Explore the poem (you're free to use it if you don&'t derive financial profit from it without sharing that profit with the author!); then invite your pupils to develop their own fractal poems. Maybe another one for triangles. Maybe have them write one using squares. It might be fun to extend the fractal! If you/they can: a proper challenge! :-) P.S. The first verse is explained if you make a hole at the top of triangle, cut out triangle & hang it from thread. It can then be spun (albeit it&';s not lit up!). P.P.S. Table centre-piece for group discussion é building activity also possible!

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.

Pupils are asked to label a circle with compass directions and angles. The trick is that the circle is already labelled: with months and times [in hours (12 and 24) and minutes]. All jolly confusing... until they stop to process, sort and think! The dice at the edges add potential for an extra question around how to randomly choose a time/angle for something! There is a second circle with weeks, suits of cards, letters of the alphabet and two marathons. More confusion! More thought. Where will your pupils take you with them...

Folllowing the timeline for the Spring term I have provided 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.

Place Bearing Point on ground and calibrate to magnetic north using compass/GPS. Pupil stands on Bearing Point with trundle wheel. Giant scale map-making/diagram-drawing begins. Corners/Vertices can be marked using cones. Bearing point can be lifted and replaced with cone at each vertex to aid taking further bearings. £4.50 IKEA Mat: http://www.ikea.com/gb/en/catalog/products/40239429/ Chalk pen: http://www.amazon.co.uk/s/ref=nb_sb_noss?url=search-alias%3Daps&field-keywords=pens+chalkérh=i%3Aaps%2Ck%3Apens+chalk [might work with Tippex pen]