The powerpoint show is designed to be used as mini-whiteboard activity, to identify misconceptions and to allow whole class discussion on key points where appropriate. It rarely takes up more than 15 minutes of a lesson and is aimed at low ability students across KS3 and KS4. I supplement with text books and other resources, of which I do not have ownership to share here. The excel document is designed to be used as a starter. There are three copies of the same starter on each tab, to save on photocopying. It is a good 'entry' task. Duration 5-10 minutes. The word document is a Quiz-Quiz-Trade actvity. Duration 5-10 mins.

I prepared this for a middle ability Year 10 class, but I have also used it with an above average Year 8 class. 1) Polygons and Angles (a diagnostic presentation to assess whether or not I needed to do more preparation with the class before moving onto angles in polygons.) It reviews regular/irregular polygons and angles in triangles/quadrilaterals. (5 - 10 mins) 2) Sum of Interior Angles. This took me an hour with my Year 8 class, but they do ask pertinent questions, and are good at finding alternative methods to answer questions, which they are keen to demonstrate. Also, whilst I don't include much chat on the slides, I do talk around them, quite a bit, so might not take as long for you and your class. 3) Interior and Exterior Angles of Regular Polygons. Similarly this took me about an hour to complete with my Year 8 class. 4) Decagons. A page of decagons that can be cut out and given to students for the challenge question on slide __ of the Sum of Interior Angles PPT.

This resource can be used as revision, a starter or a plenary and each worksheet should take the students approximately 10 minutes to complete. The word document contains three worksheets. Students are expected to describe each transformation fully. Rotations, Reflections and Translations only. There are about six questions on each worksheet. The flipchart can be used to demonstrate the answers.

A very repetitive mini whiteboard activity. Consequently, I do not use the full show for all groups. If it is a review exercise for a middle ability group, I would only use slides 41-55 or 41-62. Slides 56-62 cover reverse percentages. For weaker classes, I would first check that students can convert from a decimal to a percentage and then start from the beginning slide and decide on an end point. As is usual with most of my presentations, it is designed for me to assess who knows what and hence where to start my teaching and should only take up 5-15 mins of the lesson.

This is a starter exercise on 'Factorising'. I use it after we have mastered expanding single brackets. It encourages students to think of different ways in which an expression can be factorised. I print the two slides of the PPT back to back. Students fill in as many answers as they can in the time given (5-10 mins), so weaker students feel less pressure than they would starting at question 1 from a text book and then working through the questions in order. It can be done individually or in pairs. When time is up, I get students to come and volunteer their answers on the board, after which we discuss how to ensure that an expression is fully factorised.