The lesson is aimed at low ability KS4 students, who struggle to construct or match a graph showing the depth of water against time as water flows at a steady rate into vessels of different shapes. The resource consists of a lesson presentation and a worksheet. The lesson presentation goes through the topic thoroughly. The worksheet gives a summary of the teaching, so that pupils don’t have to copy it down, and three questions. The lesson presentation also has a starter and worked solutions to the questions.

This resource is for KS3 students and has an extensive introduction to the topic, so that students understand how the graphs represent travel in one direction. To facilitate this, there are examples and a matching exercise. The two worksheets have been adapted from free worksheets that I downloaded thanks to other contributors to this website. If it was you who contributed them, thank you and I hope that I have done justice to your work. The answers to the worksheets are included in the presentation.

The lesson is aimed at KS4 students who are wondering what relevance different types of graph have. The learning objective is for students to see that these graphs do have real-life meaning and that this helps them differentiate between the different types of graph.

This lesson is for KS4 students and teaches them to tackle problems involving rate of flow of a liquid, the volume of a liquid and time. The topic follows the model used to teach density and speed. The resource consists of a lesson presentation and worksheet. The lesson presentation consists of a starter, examples and worked solutions to all the questions on the worksheet. There are three exercises in the lesson with examples before each. The first exercise requires students to find the rate of flow, the second volume or time and the third exercise has more difficult contextual questions.

This resource is for KS3 students who have studied pictograms, bar charts and pie charts. While labeled as an ‘activity’, it will cover most of a lesson. There are two parts to the resource - the handout to be given to the students and the presentation that covers the activity. The presentation includes an introduction that shows how pictograms, bar charts and pie charts are connected and also shows students how to compare two of the same sort of chart. Students than have to match 12 pictograms to 12 bar charts and 12 pie charts. One of each is missing and students have to draw the missing charts. Other charts are incomplete and students have to complete them.

This resource is for KS3 students and shows them the connections between words, algebraic expressions and function machines. The lessons starts with a large number of examples allowing pupils to work on white boards. There is then a matching exercise. Pupils are then shown how to substitute values into algebraic expressions and how to enter inputs into function machines. The aim is that they see how both are essentially the same process. There are a large number of examples allowing for white board work. Pupils are then given a worksheet where they find the outputs for given function machines and inputs. The extension asks students to find inputs for given outputs with a hint at inverse function machines.

This resource is for KS4 students who have studied boxplots, histograms and cumulative frequency diagrams. The resource is labeled an ‘activity’, but it will cover most of a lesson. There are two parts to the resource: the presentation and the handout for the students. The introduction covers the connections between a cumulative frequency diagram and a boxplot and between a cumulative frequency diagram and a histogram. Students are then to match each cumulative frequency diagram to the corresponding boxplot and histogram, as well as choosing the description that best describes the distribution of marks. The extension is to find the mean exam mark for each distribution.

First few slides are a fun intro. Students are shown the method of dividing the numerator by the denominator to find the first fraction and then dividing the remainder(s) to find the other fractions. The lesson is split into two parts. after each example, there is an exercise consisting of 5 questions.

The resource is for KS4 students and consists of a lesson presentation and a worksheet. The lesson shows how to generate a Fibonacci sequence and gives worked solutions to questions on the structured worksheet. The worksheet starts with generating a sequence and then proceeds to finding the initial terms from two consecutive terms in the sequence and finding the first two terms from two non-consecutive terms.

This resource is for KS4 students taking the Higher paper. There is a lesson presentation that includes starters, examples and worked solutions. There are two matching exercises and the worksheet. There are two main parts to the lesson. The first is finding acceleration from the gradient. The starter revises the relationship between acceleration, speed and time and there is a matching exercise. The second part is finding the distance traveled from the area under the graph. There is a matching exercise for learning this. How to find both acceleration and distance from a curved graph is covered. There is a finally a differentiated worksheet.

This resource is for strong KS3 students and for KS4 students. The resource consists of a lesson presentation and worksheet. Lengths and angles are given as algebraic expressions. A property of the shape such as area or perimeter is given allowing formation of an equation, which can be solved to find the value of the unknown. I previously downloaded the worksheet as a free download, so this lesson is also free. Thanks and best wishes to whoever originally uploaded the worksheet.

This resource is for KS3 students and shows them how to create equations from statements starting with ‘I think of a number. …’ The lesson starts with writing algebraic expressions. There are numerous examples for white board work. There is then a matching exercise. The lesson then proceeds to creating equations. Two examples are given of creating and solving equations. There are then two sets of 3 equations and descriptions to be matched as a class exercise. A second matching exercise then consolidates understanding. Students are then given a worksheet with 8 questions. They are asked to create the equation for each question. The extension is to solve the equations.

The resource is for KS4 students. It consists of a lesson presentation and a worksheet. There are two parts to the lesson: completing frequency trees and finding probabilities from completed frequency trees. Worked solutions to the questions on the worksheet are given in the lesson presentation.

The resource is aimed at KS3 students, though it would be helpful as revision for low ability GCSE students. Students are given a number of triangles and have to identify whether the largest angle is acute, a right-angle or obtuse and whether the triangle has two or three equal sides. The students cut out the triangles and glue them into the correct part of a grid. This means that every student can have a record of his or her work. The activity ends with some questions as to why certain boxes in the grid must be left empty.

This resource is for KS4 students. It extends work done on the same subject in KS3 by focusing on calculating the gradient to find speed and also using speed to construct distance-time graphs. There is a matching activity to help learning. The whole lesson presentation includes a starter which revises speed, time and distance traveled, examples and worked solutions to the questions on the worksheet.

This resource is a short piece of work (less than a full lesson) for KS4 students. Knowledge of Pythagoras’ Theorem to find missing lengths of right-angled triangles is assumed. The resource uses the Theorem to show whether a triangle whose three lengths are given is right-angled or not.

The resource is for KS3 students and KS4 students taking the Foundation paper. The resource consists of a lesson presentation and structured worksheet. The lesson presentation includes a starter and worked solutions to the worksheet. Students are led through the process of substituting into an algebraic expression, compiling a table and then taking the coordinates from the table to plot the linear graph. This lesson helps students understand that the (x, y) coordinates of a point are written horizontally but are typically compiled vertically in a table.

This activity is designed to teach KS3 students the difference between perimeter and area. (Centimetre squared paper is required). The first activity is to find rectangles with the same area but different perimeters. The second activity requires students to find the perimeter and area of a number of composite shapes. Through doing so they should gain an appreciation of the type of shapes that have high perimeter and low area and the types of shapes that have low perimeter and high area.

The resource is for advanced KS4 students. It is assumed that students know how to find the constant of proportionality, though is revised in the starter. The resource consists of a lesson presentation and a worksheet. The lesson presentation includes a starter, two real-life examples of combining proportional relationships and an example of answering a GCSE style question requiring two such relationships to be combined. Worked solutions to the worksheet are also given. The 6 questions on the worksheet become increasingly more difficult.

This lesson is for advanced KS4 students. It consists of a lesson presentation and a worksheet. The lesson presentation includes a starter, two exercises for the students to do before tackling the worksheet and worked solutions to the worksheet. The lesson starts by revising re-arranging inequalities. For the first exercise, students are given a quadratic graph and are asked to match solutions to the corresponding quadratic inequality. The second exercise is a matching exercise with students asked to match a quadratic inequality to a graph and solution, helped by first calculating the discriminant. This leads into examples of finding the solution to a quadratic inequality and a varied sample of questions for the students to do.