This lesson titled ‘Quadratic Formula’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method. These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions. The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher. A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets. Worksheets are embedded in the PowerPoint on the slides to which they relate. Animated answers to all questions are provided where possible. The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done. B) Practise solving quadratic equations. S) Learn the quadratic formula. G) Use the quadratic formula to solve difficult quadratic equations. If you like the resource, please leave a review. If you don’t, please leave one anyway with any suggestions on how I could improve it. Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.

This is a collection of my 13 favourite lessons from my Full GCSE Algebra Course. All lessons here are also included in my Full GSCE Algebra Course here: https://www.tes.com/teaching-resource/full-gcse-algebra-course-12546226 which has a massive 65% saving! Please remember to leave a review if you choose to download. Thank you!

This lesson titled ‘Simultaneous Quadratics’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method. These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions. The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher. A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets. Worksheets are embedded in the PowerPoint on the slides to which they relate. Animated answers to all questions are provided where possible. The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done. B) Practise using the quadratic formula. S) Learn how to solve simultaneous equations where one is a quadratic. G) Investigate the different types of solutions. If you like the resource, please leave a review. If you don’t, please leave one anyway with any suggestions on how I could improve it. Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.

Here is a collection of seventy-five words related to Statistics and Probability. Each slide is accompanied with an animation of the Countdown Clock, and the tune to accompany the timer. All words are between 3 and 9 letters long. All words are in size, then alphabetical order. It includes: Constant, Mean, Deviation, Probable, and Mutually. These slides are perfect to use as start activities or plenaries for key words on the topic. If you decide to download, thank you, and please leave a review along with any suggestions on how I could improve the resource. I also have a number of other collections of vocabulary for topics including Co-ordinate Geometry, Algebra, Number, and Basic Geometry.

collection of fifteen questions with fully animated solutions in the form of Who Wants to be a Millionaire. This is perfect for the end of a lesson, a recap, or an end-of-topic activity. Topics are: Decimals to fractions Fractions to decimals True or False questions Largest/smallest decimals and fractions Fractions of an amount. The template for this presentation, so you can create your own if you choose, can be found here. I have a few other similar resources, so please check out my others! If you do choose to download my resource(s), thank you, and please leave feedback on how I can improve.

This lesson introduces students to the method of balancing to solve equations. Learning objectives: B) Link scales to the balancing method for solving equations. S) Solve equations with multiplication and addition. G) Solve equations with multiplication and subtraction. All slides are provided with animated answers. There are several example slides at the beginning followed by some white board questions to ensure understanding. There is a nice worksheet task with 4 questions where students have, for each question, a scales diagram, an equation, and the value of x. There is the a list of fifteen questions of increasing difficulty. The first 5 are simply multiplication equations to ensure that students are able to start the activity. The next 5 are with multiplication and addition. The last 5 are with multiplication and subtraction. All solutions are included. There are then some “progress check” questions (again with solutions) to determine how well the students have understood the lesson. Finally, there are 4 examples of “Countdown for Keywords” where students are given thirty seconds to sort the letters into one of the lesson’s key words.

This lesson titled ‘Language of Probability’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method. These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher. A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets. Worksheets are embedded in the PowerPoint on the slides to which they relate. Animated answers to all questions are prvoided where possible. The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done. These are kept as simple as possible and broken down carefully. This is to encourage students to access the material whilst giving them the confidence by achieving something in the lesson. B) Use words to describe the probability of events. S) Place probability words on a scale. G) Associate words with numbers. If you like the resource, please leave a review. If you didn’t please leave one anyway with any suggestions on how I could improve it. Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.

This lesson titled ‘Sets and Venn Diagrams’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method. These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher. A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets. Worksheets are embedded in the PowerPoint on the slides to which they relate. Animated answers to all questions are provided where possible. The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done. These are kept as simple as possible and broken down carefully. This is to encourage students to access the material whilst giving them the confidence by achieving something in the lesson. B) Understand important set notation. S) Associate sets with Venn diagrams. G) Associate Venn diagrams with sets. If you like the resource, please leave a review. If you didn’t please leave one anyway with any suggestions on how I could improve it. Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.

This lesson titled ‘Venn Diagrams and Probability’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method. These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher. A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets. Worksheets are embedded in the PowerPoint on the slides to which they relate. Animated answers to all questions are provided where possible. The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done. These are kept as simple as possible and broken down carefully. This is to encourage students to access the material whilst giving them the confidence by achieving something in the lesson. B) Recall important set notation. S) Practise linking sets with Venn diagrams. G) Use Venn diagrams to calculate probabilities. If you like the resource, please leave a review. If you didn’t please leave one anyway with any suggestions on how I could improve it. Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.

This lesson titled ‘Solving with Algebraic Fractions’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method. These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher. A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets. Worksheets are embedded in the PowerPoint on the slides to which they relate. Animated answers to all questions are provided where possible. The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done. These are kept as simple as possible and broken down carefully. This is to encourage students to access the material whilst giving them the confidence by achieving something in the lesson. B) Learn how to solve equations with fractions. S) Solve equations with single fractions. G) Solve equations with multiple fractions. If you like the resource, please leave a review. If you don’t, please leave one anyway with any suggestions on how I could improve it. Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.

This lesson titled ‘Algebraic Proof’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method. These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions. The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher. A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets. Worksheets are embedded in the PowerPoint on the slides to which they relate. Animated answers to all questions are provided where possible. The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done. B) Write different types of number as algebra. S) Use algebra to prove simple situations. G) Use algebra to prove complex situations. If you like the resource, please leave a review. If you don’t, please leave one anyway with any suggestions on how I could improve it. Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.

This lesson titled ‘Solving with Iteration’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method. These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions. The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher. A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets. Worksheets are embedded in the PowerPoint on the slides to which they relate. Animated answers to all questions are provided where possible. The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done. B) Practise substituting values into iterative formulae. S) Show the presence of a solution between two points. G) Find approximate solutions to complex equations using iteration. If you like the resource, please leave a review. If you don’t, please leave one anyway with any suggestions on how I could improve it. Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.

This is a free pdf view of the lesson available here: https://www.tes.com/teaching-resource/introduction-to-algebra-12035879 This pdf is a full view of the lesson mentioned above. The idea is that you get a full idea of the structure and look of the lesson before making a fully-informed decision about whether or not to purchase the PowerPoint lesson. This pdf does not include the automatically udating date in the top right corner, nor does it include the animations present on the PowerPoint.

This lesson titled ‘Simultaneous Substitution’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method. These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions. The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher. A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets. Worksheets are embedded in the PowerPoint on the slides to which they relate. Animated answers to all questions are provided where possible. The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done. B) Practise solving basic equations. S) Learn how to solve simultaneous equations by substitution. G) Solve complex and applied simultaneous equations. If you like the resource, please leave a review. If you don’t, please leave one anyway with any suggestions on how I could improve it. Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.

This is a simple variation on the classic Pirate Game (see here). This version has twelve different pages with a different pirate on each. Each pirate has a single extra item. The first pirate has an extra “steal”, the second has an extra “kill” and so on. Ideally, this game is to be played in teams. I have tried it with individual students as their own “team”, and generally it takes a very long time to get through parts of the game.