A prompt for resources gathering for SCITT, GTP and NQTs in Maths.

I couldn't find a good resource on area of a segment so I spent some time developing one.\n\nThe idea is to provide students with 5 breadcrumbs that then lead to the final outcome, namely solving segment area problems. \n\nThe powerpoint has 5 steps that provide practice of all the assumed knowledge and this then enables student to guess the objective of the lesson and subsequently solve two A* questions taken from the &'Bland&'; question papers ( A* questions, Paper 2) which couldn't be linked.

Various activities designed to aid cooperative learning though students coaching each other on multiplication, division and conversion in metric units.

Designed for the linear equations objective. The document graduates in difficulty and provides an example per level. The document emphasizes the idea of balancing and use of inverse.

Match the description, formula, diagram and answer (given the diagrams dimensions). Designed to recap finding area of a variety of shapes including circles.

A selection of problems around interior angles for students to solve. Follows on from the investigation into how side lengths link to angle sums. Leads into exterior angles and other problems.

A PPT file support the discovery of interior angle properties of polygon. This is a follow on lesson based around a table with the number of side, number of triangles and interior angle sum columns. \n\nA number of tasks at the end extend the ideas beyond the previous lesson.

Students create their own percentage questions at grades B and C with bonus questions being made at grade A. Students create as opposed to answer ensuring they develop a generality as to the question types and can better identify the processes required.

The powerpoint used to create a near pod presentation. Couldn't share the NPP because of TES rules.

Quick reviewing of previous knowledge on pie charts. Designed around Easter.

Three problems designed to get students learning by pursuing answers to big problems, consolidating understanding as they go.

An interpretation of Maths PRET homework (see http://prethomework.weebly.com/about.html for details) on the theme of area of a circle.

Here is a little bit of a crib sheet with lots of useful ideas. I've been reading 101 Classroom Games, written from a PE perspective and been looking at how to use it in a maths context. The problem being the context in which answers are given etc. Well worth a read but here is a selection of some of the ideas it has inspired and a crib sheet to keep them in mind and begin using them.

A few resources I created a few years ago. They adapt the standard unit resources.

Relay for volume and surface area. Students apply the formulae provided on the exam paper to the full range of 3D shapes. They also have an opportunity to consider surface area.

These hexagons promote the discussion over length, area and volume for B to A* candidates. The idea comes from a English observation mentioned on the website linked and has been put into a mathematical context. Place like dominos explaining the decision for the tiles placement in its given location thus revealing the deeper understanding of the student.

Carpet and wallpaper a house with given information.

Students run a school canteen. 1. They select 2 recipes to produce in their canteen. 2. They survey the class for demand for each dish using a tally chart. 3. They calculate the quantities required for each it recipe item in grams. 4. They round and convert into whole kg units to then cst each item. 5. They calculate profit by calculating total revenue and total cost. This activity worked well just before Easter as a competitive challeneg completed in pairs with a middle attaining year 7 group.

Find the two mistakes hidden in 3 questions regarding angles around a point, a line and a triangle.

From angles on a straight line through to isosceles triangles with a straight line. Answers at the bottom. They can be chopped of or used to self assess with a focus on correctly justifying your answer as opposed to simply correctly answering.