A booklet on drawing plans and elevations which I've used successfully with a variety of classes at KS3 and KS4 of varying ability.<br /> Starts with drawing three views when given a 3D shape and goes on to asking students to draw the 3D shapes given the three views.<br /> <br /> Questions are taken from a variety of resources and exam questions.

A Connect 4 type game based on adding, subtracting, multiplying and dividing with fractions.<br /> The first game board involves 'proper' fractions calculations(although answers can be mixed numbers).<br /> The second game board involves mixed number calculations.

A worksheet on finding missing angles and sides in similar triangles.

<p>Practice at multiplying two algebraic terms together. They get gradually more challenging. I often give different starting points for the students depending on how confident they were in my initial examples.<br /> Extension task challenges students to come up with their own grids.</p>

<p>Students start by multiplying and dividing by 0.1 and 0.01 with a calculator. They are asked to then generalise what they notice and then to apply this to doing similar calculations <em>without</em> a calculator.</p> <p>Updated to include a worksheet where multiply and divide are dealt with separately</p>

Review sheets for use of symbols topic, includes;<br /> <br /> Sheet 1 -<br /> collecting like terms<br /> substitution<br /> multiplying expressions<br /> expand brackets<br /> function machines<br /> <br /> Sheet 2 - <br /> expand brackets<br /> factorise<br /> substitution<br /> algebra with shapes<br /> formulae<br /> algebraic fractions<br /> <br /> Includes MathsWatch clips for students to identify weaknesses and independently improve

Review sheets for transformations topics.

Worksheets based on the Maths4Real videos task or &quot;Tick or Trash&quot;, with the added label of &quot;improve&quot; for when students spot something that isn't necessarily wrong but can be improved.<br /> <br /> This version deals with standard form.

A booklet that attempts to guide students through the 'Opposite Corners' investigation.<br /> Designed to help students see how to approach a problem solving task.<br /> I print off in a mini-booklet (A5 booklet) that students can stick into their books after I've marked it.<br /> Also includes 'adaptations' of the problems to be used by students to extend learning.<br /> <br /> Please let me know if you spot any mistakes or ways to improve it when I try it again.<br /> <br />

<p>When doing pie charts I like to start with just giving the students tables of angles to draw correctly on a pie chart. This allows me to assess their confidence with using a protractor correctly (I always overestimate how comfortable students are with protractors) and also helps me to deal with the usual misconceptions of drawing a pie chart (I will often take a photo of the mistakes on my phone and display them on the board). Once we have discussed these misconceptions students are usually fine with drawing a pie chart after this activity, so I don’t get the students to draw another pie chart for the rest of the lesson (unless they have finished quickly). The fourth pie chart being blank is for students to design their own table and angles - this is a great time for students to realise that the sum of the angles must be 360 degrees.<br /> I then move on to calculating angles from a frequency table, but as I know students can draw pie charts we just focus on getting the angles correctly.<br /> I will then get students to talk about the pros and cons of pie charts and usually end with some questions like the famous “Germany and Russia gold medals” exam question.<br /> I will sometimes then give them a table with three groups - one containing 14 people, the second containing 8 and the third containing 5 and ask them what problems this would pose if we wanted to draw the pie chart for this table with a protractor.</p>

A quick worksheet on practising the factor bugs method of finding the factors of a number.<br /> The factors &quot;1 and itself&quot; are the antennae and the other factors as the legs, and if it is a square number the &quot;square root&quot; is written as the tail (e.g. For 16, 1 and 16 will be the antennae, 2 and 8 will be the legs and 4 will be the tail).<br /> <br /> I always ask students to tell me about why some bugs are different. <br /> &quot;Which bugs only have antennae? Why? What are they called?&quot;<br /> &quot;Which bugs have tails? Why? What are they called?&quot;<br /> &quot;Explain what is different/strange about the 1 bug&quot;

<p>A resource for students to practice naming equations of various horizontal and vertical lines. Some questions taken from Mr Barton’s variation theory website that I used improve a resource I’ve used for years.</p>

<p>Worksheet where students will attempt to measure the circumferences of circles using string and ruler. Hopefully leading to students spotting the link between Circumference and diameter and leading in to a discussion of Pi.<br /> Starts with students using a ruler to measure perimeters of polygons - ensuring they can measure accurately with a ruler which is a skill some students lack confidence in.<br /> Then students are posed the question of how to measure curved lines like in circles. Eventually lead them to using string and then in pairs students have to measures the circumferences which is always a fun challenge.<br /> I print these as A3.</p>

This resource tasks students with counting cubes to find the volume of a cuboid. They record the length, width, height and volume of each cuboid on the sheet and are tasked with trying to find a rule that allows them to calculate the volume of a cuboid if they are given the length, width and height.<br /> <br /> First sheet is what I have used when I've made the cuboids using different colour multi-link cubes which makes it easier for students to count the cubes.<br /> <br /> The second and third sheets are what I used when I did not have access to multi-link cubes, so the cuboids are given and the students work from these pictures.<br /> <br /> The fourth and fifth sheets tasks the students with drawing their own cuboids on an isometric grid (I used this for my more able students to draw the cuboids I had made from multi link cubes, but you could just as easily get the students to draw their own cuboids to use (depending on their confidence with drawing on isometric grids) or to copy the cuboids drawn on the second and third sheets to practice their isometric drawing).

A resource using the hook of mobile phone costs to plot and read from straight line graphs.<br /> I will be getting the more able students/classes to find the equations of the lines as well.

A simple worksheet on rotational symmetry using logos and flags .<br /> <br /> In the past it has led to a nice discussion about why rectangular flags can have at most order 2. Students then asked me if there was a square flag as that could have order 4. A quick google later told us that Switzerland has a square flag and that it does indeed had order 4.

Students need to complete the multiplication grid to practise their skills with multiplying negatives.<br /> <br /> As an extension students need to complete the final row and column using the information provided.

<p>Worksheet that starts with producing a linear sequence from an nth term. Using the minimally different approach students are asked to spot what is similar about certain sequences and how this is shown in the nth term itself.</p> <p>The second page is generating fractional sequences.</p> <p>Third page looks at quadratic sequences being produced.</p> <p>On both the second and third pages students can be asked what is the same and what is different when compared to the linear sequences on page one.</p>

<p>A worksheet I produced for my year 7s after a homework I had given them on the topic. Some were not using the correct reasons whilst some had difficulty combining the rules.<br /> Designed as a ‘knowledge organiser’ type sheet with the table containing all the rules they will need to use to find the angles in the questions on the right.<br /> The questions themselves are ‘goal-free’, I asked students to find all the angles they could, giving their reasons.</p>

<p>First slide is a ‘poster’ I put up in the classroom so students can estimate angles using an analogue clock.<br /> The second slide features smaller, blank versions to print off for students to have in their books.</p> <p>I have found that using a clock as a way to estimate angles in multiples of 30 has led to students becoming much better at estimating angles.</p> <p>Updated to include a worksheet where students have to draw certain “clock angles” in different ways.</p>

<p>A very basic worksheet that I use to find area and perimeters of compound shapes made from rectangular shapes.<br /> I give them to the students and ask them to write down some information they know from the diagrams - it is never long until the whole class is finding the missing sides, at which point we stop and discuss how this is done (and at this point I usually have to give out highlighters so they can colour the horizontal and vertical lengths different colours).<br /> Once this is done we then discuss how to calculate the perimeter and students do this for all the shapes on the sheet (I get them to do this in their book).<br /> We then look at how to calculate the areas, and again students record their working out in their book (although they show the ‘splitting up’ of the shapes on the sheet).<br /> Depending on how students have done on this I may introduce different shapes before ending with a nice Exit Card on what they’ve understood.</p>