Starter and hook rather self explanatory, my students found it really funny and were very engaged with the problem at hand. From think pair share it was clear that many of them saw different things, I had Pythagoras, straight line graphs, a rectangle and two triangles and thankfully I got trapezium. I wanted the students to find out how much this bag costs to make and to add to the humour, said we will make these bags in maths lunch club and forget Gucci hows about Mr Hussain. To do that we need to find the area of a trapezium, does anyone know how to do this? Took some answers, discussed the idea of splitting it into a rectangle and two triangles but again this is very student led (revisited their idea but if they hadnt have said this I may have had to bring it to light myself). Then I said talking about rectangles and triangles I have something quite cool to show you. Then showed them the animation and showed them the trapezium slide and as a class we derived the area of a trapezium. I went through two examples on application. First example and student led to go into their books Second, students had to use pythagoras, but I didn't got an answer and asked them is that right, no so we looked at the problem in more detail they critiqued my work and pointed out why what I did didn't work, realised it was pythag and solved. Rest of the lesson was consolidation. Please let me know how I could improve this or how your lesson goes! It would be amazing to hear how it works elsewhere and what you did differently to enhance your pupils learning. (Seriously any feedback would be amazing currently on an ITT course!)

A powerpoint and worksheet containing questions and walkthroughs. Please let me know how I could improve this or how your lesson goes! It would be amazing to hear how it works elsewhere and what you did differently to enhance your pupils learning. (Seriously any feedback would be amazing currently on an ITT course!)

Teaching Quadratic Sequences using a popular Christmas carol.

I would probably give the kids a calculator and give them about 20-30 mins to have a go at working out the prices of each item. See that they need some kind of method to work out C and D and then introduce how it works through use of cards A and B. Keywords such as difference should be highlighted.

I believe, along with many other mathematics educators, that mathematics should be discovered and therefore I gave the students the opportunity to discover rules. With indices part three, I gave two examples as to where the negative and fractional indices come from. (Did negative algebraically using the division law, worked out that root 25 multiplied by root 25 is 25, worked it with them and said well is there a different way we can write this blah blah.) Please let me know how I could improve this or how your lesson goes! It would be amazing to hear how it works elsewhere and what you did differently to enhance your pupils learning. (Seriously any feedback would be amazing currently training on an ITT course!)