Folllowing the year 7 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.

I have simply transformed the work of superb artist angelustenebrae into poster form (A2). Simultaneously beautiful and informative.

At present it is a bit of a bind converting from Pearson “steps” from Pearson’s Key Stage 3 and Key Stage 4 (GCSE) unit and termly tests to GCSE grades. This spreadsheet simply undertakes the mapping and provides a -/on/+ range within each grade. If anyone from Pearson is unhappy with this being placed on this website, please do contact me so we can discuss our comparable levels of time and effort and a just and equitable solution for busy teachers using the Pearson tests but needing to record and share GCSE-level marks for pupils, parents and internal and external reporting. NOW UPDATED FOR PEARSON’S NEW KS4 UNIT TESTS (July-September 2018)

See title!

Multiplying Powers of ten

Match the instructions from the bottle of orange squash to the glass or jug of orange squash: beginner, learner and expert levels.

A gentle starter for those beginning to grasp proportionality. It enables extension by encouraging pupils to design their own questions (with answers). Proportionality is visualised using a familiar item (beans) that they may see at home. Recognising that such a familiar item may be used in this way may lead to experimentation beyond the classroom.

This is a light hearted starter for a lesson on proportion and chance or simply for a little thinking about proportion and chance before approaching another topic.

Transformations - enlargementArguably the ultimate 'shrink ray' opportunity and certainly a great opportunity to revise linear enlargement skills in a starter with Gru and Vector.Sounds are courtesy of http://movie-sounds.org.and images are courtesy of Google and First News.As ever, if there is doubt as to whether the images/sounds are subject to copyright, the no-profit, educational purposes and no-charge-advertising/no-charge-product-placement arguments apply: it's not about how much teachers should pay so much as it is about how much they should charge.

How much will your pupils pay *you* to switch over to a Red Nose Day-themed revision sheet/lesson? Charge them what you can and pay it through to Comic Relief! :-)

The brief: "Probability: using diagrams for combined event including Venn diagrams and two way tables". Accordingly, this was possibly created in reaction to a "typo" in a challenge that was set; possibly created in reaction to an ongoing clash between the jargon of mathematics and Crystal-mark plain English; possibly not. This resource looks (constructively and positively!) at how one could find an event (singular) which features combined probabilities (think combined=compatible and hence of withdrawing, say, Queen of Diamonds from a pack of cards). This resource then moves into more traditional territory: combined independent events (plural!): each event with its own set of distinct mutually-exclusive outcomes. The resource encourages pupils to think about how to arrange data from these events and it can be used to lead them towards either (somewhat complex / technically flawed?) Venn diagrams or (more traditional and clear!) two-way tables [albeit a "sample space" would be preferable to both] as a means to clarify and present the raw data for speedy analysis. The language and symbols of set theory are used in places and may need decoding for pupils. The absence of a true sample space may render these slides "unsatisfying" for mathematicians likely to progress to the highest grades and on to A-Level; however, the faith was kept with the brief; next time... ;-)

Quadratic\nLinear\nEquation\nInequality

Builds on Ryan Brewer's set. Adds a few more complex solids, a clear 'top trump'(!) and an extra category: 'Platonic?'. Aimed at opening GM15 from new KS3 syllabus (or at revising / AfL during it!): 'use the properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres to solve problems in 3-D'. Assume Top Trumps logo OK to upload since Ryan Brewer has (and since others have used various images from cartoons etc). Presumably it acts as (in)direct advertising for their brand [for which, arguably, maths teachers/TES should be remunerated]!

Simple exercise. Pupils given rough cooking times for Christmas Turkey; asked to create graph to see if there is a clear relationship and, if there is, to answer a couple of questions.

AfL tool to assess topics requiring teacher's input when starting unit on charts and graphs. Aligned with new GCSE mathematics curriculum. Can also be used as mid unit or end of unit test.

How much will your pupils pay *you* to switch over to a Red Nose Day-themed revision sheet/lesson? Charge them what you can and pay it through to Comic Relief! :-)

James Bond Skyfall 007 Transformations Revision Starter Plenary Main Activity

double binary power index country dancing growth cell division mitosis doubling

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...

Takes a bit of effort to imagine when simultaneous equations may come in handy. Partly inspired by the new fashion of publishing the tax returns of persons in "positions in influence" (with a view to identifying enemy agents: with "foreign" income sources), these questions will hopefully awaken pupils' interest in simultaneous equations and how/when/why they might (just might!) become useful in "real life"... [now with, step-by-step, solutions]