This is an absolutely quality resource which I'm really chuffed with. It totally ticks loads of boxes for what is expected in our lessons - group work, discussion, mastery, self choice, differentiated, etc. It uses elements of Connect, Arrange, Classify, Reduce and Act it Out of the Magenta Principles. Here are 21 statements about Pythagoras which are either TRUE, FALSE or SOMETIMES TRUE . They are appropriate for any students who have learnt how to do long side, then short side questions and mixed combination two-step questions. The activity is designed to be a MATHS MASTERY activity where they consolidate their learning and prove that they understand and can explain their understanding. The statements are graded in difficulty using "SkiRouteCodes" from Green, Blue, Red and Black. Students can choose which grade question to answer themselves or you could suggest their choices. The grades are slightly subjective (I wrote 21 out questions and then tried to sort them into the four grades). I have written a set of suggested solutions. Do let me know if I have made any errors with these. You will note that I set work out to print onto label stickers. This saves the students time and helps keep the exercise books tidier. There is a header label, then the questions on labels and a set of solutions. I've also included the SkiRoute choices labels. There is also another copy of the Questions not on stickers to make it easier for you to adapt them. I have also added in a copy of the questions ready for printing onto card and cutting up. You would then give the whole set out to a small group who would use the TRUEFALSEHEADER to catagorise all the cards. One of the Magenta Principles is to reduce so there is an activity to reduce the pythag definition to as few words as possible. Another one of the Magenta Principles is to "Act it Out" so you will find a task sticker for that along with a Storyboard template. To show "Maths Mastery" students need to be able to explain what they do. The last three resources are a series of questions on sticky labels. Students can choose (self-differentiate) which questions to answer. The LO label is also there to go above the sticker. A set of the questions just as a worksheet is also included. No answers are included as it's difficult to write solutions for these. I would normally set these as the last activity of the lesson and then I would mark them after the lesson. Next lesson they could then start with responding to what improvement feedback I gave them. The True False cards also have a PowerPoint presentation which is good to display and discuss each one in turn with the group.

Bumper pack of 11 resources for teaching Circles, Circle terms, the definition of a circle and then investigating to find PI and then understanding PI: Can you define what a circle is activity sticker Sheet of pictures of circles - PowerPoint slide and sticker of instructions to accompany Investigation to find PI from Circumference and diameter, Excel spreadsheet to work out who's most accurate, follow up task sheet on discussing accuracy Set of question cards to discuss understanding of PI, C and d A wordsearch of circle terms, HW version of word search with additional task

A series of activities to consolidate (Master!) understanding of how to work out the circumference of a circle given the radius or diameter. It is designed to be used after we've investigated how PI comes from C / d and we've introduced the idea of C = PI x d. There are three sets of cards which are ready to be printed out on different coloured card. Each card activity has a matching work sheet done as a sticker so that there is a record of the activity in the pupils exercise book. Each activity card set is designed to be given to be a mixed ability table of four pupils. They discuss and (hopefully!) develop their understanding! Card set 1 is given out as 20 cards where the pupils "Diamond Nine" (or any other valuing/ranking/ordering layout) the cards discussing which are the most useful facts for finding the circumference. There are few wrong answers as most of the points are right for most questions. The sticker backs this up into the books. Card Set 2 is given out as 16 cards where the pupils again rank which are the most important to remember when doing their working. Again they all are correct so it's a discussion and learning activity. The sticker is then just a check list to go in their books. I will always ask them to use a highlighter pen to indicate the key phrases etc. Card Set 3 is given out as a set of 9 cards. (Print out one card as an answer sheet for you) and the pupils simply have to put the cards in order. The sticker then requires them to back it up in to their books. This activity uses some of the ideas which our school has been made aware of in recent courses - a) Magenta Principles by Mike Hughes and b) Achieving Mastery in Mathematics.

"It is what is says on the tin"

Simple PowerPoint (with 50 slides) asking whether numbers are divisible by three or not. Each time annimation then says "Yes" or "No". Use it after teaching it as a plenary or as a discussion as a starter. Pupils can write their answers (and then show the correction) on individual pupil whiteboards - either on own, in pairs or in tables of four. Pupils can use red, green, yellow (for don't know) cards to show their answer. For extra fun you can have them point "Usain Bolt Style" to the left or right of the room for their answer. For complete chaos you can have them run to the left of the right of the classroom for yes or no. The important thing is to get pupils to explain their answers to help everyone's understanding. You can quite easily and quickly add many more questions by simply duplicating a yes or no slide and adding in your changes. I would usually back this exercise up with a worksheet or textbook exercise which they can do independently afterwards. You can extend this by getting the pupils to make up their own slides (on their whiteboards) to test other pupils.

Worksheet with about 40 questions on whether numbers are divisible by three or not Answer sheet included Instead of them writign on the worksheet you could get them to write questions in their books. I've included a copy of the top of the WS on a template for 2 x 4 labels - Pupils stick one of these in instead of copying out the top of the workheet. They then attempt as many questions as they can from the worksheet in the time you give them. Advantage of this is that you don't end up with half finshed exercise sheets glued in their books.

10 questions to get pupils to consolidate their knowedlege of Divisibility keywords and phrases. Use after the Card Match exercise.

Print this out onto A4 cards. Give two cards to each table (choose size of number according to ability). Ask them to come up with reasons how we know that they are all divisible by three. Hopefully they will get that it is the sum of digits which are multiples of three. Show the PowerPoint to recap. Back up with other exercises to reinforce this. Then evaluate/consolidate their knowledge by showing them new numbers and asking whether they are divisible by three or not.

Each slide asks "What is this number divisible by?" It then uses animation to show the factors of that number. A prompt then asks "How do we know". I'm planning to use this as a starter to learning Divisibility. The pupils will display their answers on their indivudal pupil whiteboards and then answer "How do we know" to the class or to their table mates.

All the key words I think my (Y7) class need for looking at Divisibility. There are two resources: >The cards are ready for printing out on card and then cutting out to use for card match table collaborative group exercise. Top Tip - get them to place the keywords in alphabetical order to match your answer sheet! > The worksheet is simply a copy for them to stick into their exercise books as notes. Get them to highlight all the key bits which are important to them. Use a copy of this for checking the answers on the card match. The cards can be printed out onto three different colour cards which make it easier for them to match a key word with its definition and the example. If you have time it would be worth grouping the keywords into difficulty levels and then only giving a subset to the lower ability tables or middle ability tables. Alternatively do what I'm going to do and give a full card set to each mixed ability tables.

Short PowerPoint which challenges misconceptions when matching & simplifying algebraic expressions. Pupils can write their answers (and then show the correction) on individual pupil whiteboards - either on own, in pairs or in tables of four. Pupils can use red, green, yellow (for don't know) cards to show their answer. For extra fun you can have them point "Usain Bolt Style" to the left or right of the room for their answer. For complete chaos you can have them run to the left of the right of the classroom for yes or no. The important thing is to get pupils to explain their answers to help everyone's understanding. You can quite easily and quickly add many more questions by simply duplicating a yes or no slide and adding in your changes. I would usually back this exercise up with a worksheet or textbook exercise which they can do independently afterwards. You can extend this by getting the pupils to make up their own slides (on their whiteboards) to test other pupils.