Presented to staff as a CPD session after a few weeks as Numeracy Coordinator, to encourage staff to celebrate numeracy across the curriculum, while removing stigma behind Maths. <br /> Some details may have been pooled from various authors on tes, thank you to those who have provided other presentations for free!

Presentation i did to students, as School Numeracy Coordinator, to promote and celebrate being numerate, and the importance of numeracy in cross-curricular subjects, and in their every day lives. <br /> Notes give outline of the spoken part of the assembly. Assembly lasted 20 minutes, with some student interaction in the 'Fails' section.

Full resource for a Maths Lesson on the mathematics behind predicting the path of, and area of destruction of a tornado. (Used with Year 10 middle/top sets) <br /> Could also be used as a Geography lesson with a heavy emphasis on Numeracy.<br /> Starter gets students thinking about how to calculate the area of a circle.<br /> The scenario is fictitious and considers a tornado off the coast of Lincolnshire. Map provided, with scale correct if printed out on A4 paper.<br /> Calculations take a lesson, then students could be asked to produce a poster of their findings/calculations. <br /> Maths skills used: Area of a Circle, Scale Drawing, Ratios, Speed/Distance/Time calculations, Loci.<br /> SMSC/Cross-curricular links: Tornadoes, Map reading, Using a scale drawing, research as an extension.

Whole lesson introducing students to finding the circumference of a circle. Using string, students measure the circumference of circles and record information in the table and try to spot a relationship between diameter and circumference. Homework sheet provided (cannot take credit for).<br /> Lesson plan also provided - produced in my training year.

Display posters for a Maths classroom. Print out, laminate and pin on your displays.<br /> Mathematical quotes, Simpsons Math, Narcissistic Numbers, Vampire Numbers.

Based on the End Of Term Pub Quiz by 'andrewchambers' - https://www.tes.com/teaching-resources/shop/andrewchambers <br /> As part of my role as numeracy coordinator, I hosted an inter-house competition for my school, with teams earning points towards house totals. The quiz was hosted in the hall, with a whole year group split into teams of 4 (mixed ability). Students came out of a maths lesson to take part - 3 rounds of the Quiz took the full hour. <br /> I tweaked the questions to suit different year groups, and hosted the quiz four times, once with each year group. Students were given 30secs-1min (using professional judgement to determine how long they need) to answer each question, writing their answers on answer sheet. Then at end of each round swapped with another team to mark.<br /> All students were engaged and pooled their knowledge to help answer different style of questions. Code breakers etc mean that students don't necessarily need to be high flyers to take part.<br /> If two teams were evenly scored, the Pi starter was used as a decider. Most digits of Pi correct wins!<br /> <br /> (P.S. A whistle is useful for regaining order when a full year group is in the hall!)

3 investigations/puzzles that are ideal for the end of a topic on sequences after nth term has been taught. Last puzzle is the Fibonacci Sequence.

Lesson Plans, starter and presentations for 2 lessons worth, if some textbook exercises are used alongside. Plenary provided for both lessons - True/False and key words.<br /> <br /> I always use the Hans Rosling video (link in smartboard) to engage the students. <br /> At end of lesson 1, I get students to measure each other's head lengths and widths, and this data is what forms the main of Lesson 2.<br /> Use the student data to draw scatter graphs. (my smartboard gives some random student data, and my own measurements - students find it funny to see me as an anomaly in the scattergraph and we discuss why this is.) Discuss broken axes , line of best fit and anomalies.<br /> I then give them the excel produced graph (slide 4), and then a 'perfect' line of best fit (slide 5) which shows where they should be if they are to be considered 'mathematically beautiful' as given by the Golden Ratio! (Notice my position now!!).<br /> Next few slides give some stimulus to discuss golden ratio and its uses in the artistic/natural world.

Applied Maths activity where students must calculate how much an insurance company will make, and how much they can afford to charge , depending on premiums and probability of payout.<br /> Consolidates knowledge on probability and a good real life problem to engage students in something they may have to think about. <br /> Generates good discussions, and is open to further probing questions/calculations.<br /> <br /> Answers provided for Scenario 1. Scenario 2 uses random dice rolls so students will generate different answers - some will make a profit, others will make a loss.

Notebook covering 2 to 3 lessons. Starting with introducing Factors, Multiples and Primes. Then Product of Primes, leading into using prime factor decomposition to obtain HCF and LCM of 2 numbers. <br /> I provide in the notebook 2 ways of finding product of primes. First way (flower pot method) usually helps students remember, then once got the idea can do it the simple way.<br /> Also provide the 4 point plan to finding the HCF/LCM. I did this with the students in a lesson so is not as neat as possible, but this is how I expect students to present answers to each question.<br /> Works with high ability Year 7/8, up to low ability Year 11 GCSE students (worded questions at the end.)

A series of code breakers perfect as a bell task, starter, key word plenary. Easily adaptable for your own key words.<br /> Each number represents one of the 3/4 letters on the mobile keypad. Example to help.<br /> Answers provided in notes.<br /> <br /> Literacy &amp; Numeracy ticked off!<br /> <br /> Please share any adaptations/new topics.