Just the specifications for Maths KS3 put into Word, which you might find easy for cutting and pasting into lesson plans etc.

I actually wrote this for the Teaching Agency numeracy skills test - I'm helping a few people to pass this hurdle, hopefully. However, it has equal application in the classroom for KS3 and KS4. I also used it with Functional Skills, having changed the context to make it more vocational. FS invloves only mean and range, it is good to seperate the different measures in the mind of the learner.

Two PowerPoint presentations for Key Stage 1, or KS2 revision. One gives the properties of shapes in terms of surfaces, faces, vertices, edges etc., with pictures, for naming. The other is a collection of photographs of real shapes to be identified. Accompanying worksheets for £1 on the premium resources. https://www.tes.com/teaching-resource/maths-3d-shapes-key-stage-1-or-key-stage-2-revision-bundle-of-fully-supported-activities-11180981 All images (c) Colin Billett 2015

Learners have so little practice of abstract reasoning in mathematics, and often confounded by what might seem to be simple questions right through the key stages. So I've made a one-sided set of questions just to give them a bit more experience.

Cards to assess understanding and generate discussion, with a PowerPoint version of the same cards for plenary.

A full set of resources to deliver the construction and interpretation of frequency polygons. Includes warm up starter activity on collecting data, PowerPoint on how to draw a frequency polygon, activities for the learners to undertake, and a plenary slide-show with suitable questions for checking learning. All data genuine and gathered this year in the UK.

A handful of activities I did to get the topics started for my adult GCSE and re-sit classes, largely so I could introduce them whilst seated during my convalescence. At the same time they might be useful for younger learners and for quick revision.\nAfter years of laying out cards I realised it was just as easy to print PowerPoint slides as handouts, six to a page, and do that on card. So there are equations to match to solutions, and a few other PowerPoints. Enjoy.

Introduction to factors, multiples and prime numbers, with activities, worksheets, and SAT style questions for practise or assessment. Great for revision at KS3 or Foundation GCSE. Plenty to engage, and some more challenging questions. Mathematics Curriculum KS2 Year 5 Pupils should be taught to: • identify multiples and factors, including finding all factor pairs of a number, • know and use the vocabulary of prime numbers • establish whether a number up to 100 is prime and recall prime numbers up to 19 They use and understand the terms factor, multiple and prime, and square numbers. Year 6 • identify common factors, common multiples and prime numbers

Three sets of equations, all fairly simple linear and suitable for anyone from Year 6 upwards. Great for quick thinking, mental maths, abstract thinking, and reverse operations. And it might give you ideas for making some of your own. Better still - get the learners to make one using a camera/phone/scanner and PowerPoint or a simple slide show.

Everything you need for a lesson (or two) on reading and interpreting a cumulative frequency graph. Starter activity on PowerPoint to review average and range, with common mistakes and a more challenging question; a presentation in PowerPoint on reading and interpreting a cumulative frequency graph with two examples; learner activities, four questions in Word or PDF; a plenary presentation in PowerPoint to check learning.

Rainbow coloured circle timer - lasts about a minute, but don't rely on accuracy. Pretty!

GCSE Mathematics - Foundation and Higher Tier. Finding the equation of a line through two points and perpendicular lines. A worksheet/activity that reminds learners of the algebraic form of a straight line, and goes on to finding the equation of a line joining two points and find the equations of perpendicular lines. Lots of GCSE style questions. Foundation Tier Plot graphs of equations that correspond to straight-line graphs in the coordinate plane; use the form y = mx + c to identify parallel lines; find the equation of the line through two given points or through one point with a given gradient. Higher Tier Plot graphs of equations that correspond to straight-line graphs in the coordinate plane; use the form y = mx + c to identify parallel and perpendicular lines; find the equation of the line through two given points or through one point with a given gradient.

Expanding Binomials and Factorising Quadratic Expressions Objectives: To be able to: • expand products of two binomials • factorise quadratic expressions of the form x2+ bx + c, including the difference of two squares All the research says that girls learn best by understanding, and that by far the best approach to expanding and factorising is by using the grid method. I’ve done this very successfully for years, and retention is greatly improved by giving as little input as possible, and giving the learners challenges to complete. Plus an investigation to give that stretch and challenge. A full set of resources for learning how to expand and factorise, with a PowerPoint that can be used for class discussion. Plus some extra exercises for homework or assessment in a subsequent lesson. And a reminder of multiplication and addition of positive and negative numbers for a quick warm-up. All answers included!

Forty six questions of general arithmetic in the style of UK SATs papers from 2000 onwards at KS2. The difficulty is deliberately spread through each of the two sections so that learners who find one question difficult can move on and still find accessible questions later. Great for revision at any time during the year, and quite appropriate for KS3 aiming for Foundation GCSE. In fact, good for any time when learners need a bit of practice on the sort of questions they will meet in exams and tests.

I teach 16 plus learners in a thirty or so week programme for GCSE - some retake and some new learners. What I have done here is put the Edexcel Linear A new scheme into the weekly slots, and devided all the criteria/spec statements into Aims and Objectives. I wouldn't expect anyone to follow the same order, or keep my jokes, but please copy slides as you want. \nInspectors love to see the aims pasted up, so I use PowerPoint.

Ordering of fractions for Year 3 of KS2. Revision of work in Year 2, then a PowerPoint presentation with identical worksheet. Use the PowerPoint as answers, or for class work on an interactive board. Great for discussion of equivalences, percentages or decimal equivalences. Entirely suitable as revision in later years. Specs: 'compare and order unit fractions, and fractions with the same denominators' Notes and guidance (non-statutory) They begin to understand unit and non-unit fractions as numbers on the number line, and deduce relations between them, such as size and equivalence. They should go beyond the [0, 1] interval. Full lesson of activity.

Straightforward set of questions on standard form, adapted and adopted from genuine past exam papers. Arranged for developing the complexity, and for printing and accessibility. Includes converting between standard form and ordinary numbers, ordering, multiplication and division, and a few word problems. Specs for KS4: 'interpret and compare numbers in standard form Nothing fancy - just a full set of questions reflecting those set by the big exam boards.

This is more of an idea than a set of resources. Having a young learner who struggled with both simple addition in his head, including counting on, and poor recollection of tables, I turned to dice games as a way of helping the learner to develop fluency and retention. I found some online, and I give an example from NRich here. But I also produced addition and multiplication grids, first up to six and then up to ten, for six sided dice and ten sided dice. We take turns to throw the two dice, and mark off the score on our grids, either on an addition grid or a multiplication grid. First one to four in a row, including diagonals, wins the game. Or three in a row if we are short of time - let the learners decide. And finally I've added some with addition for three dice - Bingo style cards with 3 to 18. Each card has one missing number, so there are eighteen in total, with numbers jumbled on each. It would be easy to devise simple tables for the difference between the two dice - I might try that next. Let me know what you think. My young learner loves the games we devise, and his skills have come on wonderfully.

Dividing a fraction by a fraction. Ever wonder why we 'flip and multiply'? Not many people seem to do so, and learners are too happy to follow the rules, and forget the rules. 'When do I do this and when do I do that?' Here is a colourful diagrammatic presentation that recaps on dividing by unit fractions, then goes on to illustrate why we multiply by the denominator, and divide by the numerator, ie 'flip and multiply'. Give your learners the 'why' and they might remember the 'when'! Questions at every point for class discussion and teacher explanation, and a set of questions at the end for learners to try, with full answers. Plus differentiated worksheet, two exercises, one just proper fractions, one mixed numbers.