With many thanks to Don Steward for inspiration on Saturday 16 March 2019 at ATM London, IoE, UCL, London. Cross links to ratio, sequences and gradient. Square dotty paper is set as back ground for slides; so you can build your own or print and ask your pupils to create their own. I’m certain you have access to more than enough questions on adding fractions. This merely provides pupils with a different means to answer them; visually/geometrically.

Video demonstration of planes of symmetry in real shapes: using play dough. Planes of symmetry of cuboid. Planes of symmetry of triangular prism.

James Bond Skyfall 007 Transformations Revision Starter Plenary Main Activity

A gentle starter for those beginning to grasp proportionality. It enables extension by encouraging pupils to design their own questions (with answers). Proportionality is visualised using a familiar item (macaroni) that they may see at home. Recognising that such a familiar item may be used in this way may lead to experimentation beyond the classroom.

Translations-based code word revelation.

**A couple of poems with a few mathematical questions. Nothing too heavy; but enough to spur some thought.

A single A3 sheet summary of the paths from a Grouped Frequency Table. With examples. With practical vocabulary.

Folllowing the timeline for the Autumn term I have provided on this website, these break each objective into four steps: consolidating; developing; securing; mastering. Each objective is taken directly from the "new" UK National Curriculum for Key Stage 3 [where an objective is given for each bullet point (from page 5): https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf ] . Consolidating - is generally pitched for the weakest pupils: who are revisiting key stage 2 material that may have been first taught before year 6. Mastering - will generally pitched to stretch at or beyond expectations for key stage 3. Problem solving exercises will need to be set within and around material each week. Three hours per week has proven enough to deliver the material to the very most committed and able pupils (when accompanied with sufficient homework); however, five hours per week (and some looping back to earlier objectives if/when later objectives prove inaccessible) may suit pupils who would benefit from such an approach.

Folllowing the timeline for the Spring term I have provided on this website, this breaks each objective into four steps: consolidating; developing; securing; mastering. Each objective is taken directly from the "new" UK National Curriculum for Key Stage 3 [where an objective is given for each bullet point (from page 5): https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf ] . Consolidating - is generally pitched for the weakest pupils: who are revisiting key stage 2 material that may have been first taught before year 6. Mastering - will generally pitched to stretch at or beyond expectations for key stage 3. Problem solving exercises will need to be set within and around material each week. Three hours per week has proven enough to deliver the material to the very most committed and able pupils (when accompanied with sufficient homework); however, five hours per week (and some looping back to earlier objectives if/when later objectives prove inaccessible) may suit pupils who would benefit from such an approach.

From days at Primary; animated & adjusted to work for -ve powers of 10 as well as +ve. Kibel [pp34-40 Miles T.R., Miles E. (2004)Dyslexia é mathematics] has +ve story to tell about Dienes blocks. Worth remembering that their use can be scaled up é down. Hence BETTER version will be made by someone with time é 3D ICT kit. It’ll ZOOM in é out to enable pupils to view (é correctly name - for US é Brit purposes!) numbers as big as a Googol é as small as... It'll use techniques like those in these slides; but combined with ZOOMING as seen in this: http://www.youtube.com/watch?v=I-Tym_6YLUI

Place Bearing Point on ground and calibrate to magnetic north using compass/GPS. Pupil stands on Bearing Point with trundle wheel. Giant scale map-making/diagram-drawing begins. Corners/Vertices can be marked using cones. Bearing point can be lifted and replaced with cone at each vertex to aid taking further bearings. £4.50 IKEA Mat: http://www.ikea.com/gb/en/catalog/products/40239429/ Chalk pen: http://www.amazon.co.uk/s/ref=nb_sb_noss?url=search-alias%3Daps&field-keywords=pens+chalkérh=i%3Aaps%2Ck%3Apens+chalk [might work with Tippex pen]