This resource is for KS3 students who have studied pictograms, bar charts and pie charts. While labeled as an ‘activity’, it will cover most of a lesson. There are two parts to the resource - the handout to be given to the students and the presentation that covers the activity. The presentation includes an introduction that shows how pictograms, bar charts and pie charts are connected and also shows students how to compare two of the same sort of chart. Students than have to match 12 pictograms to 12 bar charts and 12 pie charts. One of each is missing and students have to draw the missing charts. Other charts are incomplete and students have to complete them.

This resource is for KS4 students taking the Higher paper. There is a worksheet of 14 contextual questions and the presentation gives worked solutions to these problems. None of the problems require the use of the sine or cosine rules, just the application of trigonometry in right-angled triangles. The questions are of the type now being set in the new specification GCSE, where students are expected to apply trig in context. The questions include angles of elevation and depression, trig with bearings and the two right-angled triangles type of question where trig has to be applied twice to find the unknown.

This resource is for KS4 pupils taking the Higher paper. The objective of the resource is to help pupils tackle 3D problems where they need to apply Pythagoras’ Theorem and trigonometry in right-angled triangles. The presentation has a starter, an example and worked solutions to the 4 questions on the worksheet. The shapes covered are cuboids, pyramids, cylinders and wedges. (There is another resource available which requires the application of the sine and cosine rules in similar problems).

The resource is for KS4 students. It consists of a lesson presentation and a worksheet. There are two parts to the lesson: completing frequency trees and finding probabilities from completed frequency trees. Worked solutions to the questions on the worksheet are given in the lesson presentation.

The resource is aimed at KS3 students, though it would be helpful as revision for low ability GCSE students. Students are given a number of triangles and have to identify whether the largest angle is acute, a right-angle or obtuse and whether the triangle has two or three equal sides. The students cut out the triangles and glue them into the correct part of a grid. This means that every student can have a record of his or her work. The activity ends with some questions as to why certain boxes in the grid must be left empty.

This resource is for KS4 students. It extends work done on the same subject in KS3 by focusing on calculating the gradient to find speed and also using speed to construct distance-time graphs. There is a matching activity to help learning. The whole lesson presentation includes a starter which revises speed, time and distance traveled, examples and worked solutions to the questions on the worksheet.

This resource is for KS3 students and shows them the connections between words, algebraic expressions and function machines. The lessons starts with a large number of examples allowing pupils to work on white boards. There is then a matching exercise. Pupils are then shown how to substitute values into algebraic expressions and how to enter inputs into function machines. The aim is that they see how both are essentially the same process. There are a large number of examples allowing for white board work. Pupils are then given a worksheet where they find the outputs for given function machines and inputs. The extension asks students to find inputs for given outputs with a hint at inverse function machines.

The resource is for KS4 students and consists of a lesson presentation and a worksheet. The lesson shows how to generate a Fibonacci sequence and gives worked solutions to questions on the structured worksheet. The worksheet starts with generating a sequence and then proceeds to finding the initial terms from two consecutive terms in the sequence and finding the first two terms from two non-consecutive terms.

This resource is for KS4 students who have studied boxplots, histograms and cumulative frequency diagrams. The resource is labeled an ‘activity’, but it will cover most of a lesson. There are two parts to the resource: the presentation and the handout for the students. The introduction covers the connections between a cumulative frequency diagram and a boxplot and between a cumulative frequency diagram and a histogram. Students are then to match each cumulative frequency diagram to the corresponding boxplot and histogram, as well as choosing the description that best describes the distribution of marks. The extension is to find the mean exam mark for each distribution.

This resource is for KS3 students and has an extensive introduction to the topic, so that students understand how the graphs represent travel in one direction. To facilitate this, there are examples and a matching exercise. The two worksheets have been adapted from free worksheets that I downloaded thanks to other contributors to this website. If it was you who contributed them, thank you and I hope that I have done justice to your work. The answers to the worksheets are included in the presentation.

First few slides are a fun intro. Students are shown the method of dividing the numerator by the denominator to find the first fraction and then dividing the remainder(s) to find the other fractions. The lesson is split into two parts. after each example, there is an exercise consisting of 5 questions.