problem area hence his mum decided to hire a private Maths tutor and got me. Ethan is passionate about his sports. To be a great sportsman requires dedication and discipline. These are qualities which are transferable to any aspect of life including academics. Ethan has these in bucketsful which proved helpful as we worked through challenging Maths topics. There were a few misconceptions which needed sorting out to start with. Then we worked on his weaknesses on certain topics. After a while, he gained enough confidence to take on much harder topics.

It was a proud moment when he took his 11+Entrance and not only passed it, but topped it as well at a higher level 3 (we started at aiming for level 2) where only a handful of pupils managed to achieve! He got A* in Maths.

His success story didn’t end there. He now has moved on to year 9 at the school of his choice. At year 9, where he was initially placed at set 2, he was told that he will be moved up to Set 1, where the cream of the crop, the academic scholars were assigned. Towards the end of year 9, he was told he will be taking his GCSE exam in year 10, instead of year 11, which means a year earlier than expected.

Okay, this might seem excellent news which it was but it also meant, we have to cram in two years’ worth of lessons in one year! A fleeting 'OMG, how shall we go about this' feeling swept me as it caught me off guard as well as Ethan! I could also sense a mixture of happy surprise and a tinge of anxiety on Ethan's side as he now have to catch up with the scholars who had been preparing for the early exam, a year ahead of him. .

Ethan's first topic test didn’t go well, when initial panic set in as he realised what he is up against. We managed to work this out and his succeeding marks had gone 23% higher than previous. He has regained his confidence and back to his normal jovial self, and up for the challenge ahead. His GCSE exams came and went. Now for the most awaited results. I normally go on holiday abroad over the summer but always make sure am back in the UK in time for the Maths exam results to give moral support to my pupils and rejoice with them when they do very well. True enough, Ethan aced it! He got the top mark of A*! A very proud moment indeed! And of course, A Level is next on the cards!

A truly remarkable young man who not only excelled in sports but now in all of his academics as well. A well-rounded young lad who also has the personality to go with it!

I am expecting that with his positive attitude, discipline, fortitude and excellent work ethics, Ethan will undoubtedly do well not just in academics, but in life in general too. This is one young potential future leader in the arena of life to watch out for.

This just shows that it works both ways. If the pupil is willing to put in hard graft, a good tutor can work wonders for them.

Using a ruler, a compass and a pencil, this video will show very clearly how to construct a triangle with two sides and an included angle given.

]]>Using a protractor, a ruler and a pencil, this video will show a very clear visual on how to construct a triangle.

]]>This video is about construction. This specific video shows how to construct a triangle with three sides given.

Using a ruler, compass and a pencil, this video will show a step by step method on how to construct a triangle without any angle given.

]]>Equivalent means equal in value. This video will show you how to find fractions which are written differently but represent the same amount. Towards the end of the video, there will be exercises for you to do. Press pause while you work out then press play to see the answers.

]]>This short video shows how to multiply decimals in very easy to follow steps.

]]>In this video, a step by step instruction will be shown on how to divide decimals. You will be given the chance to apply what you have learned in the tutorial set of exercises will be given towards the end of the video. Click on pause while you do the calculations then press pay again to reveal the answers.

]]>A very simple step by step process on how to do both methods. Examples are given as well as exercises towards the end of the video. Just pause the video while you work out the calculations. Press play again when you finish to see the answers.

]]>The term polynomial and what comprises polynomials are explained in this video. It also shows how to divide polynomials with and without remainders.

]]>Short division is commonly used by people. This video shows the long process of division done step by step. Exercises are shown towards the end of the video for the audience to practice on.

]]>The four basic Mathematical operations are Addition, Subtraction, Multiplication and Division. This video reacquaints us to the various terminology to the numbers/letters involved in these operations. Knowing these terms is to everyone's benefit.

]]>Algebraic Fractions is a big topic. This video shows specifically how to add or subtract algebraic fractions. A comparison is made between the basic fractions and algebraic fractions to have a clearer understanding of the process. There is also an exercise to practice what you just have learned.

]]>I have been tutoring Maths for many years that I am now more surprise to meet new pupils displaying above average confidence (unless if it's put -on) than whose confidence in maths is hanging by a thread to start with.

A few of my new pupils hardly uttered a word when I first met them for fear that I might not like them or that I might think of them as 'stupid' as what people in their schools think of them. I work on their confidence first and foremost. Patience is an integral part of the process. What makes it so amazing is when after a few months of tutoring them, I find these once super shy young people transformed into confident young budding mathematicians, topping their unit tests/end of year tests (for KS3), rising up to higher sets in school and for the GCSE pupils, getting high grades, they never dreamed they could achieve. See testimonial on illustration 1.

I had some great testimonials from pupils who went on to top entrance exams, getting into the universities and colleges they wished for because they were able to get the required grades for their A levels/GCSE/IGCSE exams. One of them was my very first A Level pupil. I looked into his misconceptions first as we wondered that although he was expected to get an A, he only got a C on both Cores 1 and 2 in his exams no matter how hard he studied. He was to take Cores 3 and 4 at that time. After misconceptions were sorted and working full blast, he became so confident he decided to take on all four exams (taking on Cores 3 and 4 as well as retaking Cores 1 and 2). At that time, I was not so sure it was a good idea as I thought it was a massive load to take on. But he did as he assured me he was up for it. His courage and confidence impressed me! Went for broke he did. Guess what? He got A/A* on all of them, even a 100% I was told on Core 1. It was indeed unbelievable! He went on to get into the university he wanted (not surprising) and passed the engineering entrance exam which only a handful (nationwide) passed. He later sent me a message saying how much he enjoyed university life. What can I say? Totally proud of him and so beyond pleased that I contributed to this young lad's bright future in a big way. See his testimonial on illustration 2.

The most unforgettable highlights in my tutoring experience were not from my top achievers but from my 'ugly duckling' starters who never spoke nor smiled during our first few sessions then who later transformed into confident chatty adolescents who not only topped in their maths classes but also carried over their new confidence onto other subjects like a domino effect.

I once had a new pupil who failed her GCSE exams three times. Out of desperation, her mum decided to hire a tutor to help her daughter. So came me. It was a struggle to start with but I could see in my pupil's eyes the determination that come what may, she needed to get a C so she could get into the course she wanted for her future. To make a long story short, she did get her C, her mother couldn't believe it, she cried.

I also had another Foundation pupil who after a few months of preparing for her GCSE, got so confused after her exam. When I asked why, she said she couldn't understand why she found the exam easy while her classmates thought the paper was too hard for Foundation. I told her it is because she had a better understanding of the topics now than before. See illustration 3 for her testimonial.

I had some great testimonials from pupils who went on to top entrance exams or getting into the universities and colleges they wished for. This of course only happen if there is good partnership. No matter how great a tutor is, without the cooperation of the pupil, all effort would be futile. But with a great partnership between tutor and pupil, success is inevitable. Below is a testimonial from a pupil who had to resit her GCSE Foundation Maths exams. She went on to get a grade 5 eventually.

I can talk endlessly of various similar instances. These do make me realise just how much of an impact a tutor has on these young people's future. They come to me for help so help they shall get - the best help I could give them. I become their mentor and we tutors should not underestimate the influence we have on their thinking as some of them prefer to use my method in solving some Maths problems than school's as easier to understand. So they claimed.

The look in my pupils' eyes as they lit up when they finally crack a difficult topic, or when they become the brightest kid in their class after being the weakest one, the happy texts I get when they managed to get into the university or college they have always hoped for and how they enjoyed college/university is quite rewarding and absolutely priceless. I make it my mission to be as best as I can in my line of work and to better my craft. I am thankful everyday that I have the most rewarding job in the world, something I absolutely love and passionate about.

There are rules on how to collect like terms. This video explains this simply. A set of exercises are given towards the end of the video and answers to compare after.

]]>This video explains what Algebra is and how it differs with Arithmetic. It also explains some most common terminologies used in Algebra. Watch this and get familiar with these terminologies.

]]>Two methods of calculating percentage of amount is shown. That is without using a calculator and with a calculator. A set of exercises will be given towards the end. Just pause the video while working out then play to reveal the answers.

]]>The video shows how to convert simple fractions to percentage in very easy to follow steps. Exercises are given towards the end of the video after the tutorial to test the audience' understanding. Answers are also given after to check the audience' working.

]]>The basics of multiplication is shown in this video using the column method. Being well versed with the multiplication table will help a lot in this process. Column method is a very quick way of carrying out multiplication of more than one digits. A real time saver.

]]>This video also shows what reciprocal means (flipping the fractions) which is needed in division of fractions. Knowledge in converting mixed numbers to improper fractions is important to make the process easier. You can refer to my previous video on Converting Mixed Numbers to Improper Fractions to refresh your knowledge although this will be explained briefly in this video too. Exercises are given towards the end of the video as well as the answers after to check your work.

]]>The tutorial covers easy steps on how to multiply fractions and what to do if mixed numbers are encountered. At the end of the tutorial, the audience should be able to do the exercises. Answers to the exercises are supplied at the end of the video to check your working on the exercise

]]>This video shows a tutorial on how to add or subtract fractions with mixed numbers in them. At the end of the tutorial, the audience should be able to do the exercises given with ease. Answers are given at the end of the video for the audience to check with their working.

]]>This video will show you how to add or subtract fractions either with the same denominator or with different denominators. Exercises follow the short tutorial to get the audience involved in the learning process. Answers are given at the end of the video.

]]>This video shows an easy way to convert mixed numbers to improper fractions. This comes with visuals to make understanding of the concept much easier. This also has some exercises for the audience to do after the short tutorial to check understanding of the topic.

]]>This video explains how to convert improper fractions to mixed numbers in very easy steps.There are some exercised at the end to check the pupil understands the process. The correct answers are also given to compare after.

]]>Simplifying fractions is the first most important step one has to undertake as the journey through learning fractions starts. This video will show you how to simplify various fractions in very easy steps. Please subscribe to Dina Grimes youtube channel to see more of my videos

]]>As we go through the various stages in the Maths curriculum, the topic on Fractions is consistently there. Hence it is vital to have a an excellent grip on this topic, to understand from the start what fractions really are. It is important that misconceptions on this topic are eliminated at the earliest stage to have a more successful journey through Maths as this concept goes right up to the highest level, A Level or even higher.

]]>Note: This is not a must to do list but more of a helpful guide.

- The night before, make sure you have an early night. You need your rest to give your brain processing time. Don't worry. Whatever you have revised, will not leak out of your brain.
- On exam day itself, make sure you have all the equipment ready: calculator, compass, protractor, 2 pens with black ink, ruler, 2 HB pencils, sharpener and rubber before you leave for school. Pencil cases which are not transparent are not allowed. Use transparent pencil cases.
- You can bring drinking water in a sealed, clear plastic bottle without a label. You are not allowed to bring food or sweets. You are also not allowed to bring your mobile phone with you to your seat. Switch them off before putting them away.
- When you arrive in school, stay confident. You have done all the revision you can. Keep away from people who might cause you stress from panicking.
- Arrive for your exam well before the start time to avoid rushing. Exams usually take place in the Sports Hall. Take note of your seat number.
- When you get into your exam room, make sure you read through the front page of your exam paper and take note for any added instructions.
- Make sure you time yourself per question. Check out how many marks there are in total and the length of time given for the exam. If it say the total marks for the exam paper is 80 and the total time given is 1.5 hours (90 minutes), then divide 90 minutes by 80 giving you roughly a minute per mark.
- Answer first the questions which are easier for you. This will get your brain to warm up if you are a little nervous to start with. This will also give you a little bit of confidence boost. Collect all easy marks first.
- Read the questions carefully. Underline key words. Make sure to take note of the last sentence as this tends to tell you how to round off your answers. Not rounding your answers as instructed can cost you valuable marks.
- Don't get stuck on a question. If you can't answer the first question, go to the next one. Don't dwell on a hard question and lose precious time when there are other questions you can do. Keep moving on until you have answered all the questions you can then go back to the questions you have skipped. Do not leave any question unanswered as that will ensure a nil mark for that question. Just write down your best guess. You never know it might get a mark!
- Always show your working. This can get you much needed marks to go with your answers. Working is evidence of how you got to your answers.
- As you are doing your working, always make sure you have noted down the right number signs (positive or negative) and copied the right data. Sometimes, when under exam pressure, it is easy to miss a sign or written down the wrong data. It still amazes at times when a long working out had been messed up by getting just one sign (positive or negative) wrong!
- Make sure you leave ample time before the end of the exam to go over your answers in case you made one or two silly mistakes which are easy to make under exam conditions.
- After the exam, spare yourself some stress by avoiding discussing your answers with others. What's done is done and cannot be undone. Be happy with the thought that you have given it your best!

GOOD LUCK!!

Held in Bristol, the venue for MathsConf18 was situated exactly 123 miles from where I live in Derby. It took me 2 hours and 20 minutes to get to City Academy in Bristol where it was held on 9 March 2019. This included the 15 minutes on top when I took the wrong turning on the motorway. Well it was 6.40am when I left home and am not a day person! Still I managed to get there on time. The long drive was all worth it as I arrived at the venue and seeing familiar faces in Reception. I was then handed my badge and my Maths Conference goody bag. This is my fourth Maths Conference and my fourth blog on these conferences too as I note down my experiences for future reference.

At 0930 we were summoned to the Theatre for the Welcome and Introduction talk by the man himself, Mark McCourt, Chief Executive of La Salle Education. Andrew Taylor of AQA also had his talk. Then a surprise award was handed to Mark for his admirable work, raising funds for the Macmillan Cancer Support, which now totals to well over £40,000 from Maths Conferences events. We also had Mathematical Speed Dating where teachers share resources or favourite maths ideas with fellow teachers/tutors.

So here's my reflection on the workshops I attended:

WORKSHOP 1

Rekenrek 101 delivered by Amy How

Manipulatives are a big thing at the moment and I certainly would want to know more about them. The session didn't disappoint. Amy showed her passion in the way she handled this workshop. It certainly was infectious as she kept us engaged the entire time. As Amy mentioned, Rekenrek looks like an abacus but it isn't an abacus. It's a very versatile and visual manipulative. We were able to use the Rekenrek on times tables, addition, subtraction, fraction (fraction of amount) and percentages. She showed us multiplication as a repeated addition. This manipulative can certainly change how we teach these topics to develop/improve the students' conceptual understanding of maths.

WORKSHOP 2

Teaching Maths Using Manipulatives: How Cuisenaire Rods Can be Used in Maths Lessons by Drew Foster

I must have booked all workshops on manipulatives. That's how much I want to learn about these various manipulatives to effectively teach Maths to my pupils. These will help greatly in their understanding of the various concepts. We explored how to use Cuisenaire Rods to model mathematical concepts. CPA or Concrete-Pictorial-Abstract had been explored here as it is becoming more popular in schools and Cuisenaire rods does this job. Drew showed us a mini video on 'Call 'one' anything you like' which means 'one' can be any amount you want it to be.

WORKSHOP 3

Multiplication - Arrays and the Grid Method as a Mathematical Multi-tool by Mike Thain

Multiplication: Column method or grid method? Solving equations : balance method or flowchart? This workshop explores how arrays and the grid method help students with their conceptual understanding of multiplication. Some concepts presented are not what I would have normally thought of. I've always thought of the column method in multiplication as the most efficient method as it's quick to do and prone to less errors than the grid method. But as Mike explained, the grid method is much better in conceptual understanding. Using Numicon shapes, we can show students odd and even numbers, show commutative law by rotating the array 90 degrees.

After Workshop 3 we had some lunch. I was impressed by the catering staff who went out of their way to make me a gluten free sandwich. Am very grateful for their help. I then went on to peruse some of the books on display and of course went to check out the Maths cakes.

WORKSHOP 4

Using Manipulatives to Deepen Conceptual Understanding by Dr Liz Henning

In this workshop, Dr Henning had allowed us the use of Numicon shapes and Cuisinaire Rods to see how these manipulatives can improve conceptual understanding of Maths. These will help students to understand the various structures involved. Dr Henning also discussed Bruner's form of representation which are: Enactive, Iconic and Symbolic. The workshop was very hands on which I thoroughly enjoyed as we experience being at the other end of teaching. I enjoyed the Numicon Shapes which seems quite easy to understand.

WORKSHOP 5

Problem Solving in GCSE Mathematics by Daniel Griller

Daniel is not only an educator, he is also a problem composer and bestselling author. In this workshop, he has shown us the reasons why a problem might be considered difficult. This could be due to the heavy algebra involved, unfamiliar context, the need for multiple ideas, lack of scaffolding, large/small otherwise unpalatable numbers, geometry and only line of attack is hard to spot. He presented various difficult questions and asked the audience to analyse them to see the various approaches to the problems.

After the workshops, we had to head back to the theatre for the closing remarks. Mark announced the winners of the raffles, cake competition prizes were handed out then it was time to say our farewells and thankful for another brilliant maths conference. Next one is in June at Sheffield! What are the odds of me going again? I guess pretty high!!

]]>

From research and common experience between myself and pupils, these are what I consider to be the most effective way to do it. Some of course are what we might consider plain common sense but which pupils under pressure, need reminders on:

You need to prepare for the exam, months before the actual date, not days. Make a timetable for revising on the topics you need to cover. Specify what time you will revise and stick to it.

When revising, make sure you take a break between 1 hour revision slots. Revising for 2 hours or more each time will prove to be unproductive as your brain becomes saturated. Take a breather. Go for a walk, stretch, have a drink, a little nibble or talk to your pet! While you're having these mini breaks, totally forget about the revision.

Feel free to put some sticky notes around the house to remind you of important formulae, equations, etc.

Don't just read your notes. Write them down. Work on some exam questions or exercises and actually do them. It feels different from just reading them! A few minutes of actually doing the work out is more effective than 2 hours of just reading your textbooks/notes.

Go over all the topics especially the one you struggle with. If you have to struggle, it's better to do so at home rather than during the exam.

Find a good place to revise. Definitely not in front of the TV or next to a blaring stereo! If you want background music, chose the music without lyrics so you won't have to listen to the words.

Make sure you ask for help on any topic you struggle with be it with your teacher, tutor, a friend, online, youtube, maths websites, etc.

Make sure you know how to use your calculator. Practice using this on topics such as trigonometry, indices, series, ...

Practice answering exam questions in exam conditions. Time yourself. Feel free to do any questions you have already done to see if you understood them.

Have an early night, the day before the actual exam. On the day of the exam, make sure you have breakfast. You can't take an exam on an empty stomach. Last minute cramming won't work now. So just relax.

This might sound tough, but don't hang out with nervous or paranoid people as they can cause you stress which won't help you. Keep away!

Try not to worry too much. Enjoy your revision. You can only do your best. You will find that it isn't that bad after all.