This was used for a Y7 interview lesson, but could easily be adapted for any age probably between Y5 to Y10 depending on ability. It is rich in discussion, engagement and activity so ticks a lot of boxes. The lesson plan includes a full commentary on what is going on so you will be able to show what you were trying to achieve. It also lists a number of ideas to use next lesson to show that you have thought about "where next". It is full of many activities - more than you could possibly achieve in a lesson - so it is pretty comprehensive. I last used it two years ago and have since learnt a lot more about Maths Mastery, lesson planning, engagement and challenge, etc and as yet haven't updated this resource to accommodate these improvements. So it is up to you to pick and choose the bits you want to use. However, the basic change I would make if I used this now would be to reduce it down to one starter, one main and one plenary and then focus more on achieving a more specific learning objective and then assessing progress on this. So I wouldn't actually change the bits I would use now - just cut out many of the other bits. In other words by buying this you are getting a superb bundle of resources. Use the lesson PowerPoint to prompt you for the order for the lesson. Most of the activities mentioned in the lesson plan and PowerPoint are included - (I couldn't locate them all). The runaround activity mentioned but not completely there is simply place the names of the 10 quadrilaterals around the room. The students are then given lots of property cards and have to go around the room putting the cards with the right quadrilaterals. This does work very well. All of this does represent a huge amount of work. Some of the resources ideas are adapted from the Web but all have been improved to make more effective in my style of lesson. There is also a link to a very good song on YouTube which the children love. This got me the job I went for two years ago. I'm sure it could do the same for you too! :)

Really useful set of FIVE worksheets with accompanying SMART Notebook files (and PDF copies if you don’t have Notebook) and scans of ANSWERS to save you time using the Visual Singapore Bar Method for sharing by a ratio. Also included are two Helpsheets which can be printed out and stuck into the student exercise books to a) save them copying and b) to give them worked examples to look back at. The SMART Notebooks (or PDF’s) can be displayed on your Interactive Whiteboard to allow the teacher (or a student!) to work through examples in front of the class. The five worksheets are roughly progressive from easier numbers to harder. An example of a question is share £12 in the ratio 1:3. The worksheet gives a scaffolded frame for the student to use to work through the steps to share £12 into £3: £9 using a bar method. Sheet 5 is quite good as a final assessment of whether they have got it. You could use the five sheets over several lessons or use them all in one lesson but issue the harder sheets to your better students. When you print the worksheets out for the students then you can print 2 pages per A4 to save costs. If it is a 1 page worksheet then print pages “1,1” on one sheet of A4. The eventual aim is that the students can use this method without scaffolding. There are plenty of exercises available elsewhere once they’ve got this method. See BONUS “Helpsheet Fred” for example of this. The answers are simply scans of my scribbled solutions - however they do the job! The resource follows on from my “Really simple ratio introduction activity” If you like this and find it useful then please leave me some positive feedback and do check out my TES Resources shop which includes many premium resources which may help save you time and give you ideas. Cheers* Click on : …https://www.tes.com/teaching-resources/shop/Stewsterthebear

This is about 12 hours of my work. I hope that you can see how it would be used in one or several of your lessons. The main is 18 Higher Maths GCSE standard exemplar questions on solving simultaneous linear and quadratic equations. I've done the work for you by researching questions from past papers. I've then written solutions and ranked them according to difficulty. I've provided a flow chart for the students to attempt. I've indicated which questions they should all do and which questions are available for additional practice and familiarity if time allows. This illustrates "Maths Mastery" as only the questions needed are presented and it is clear what the progression is or what the "milestones" are in this topic. I think that it's a comprehensive list of the types of question needed at GCSE. The other mastery (Plenary?) questions are of all the concepts involved. I would present as either questions on the board or as questions on individual cards for them to discuss. The starter would probably be the linear equations domino cards. They would remind students of how to check that solutions fit and what different methods there are for solving. The starter I wanted to create but never got around to is presenting a series of curves and lines on cards and getting the students to match up and look for the simultaneous solutions. The top tips are an idea given by an experienced HOD who told me to make sure that the students know exactly what is needed for the examination. The Glossary took some time to research and write. I kept adding to it throughout my preparation so I think it's pretty comprehensive. I used a MEP CIMT resource as a basis of my preparation. Many thanks for them - the URL is given. I never got around to making the matching PowerPoint presentation but I have given the URL of an example from TES resources which I would use as a basis for planning mine. The graph drawings on the SMART Notebook I think could provide quite a lot of inspiration for some good starters or even further study - hence I've provided the SMART so that you can edit them. The main assessment would be the GCSE Sample question. I recognise that I didn't create the question however I have provided the written exemplar solution for you. I prepared this ready for a GCSE Y10 Interview lesson which I withdrew from a couple of days before the interview. Hence the bulk of the work has been done but it's not complete and needs a little bit more input. The lesson plan suits my style of teaching but it isn't finished. Any questions about this then please make contact.

Over a hundred ideas for lessons. Wrote this a couple of years ago and then updated this week after two years of working in a Requires Improvement school where I've had a lot of feedback and so had lots of improvements. Most of the ideas are innovations of other peoples ideas but I've always tried to put an element of fun into the lessons. I am sure that you will find at least ten of these which you will like which you haven't seen before or thought of before and you will want to try out. Not all ideas will work for you and either way they need to fit in with your school ethos and the current trends in your school. However there is loads in here to think about. Lots of these ideas have further detail as a separate TES resources listed in my TES shop. If you download this I would very much welcome it if you could write a review. If you like this then please check out my many other Maths activities listed on my TES Resources shop and pages including many Premium resources which may be able to save you lots of time and give you some useful ideas. If you find this helpful then please do leave a constructive review so that others can benefit from your experience. Thank you.

Developed and used successfully with a Y8 class once I had built up a good relationship with them. Adapt and modify to suit your classes. There's enough in here for much older students - possibly up to Y11 but I wouldn't go much younger than that - however you know your classes. The "Relationships LESSON PRESENTATION" gives the kind of structure for everything. The titles do give away what you will get in the bundle. I'm not going to describe everything else as once you open them they are all obvious how you can use them.

Young people love trading games. Designed for Y9H GCSE, however suitable for many. There are 34 Construction/Loci scenarios cards. Each scenario has a matching description and another describing in terms of the Maths - i.e. “Perpendicular bisector.” All cards are unique so there is only one correct match which can be checked against the answer key. It is designed to be a comprehensive reflection of what could be in GCSE. There are several formats of the printout included. Print out the cards on A5 yellow card. Then make stacks of the 3 cards (obviously not matches). You then distribute a stack to each Learner who then need to collect matching sets. Once they have a set you issue a token and give them another stack so they can continue playing until you call time. (Alternatively, pair everyone up and give each pair one set - makes the game last longer). They must trade one for one until they make up matching sets and they must always keep the picture card they were given. You need to plan carefully how you are going to use it, depending on ability how collaborative they can be. There five difficulty grades (Green, Blue, Red, Black & Diamond Black). This is a subjective judgement but useful for a mixed ability class. Give out the green picture cards to your weakest, and so on. You can first insist that they first only trade with their table partners. This helps to identify who is going to struggle (and/or go off task). You can fix it that their 2nd card is with someone on their table. They then trade with another particular table and eventually it becomes a free for all and they all get up. The tokens really do help to give the element of competition. Watch out for students who give all their cards away and then opt out. Or small groups of students who go to one corner and share with each other and then don’t move around the room. You can vary the difficulty of the activity when you print out the cards. The ability cards can be printed out on 10 different colours. You will know that matches have to be made up of particular colours which makes it easier to assess and sort out for next time. You can print out all the cards onto smaller cards and then give each table a whole class set. This could be done for learners who don’t cope well with moving around. You can use with lower ability by only printing out easier cards. There are questions which can either be displayed on the board or printed on back of cards to aid discussion. If you spot any mistakes, errors or inaccuracies - please do let me know. If you like this resource please do rate it and see my other TES resources. Here are some quotes from the first class I used it with: "It’s more fun than working” “A great way of learning new skills and gets everybody engaged” “Good as we met others we don’t usually talk to” “Good active and enjoyable”. I took on their feedback and added more to the picture cards to make it easier.

Young people love trading games…Share out to everyone the cards…they then roam the room trading one for one until they make up matching sets. Once they get a matching set they check with the adult who gives them a token if right. This set has 72 matching sets of 9 cards - a massive piece of work! First a picture (not to scale) of a rectangle with it’s length and width labeled. Card 1 - A length Card 2 - A width Card 3 - The area Card 4 - the length plus the width (i.e. 1/2 the perimeter Card 5 - The perimeter Card 6 - A comparison of the length and the width Card 7 - Whether the shape is a rectangle or a square Card 8 - A comparison of the values of the perimeter and area. It was originally designed to have lots of similar areas and perimeters so that there are many matching sets of cards without learners having to find a unique matching set. You need to plan carefully how you are going to use it, what the ability is of your users and how collaborative they can be. Then print out accordingly. Below are a few suggestions. Print out the nine separate cards on different colour cards. Cut them out. Then spend 15 minutes making stacks of the nine cards (obviously not matches). You then distribute a stack to each learner. Learners then need to collect matching sets which have one of each colour. Once they have a matching stack you issue a token and given them another stack so that they can continue playing until you call time. You can give some element of control to this by first insisting that they first only trade with their table partner, then only on their tables. This helps to identify who is going to struggle (and/or go off task). You can then manage them trading with another particular table and eventually it becomes a free for all and they all get up. You can make the task easier by printing out on different colour cards so that the every eight cards (one page) of each card set is printed out on a different colour card. This means that learners can look for cards which are the same colour as theirs. You can reduce the number of cards - either by only printing out a limited number so that learners have to pair up to make a complete set. You can make the game significantly harder by removing the picture cards and slightly harder by removing the 1/2 perimeter cards You can make the game easier by removing all but the picture, area and perimeter cards. When I say easier, this can mean take less time to play. It’s worth trying with a few different classes to see how they respond (and behave). Watch out for students who give all their cards away and then opt out. Or small groups of students who go to one corner and share with each other and then don’t move around the room (although the tokens usually motivate most). I’ve included a matching worksheet but there are plenty of these allready on the TES which others have made.

Simple volume of cubes, cuboids and square prisms activity. Young people love trading games…Share out to everyone the cards…they then roam the room trading one for one until they make up matching sets. Once they get a matching set they check with the adult who gives them a token if right. This set has 16 matching sets of 8 cards - a massive piece of work! The six cards have a length, width, height, volume, picture and name It was originally designed to have lots of similar lengths so that there are many matching sets of cards without learners having to find a unique matching set. You need to plan carefully how you are going to use it, what the ability is of your users and how collaborative they can be. Then print out accordingly. Below are a few suggestions. Print out the cards on 3x7 A4 labels. Stick them onto plain playing cards (from your educational supplier). Then spend 5 minutes making stacks of the six cards (obviously not matches). You then distribute a stack to each pair. Learners then need to collect matching sets. Once they have a matching stack you issue two tokens and given them another stack so that they can continue playing until you call time. You can give some element of control to this by first insisting that they first only trade with their table partners. This helps to identify who is going to struggle (and/or go off task). You can then manage them trading with another particular table and eventually it becomes a free for all and they all get up. The tokens really do help to give the element of competition. Watch out for students who give all their cards away and then opt out. Or small groups of students who go to one corner and share with each other and then don’t move around the room (although the tokens usually motivate most). I’ve included a matching set of worksheets - 24 versions which have varying levels of difficulty & then a set of matching settler/starter WS’s

The brief was "Teach 'Best Value for Money' at GCSE Foundation level to a Year 10 class of 25 students with 2 EAL students. The main part of the lesson is the students completing 14 questions on Best Value. The questions have been very carefully selected to increase in difficulty. Everything else works around that. Some of the questions came from the Web, some from examination practice paper software and some I made up. The Misleading Prices starter presents supermarket price labels with unusual offers on which prompts an interest at the start and provides some good starting discussion. The Baked Beans plenary was made more visual by me having the actual tins in those sizes for the student to look at and pass around. You need to read the lesson plan first and you'll see how it all fits together. It was used for a one hour lesson where I tried to exemplify everything I could about my style of teaching and my knowledge of how to show progress in a lesson. The lesson plan had been scrutinized by a Maths HOD, a SENCO and a Headteacher who had given input for me to improve it before hand. It was designed to have minimal teacher talk and lots of the students working. The lesson plan details all the prior knowledge needed and then everything I could think of to use in the next few lessons so it is a complete module of work for Best Value. In hindsight after the event: I should have had more picture questions prepared for the EAL students. There should had been more teaching of the different methods at the start This resource represents a huge investment of my time as I had a week to prepare and improve on it. You are getting an outstanding lesson resource which although you will need to adapt to your own lesson style I think you will have to do little to modify the resources as all the ideas are there. It is pretty comprehensive.