This activity is aimed at Foundation students who are revising for their GCSE examination. Each round consists of four questions. Print the slides 8 to 13 on A4 paper and place one printed slide per table. Students are put into pairs (either by choice or teacher selection) and are given a copy of slide 14 and a few sheets of pieces of A4 paper. The pairs are designated a starting table and the timer (slide 2) is started. The students are then given 5 minutes to answer the four questions on that table. Once the five minutes is up the students move clockwise to the next table and start the next set of four questions and the timer of slide 3 is started. This continues until all students have completed the six tables worth of questions. For this run around calculators are placed on the table for questions 1 to 4 and table for questions 13 to 16 The answering of the questions takes no more than 30 minutes. Students then remain at their final table, swap their answer sheet with the nearest table and the answers are produced. At this stage I go through the questions before revealing the answers. In this way the students have had a go at GCSE style foundation questions and have also seen a demonstration as to how they should have been answered. Finally, students add up their score and the highest score get a prize!

This serious of revision slides has been produced for my students revising for their recent assessments. It can be used with Key stage 2 students, Key stage 3 students and Key stage 4 students studying Foundation at GCSE. The topics covered are Percentages with and without a calculator Fractions with and without a calculator Ratio cancelling down Dividing into a given ratio Algebraic expressions and simplifying Solving simple equations Angles properties. Probability of a single event Area of a rectangle, triangle & Trapezium

Following the Dozen questions theme, attached here are two more worksheets with the same theme. Each worksheet has 12 questions based on the material for the higher level new GCSE specification in Mathematics. Answers are also attached. A great way to identify whether students are solid on the topics selected.

These two lessons and two worksheets I have used to introduce the basic knowledge of a histogram and then use this knowledge to draw a frequency polygon. The histogram powerpoint and worksheet leaves the class widths at equal intervals. The frequency polygon powerpoint is then taught the next lesson to show students that it is quicker to draw a frequency polygon (and use it for comparisons) rather than a histogram. The worksheets can be used in class or given as a piece of homework.

This lesson and worksheet I have used as an introduction to scatter diagrams. Through worked examples students learn how to draw a scatter diagram, draw a line of best fit and use the line of best fit to answer further questions. The worksheet can then be used as a piece of classwork or as a piece of homework. Answers are included. New addition to this lesson: Printable two example sheet and Printable four page booklet containing three questions. The new addition was created during COVID times to ensure that students covered as much work as possible during school time. The two worked examples (worked through at the board) ensured that students moved onto the set questions quicker. The three question booklet was also a quick way to assess whether the students understood what was taught.

This is a lesson which demonstrates to students the sum of the angles in a variety of polygons through the knowledge of the angles in a triangle. The lesson then looks at a method of finding the interior and exterior angles of regular polygons. This resource also contains a worksheet for either classwork or homework (answers to follow!)

This lesson is designed for my Key stage 4 classes. Through a series of worked examples the class revise how to find the number of sides for a regular polygon or the size of interior and exterior angles. Plus further problems. The lesson also contains a worksheet with solutions.

Three lessons on how to construct Triangles. Each lesson has a relevant worksheet for students to answer either in class or as a piece of homework. Each worksheet also has a solution sheet. First lesson looks at constructing triangles when given all three sides. Second lesson looks at constructing triangles when given one side and two angles. Third lesson looks at constructing triangles when given two sides and one angle.

This lesson teaches students how to deal with enlargements involving negative sale factors. The lesson consists of several worked examples followed by a worksheet for students to answer either in class or as a piece of homework. Answers are included.

These examination papers have been written in the style of the new GCSE Mathematics Papers. There are 41 questions and Answers helping students revise Algebraic Fractions Arc length and Area of a sector Area under the graph Calculating the mean Completing the square Composite and Inverse functions Compound Percentage questions.

This lesson makes use of the Venn diagram and introduces students to the probability of A union B and A intersection B. The students then make use of these formulae in other examples.

These two lessons are used to revise the variety of methods we have for calculating the probability of some event.

This lesson is used to ensure that all students are aware of the notations used in a Venn diagram and the notations that will be used in more Advanced probability work.

This short lesson demonstrates to students the methods available when testing whether two events are independent or not.

This lesson looks at conditional probability through the use of worked examples and tree diagrams.

I put this on the site because I’ve used this since 1988 and its proved successful. Since the introduction of National curriculum, with its 15 attainment targets, I divided it into 5 sections. The four you see on each specification sheet plus one for investigations. What I like about this presentation is whenever I have seen a change to the syllabus such as in 1994, 2000, 2010 and more recently in 2015 I have only had to alter a little of what I do. Each year I print the specifications onto A3 paper. In a meeting, at the beginning of the year, we discuss what went well what do we think should be added to the year 7, 8, 9 scheme of work so that the work in year 10 and 11 can be reduced. I’ve been invited to several school to implement this and each school had sightly different schemes to each other. So for example with the introduction of the iterative formula I decided to introduce this in year 9 so that when students study this in years 10 or 11 they have already met it once. Years ago I decided that students in years 10 and 11 were struggling with Circle Theorems. Hence I introduced students to circle theorems in year 7 with two introduced. In year 8 we revised these two theorems and introduced 2 more. Then in year 9 all 6 theorems. This proved successful. Now don’t get me wrong some years we added to a curriculum to find at the end of the year we were criticising ourselves with “theres too much to get through”; so the yearly debate is essential.Plus if nothing else it shows you are working as a team. The scheme for year 7 is aimed at everyone. Each student having the same opportunity to flourish. The schemes for year 8 and 9 are taken at the teachers discretion. That is to say with some classes the teacher will touch on a topic listed whereas other classes with totally master the said topic. The scheme in year 10 and 11 is what is required for the new specifications. Again a teacher decides where to start what they feel they can omit from the classroom learning, etc… Some might say what materials do I need to cover the topics you have listed or resources. I have always left that up to the individual teacher (treating them as a professional) however if someone did ask for advise on covering say Decimals I would give them access to the power points and worksheets I use for that year group. I have demonstrated this with a hyperlink on many of the topics. I will add to these hyperlinks as I upgrade my lessons from PowerPoint/board work.

This lesson is demonstrates through worked examples how Venn diagrams can be used to obtain the probability of a given event. The lesson also has a worksheet attached.

This lesson demonstrates the various ways in which an Inverse proportion question could be worded. Then through a series of worked examples, students learn how to answer questions involving direct proportion. The lesson contains a worksheet and answers which can be completed in class or set as a piece of homework.