Whole lesson Example problem pair Questions Worded questions Whiteboard work 5 Quick question plenary

Not much here. A starter, an example problem pair set, a good exercise and some questions to do some AfL at the end.

Simple one-sheet of questions. The aim of this one is to explicitly talk about doing calculations that do not change the result. ie : multiplying by one, and explicitly linking something like 5/5 to the concept of one.

Changelog 9/11/2021 Updated some answers on the second exercise. Starts numerically, looking at rules for multiplying. Lots of practice Problem solving question Learning check at the end

An example problem pairs. Loads of practice. Some more puzzly bits.

Writing big numbers and small numbers, with a prelude on different powers of ten. Example problem pairs, and some exercises. Full lesson (or two)

Simple ppt. Some example problem pairs, an exercise, a quick learning check and a link to a blooket for practice. CHANGELOG : 9/15/22 : Added a miniwhiteboard task

Lesson on fractional indices (no negatives) Full lesson. Questions and answers. CHANGELOG : 9/12/22 Changed to new formatting and cleaned up a lot of things.

A simple little slide to put up for discussion. Is this 1 needed? Ignore the preview, it looks fine when downloaded.

A warm up, an Example problem pair, some questions with answers then some problem solving questions.

Work out the mean from a list Work out a missing number given a mean No median, no mode. Deliberately. Includes a starter, two example problem pairs, two exercises, a quiz and a learning summary.

Finding the mode and median from a list. Contains example problem pairs, some whiteboard work and some exercises. Plus a plenary

Comparing populations. Finding the mean/median and range and comparing them for two sets of data. Ends with a past exam question.

Massively based on @Dooranran 's stuff. Speed distance time Nets Areas of circles/volumes of spheres Symmetry Pie charts Equations of lines Proportion Reading graphs Misleading graphs.

Not sure how I feel about some of the decisions here. I’ve introduced a bit of index laws towards the end of the sheet. Is this madness? I thought I would add it to reinforce the difference between simplifying powers and simplifying regular expressions. Maybe it’s too much. As usual here’s my little justification for the first 10 questions. A simple one to start If you change the letter, it’s the same process You can have multiples of terms And it doesn’t matter where in the expression they occur You can have 3 terms And it doesn’t matter where in the expression they occur Introducing a negative for the first time. At the end to make it easier But the negative can occur anywhere! Here it actually makes you use negatives unless you collect the terms first Introducing terms like bc. It’s not the same as b + c We can do some division Later questions cover stuff like ab being the same as ba. I quite like the last question

An attempt at some variation theory This one was hard. I spent ages rearranging questions and looking at what should be added. Specifically, I had a massive dilemma when it came to introducing fractions. I was trying to point out the ways in which simplifying fractions and simplifying ratio were similar, but I’m not sure that I haven’t just led students down the wrong path thinking they’re equivalent. For instance 5 : 6 is 5/11 and 6/11, not 5/6. Hmmmm. The variations I used for section A. An example where you can use a prime divisor The opposite way around. What happens to our answer. Order is important! Half one side. 8 : 5 becomes 4 : 5 One that’s already as simple as possible. Time for some questioning? How do you know you can’t simplify it? It’s not just reducing the numbers down. Here you have to multiply up. Deals with what simple is. I have changed this from the picture to make only one number vary from the previous question. Needs a non prime divisor. This isn’t really a variation, though. It has nothing really to do with the previous questions! Again, double one side Double both. Our answer does not double! Adding a third part of the ratio. Changes the answer significantly. Doubling two parts here. Our parts don’t double in our answer! If you amend this and it works better, please let me know.

An example problem pair A nice set of questions where students have to decide why two problems have been paired (a bit variation theory-esque) Lots of questions, including a big set of questions on moving between radius/diameter and circumference. Some whiteboard work A problem solving question I came up with A learning check NOTE : TES is annoying for keeping stuff up to date. I often change my powerPoints to add stuff and make them better, or simply to correct errors in maths and presentation. The latest version will always be found here.

A lesson focusing on learning the names of polygons (with a Quizlet link) and saying if something IS a Polygon or not

Trying to aim for a mastery/in depth lesson, rather than getting all the index laws done in one lesson. Huge credit to Jo Morgan (@mathsjem). Nicked a lot from her for this resource.

Really simple little starter on something that I picked up on with my class : deciding when a result is two or when it is a half