Transformations - enlargement Arguably the ultimate 'shrink ray' opportunity and certainly a great opportunity to revise linear enlargement skills in a starter with Gru and Vector. Sounds are courtesy of http://movie-sounds.org.and images are courtesy of Google and First News. As ever, if there is doubt as to whether the images/sounds are subject to copyright, the no-profit, educational purposes and no-charge-advertising/no-charge-product-placement arguments apply: it's not about how much teachers should pay so much as it is about how much they should charge.

Key Stage 3. Ratio & Proportional Reasoning 4. For the beginnings of ratio and where it is found and used.

With many thanks to Don Steward for inspiration on Saturday 16 March 2019 at ATM London, IoE, UCL, London. Cross links to ratio, sequences and gradient. Square dotty paper is set as back ground for slides; so you can build your own or print and ask your pupils to create their own. I’m certain you have access to more than enough questions on adding fractions. This merely provides pupils with a different means to answer them; visually/geometrically.

Folllowing the year 8 timeline for the Summer term I have provided elsewhere on this website, this breaks each objective into four steps: "Consolidating", "Developing", "Securing", "Mastering". Each objective is taken directly from the "new" UK National Curriculum for Key Stage 3 [where an objective is given for each bullet point (from page 5): https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf ] . "Consolidating" - is generally pitched for the weakest pupils: who are revisiting key stage 2 material that may have been first taught before year 6. "Mastering" - will generally pitched to stretch at or beyond expectations for key stage 3. Problem solving exercises will need to be set within and around material each week. Three hours per week has proven enough to deliver the material to the very most committed and able pupils (when accompanied with sufficient homework); however, five hours per week (and some looping back to earlier objectives if/when later objectives prove inaccessible) may suit pupils who would benefit from such an approach.

Folllowing the year 8 timeline for the Spring term I have provided elsewhere on this website, this breaks each objective into four steps: "Consolidating", "Developing", "Securing", "Mastering". Each objective is taken directly from the "new" UK National Curriculum for Key Stage 3 [where an objective is given for each bullet point (from page 5): https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf ] . "Consolidating" - is generally pitched for the weakest pupils: who are revisiting key stage 2 material that may have been first taught before year 6. "Mastering" - will generally pitched to stretch at or beyond expectations for key stage 3. Problem solving exercises will need to be set within and around material each week. Three hours per week has proven enough to deliver the material to the very most committed and able pupils (when accompanied with sufficient homework); however, five hours per week (and some looping back to earlier objectives if/when later objectives prove inaccessible) may suit pupils who would benefit from such an approach.

Aimed at (re-)opening understanding of triangles before (re-)entering consideration of their area, this slide deck provides: * 4 Q&A Penary slides * 4 Worksheet slides (printable as four-sided pamphlet) * Consideration of different types of triangle (scalene, right-angled, isosceles) in the same rectangle * An insight into proof (if used properly) * A trailed means to identify and distinguish the perpendicular height Ideal for extension at Key Stage 2, focus in Key Stage 3 and support/reinforcement in Key Stage 4 / resit. Pupil-trialled and tested .

Snakes and ladders; but with fractions; and dodecagonal dice: sum the negatives *and* positives before you make *your* move! Yes, you too can practice: * calculating equivalent fractions, so you can translate the * fractions on the * faces of the dodecagonal dice you made and hence * calculate the sum of the * positive and negative fractions on respective faces of each and hence * make your correct directed fraction move! equivalent fractions | adding & subtracting fractions | directed number | nets | dodecagons | properties of solids

Differentiated questions with two different answer approaches: Allowing progression by attempting one at each level of difficulty then marking before returning to try each again. Allowing progression by attempting all at each level of difficulty and then marking before moving up a level.

Crossword. Great way to introduce and/or round-off a topic and/or revise.

Crossword. Fairly tough.

Trigonometry - Card sort - all three ratios - all three types (labelled bronze; silver; gold)

A mind opening starter.

It's a card sort: to match cubic graphs and cubic equations; possibly by utilising factor theorem to analyse the cubic equations into their factors.

The ghosts have been frozen. Describe how the Major Sector Man will make his escape!

Print the .pdf using the multiple pages per sheet option; or create GIANT WHOLE CLASS card sort by printing each page on A4. Several ways to sort these effectively. Be inventive!

Linked to SoW and progression map.

Linked to SoW and progression map.

Scaffolded. On a journey toward stronger work with pie charts and elsewhere.

Revision of English Mathematics Key Stage 3 and/or Key Stage 4 basics. Giant floor puzzle. Print to A3 paper and then cut out the triangles. Laminate if you wish to reuse. Testing suggests optimum size for groups is 8-10 pupils. Alternately, give a couple of pieces to each pupil at the start; then as pieces placed and pupils sit in circle to watch the “core team” fit the pairs together, run substitutions in/out of the choir team from the chairs. Alternately, insist each pupil holds a single puzzle piece and finds every match for his/her piece and then stands up holding their piece in the air. This requires an overhead fish-eye/sports camera looking down on your hall/room - and a bigger than A3 print.

A mini task. Defining and redefining 'the counted thing': one. Leads to creation of Venn diagram. Requires or tests recognition of circle, square and rectangle. Once they've understood the ideas, pupils can be encouraged to apply them when they are next in the garden of an English pub