Full (couple of) lesson (s). Lots of stuff.

Full lessons. Covers a few discussion points, and goes through how to find experimental probabilities from tables. You should probably print off the questions as they go over two pages.

Colour in the boxes to make a little picture. Includes lots of misconceptions, lots of negatives and some fractional practice.

A simple powerpoint includes : A warm up An example problem pair An exercise 3 Exam Questions A blooket A plenary Does not include questions where you have to work out the total speed/distance/time of two journeys.

Very much a zoom in on one particular skill. Multiplying up or down recipes. Some whiteboard work and some questions along with an example problem pair.

Covers sharing in two parts and three parts. Lots of questions. Printable pages at the end.

No context here. Just focused on questions about writing the formula and then finding values of y and x.

Trying to use variation theory My thinking A question to start Reversing the terms. Does balancing still work? A subtraction. How does this effect our balance. Does reversing the terms still lead us to the same answer Increasing the constant by one. What happens? Also: a decimal answer. We can have a negative answer Divide x, instead of multiplying it. Increasing co-efficient of x by one. What happens to our answer? Doubling co-efficient of x. Not sure about these last two. I think they may be a step back from question 7. This is the problem with presenting these in a linear format. These questions are variations on question 1, not question 7. I might experiment with some kind of spider diagram. Doubling the divisor from 7. Again, maybe the linear way these are written is a bit rubbish. Don’t know how I like the order of these questions, but there’s lots to think about and something to tweak. I have found the transition to asking ‘why have they asked you that question? What are they trying to tell you?’ has been difficult for some students, but I think it’s worth devoting time to it. If students are inspecting questions for things like this, maybe they’re more likely to read the question thoroughly and pick out it’s mathematics. Big hope, I know.

Needs a lot of printing (due to the nature of the topic) NOTE : I update stuff often, chopping and changing or correcting errors or general improvements. The latest version of this PowerPoint can always be found here.

Focus on correct language as well as moving onto algebra NOTE: I change my PowerPoints often but don’t always get around to updating TES. The latest version of this file can always be found here.

Really simple little worksheet. Label the hypotenuse on 6 rotated triangles. Uploaded because I could find anything similar

Some prior knowledge stuff Example problem pairs Exercises involving finding the area, but also finding the radius/angle, although when I reteach this at a later point I think I’ll add more of these in A learning check

Full lesson on equations of parallel lines. Exercises with answers included.

Both using vectors drawn on a grid, and finding the magnitude from a column vector.

Collation of differing styles of ratio problems I’ve seen

Some example problem pairs, two exercises (including dividing an multiplying by negatives)

Loads of examples, some questions and some exam questions focused on the different types of solving equations involving fractions questions students might see. Note there is no quadratic stuff, nor any examples where the unknown appears on both sides.

Going through your typical proportion questions, focusing on how to pick which type of proportion is needed. CHANGELOG 9/12/2022 Updated answers.

Changelog: 2 new sections. Changed some answers to address more misconceptions. Completely redone version of maths pointless. The countdown is now much, much quicker (as requested). New questions will also be coming in an update over the following weeks. Play over numerous rounds and keep score on the board. All credit to Paul Collins.

Example problem pair Some exercises Learning check Not massively exciting. Open to suggestions on how to inject a little more zip. NOTE: TES has pretty rubbish versioning. I tend to update my PowerPoints every time I teach with them, adding more stuff or correcting errors in presentation and math. The latest version can always be found here