Brief intro slides with a little annotated animation. Give them a try. They may provide a pleasant surprise.

To be used after pupils familiar with use of #Pythagoras’ theorem, properties of #isosceles #triangles and #symmetry and sum of #internal #angles of a triangle. Gentle, steady, step-by-step progress.

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

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.

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

This is being posted in Black History Month: an important time in history, for a period, whilst curricula chose (for diplomatics reasons or otherwise) not to teach the young people of the UK about “the End of Empire” or about what preceded it or about life beyond what is now the Commonwealth - not to mention the tensions of integration in past decades as those, in the UK, who were less-well-educated and less-well-travelled had to get their heads around changes to the people and customs they were seeing. It was nothing new in some places. In others it was. “New” meant one thing in one place; another in another. Times have changed, of course, since the 1950s, 60s, 70s, 80s, 90s and 2010s. What we watch on the internet or TV from overseas feels closer to “home”. What those fortunate few (who can afford the medical insurance, passports, flights, etc) to travel and see overseas and report back has changed too. Often it is forgotten, courtesy of the internet or TV, that the USA is a long way further from the UK than Europe and Africa and the Middle East. It is often more expensive to get to as well. It is also forgotten, at times, that British and American (and indeed European) history are not quite so intertwined, at all times, as we might perceive or wish to believe: fog in the English channel has also been fog in the Atlantic at times. Indeed, there has even been fog between London and other British cities - and between London and the countryside. Everywhere is not anywhere. Anywhere is not everywhere. Even if ubiquitous retail chains like McDonalds, Nandos, Tescos, Morrisons and others may make us feel like the opposite is the case. There was a time, before the Empire (no I don’t mean Star Wars! that’s the point!), that David Olusoga advises saw the Catholic Church of the Mediterranean courting favour with African leaders. There was a time when King James I of England VI of Scotland had an Ambassador located in India. Presumably people travelled in both directions. Marco Polo and “Samurai William”, not to mention Caractacus in Rome, are worth a look too. There’s a big planet out there - and many of the issues raised by Black History Month are human issues: as applicable in Western China or South America or Eastern Europe as they are in the UK; but to different peoples. And, in that context, prejudice is an idea worth being careful with. So, just as the global history of all peoples matters in the other eleven months of the year too, here’s something to prompt a decent debate. It does not even limit itself to skin colour - which is, in itself, is refreshing - as every straight Christian male of African heritage and a certain age will doubtless appreciate.