This lesson titled ‘Inequalities’ 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 the different inequality symbols. S) Use the symbols to compare numbers. G) Write lists using inequalities. 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 Equations’ 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) Solve one-sided one-step equations. S) Solve one-sided two-step equations. G) Solve two-sided 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 lesson titled ‘Expanding Single Brackets’ 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 what ‘expanding brackets’ is. S) Learn how to expand single brackets. G) Practise expanding single brackets. 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 ‘Forming and Solving Equations’ 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) Find original numbers. S) Learn how to solve two-step equations. G) Practise solving two-step 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 lesson titled ‘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. 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) Substitute integers into simple expressions. S) Substitute decimals into expressions. G) Compare expressions. 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 ‘Substitution into Formulae’ 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 the definitions of Expression, Equation, Formula, and Identity. S) Learn how to substitute into formulae. G) Practise substitution and solve problems. 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 ‘Rearranging Formulae’ 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) Practise solving equations. S) Learn how to rearrange simple formulae. G) Practise rearranging simple and complex formulae. 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 ‘Subtraction of Decimals’ 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) Practise the column method for subtraction. S) Use the column method for subtraction of decimals. G) Solve problems using the column method and decimals. 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 ‘Addition of Decimals’ 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) Practise the column method for addition. S) Use the column method for addition of decimals. G) Solve problems using the column method and decimals. 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 ‘Subtraction of Integers’ 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) Practise simple column subtraction. S) Consider the pros and cons of the method. G) Fill in missing values from complex column subtraction. 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 ‘Addition and Subtraction’ 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 about column addition. S) Learn about column subtraction. G) Find mistakes and missing values. 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 ‘Addition of Integers’ 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) Add small integers together. S) Spot patterns to make addition simpler. G) Use the patterns to add effectively. 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 ‘Place Value’ 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) Write numbers from words. S) Compare large numbers. G) Break large numbers up into their values 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 ‘Nets of 3D Shapes’ 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 vocabulary for 3D shapes. S) Draw nets of simple shapes. G) Use nets to calculate surface area. 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 ‘Inverse Functions’ 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 find inverse functions. S) Practise finding inverse functions. G) Substitute values into inverse functions.

This lesson titled ‘Composite Functions’ 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) Substitute values into functions. S) Understand composite functions. G) Find composite functions.

This lesson titled ‘Laws of Indices’ 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 the parts of an algebraic number in index form. S) Law the five laws of indices. G) Use the five laws to help simplify complicated algebraic numbers in index form.

This lesson titled ‘Index Form’ 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) Identify if a number is in index form. S) Write numbers in index form as products. G) Understand two rules for index form.