In the year 9 science project, skiing was used as a context for developing learners' understanding of pressure, mass, surface area and speed. Pupils had to work out how wide skis would need to be for individual pupils to ensure that their skis did not sink into the snow. This required pupils to rearrange formulae and calculate the surface area of their feet and pressure.For the year 7 design and technology project, pupils were given a budget and challenged to raise as much money as they could forÂ their partner school in Newcastle, South Africa. Pupils considered a range of products before settling on key fobs. Maximising the amount of profit was the main design criterion and pupils were encouraged to use tessellation to ensure their designs minimised waste. As part of the project they also use formulae to calculate break-even points, profit and loss.In both projects, working with real figures proved both an incentive and a challenge - pupils were not able to fall back on a set of answers in a textbook. This generated discussion as pupils collaborated to check their calculations. The nature of the tasks also encouraged learners to think independently and creatively to solve problems.