Students need to place labels strategically on the outside of the grid so that they can place the list of numbers given to them. The labels are: PRIME NUMBERS, NUMBERS LESS THAN 20 SQUARE NUMBERS, NUMBERS GREATER THAN 20 TRIANGULAR NUMBERS, FACTORS OF 60 ODD NUMBERS, MULTIPLES OF 3 EVEN NUMBERS, MULTIPLES OF 5 Differentiation: Simpler versions with 4x4 grid, 5x5 grid where labels are already placed.

I needed an short differentiated activity that would cover angles around a point, on a straight line and in a triangle, that would force justification. So I created this one. Answers are in the notes. Used as a starter. Could also be a homework task. First contribution to TES, let's hope it&'s useful.

Full steam on paper 2 now… Similar to the pack I prepared for paper 1 as my classes enjoyed it. The first 2 questions are from Edexcel/Pearson (past exam questions). I wrote the rest of it. It’s skills revision rather than problem solving. It contains the “number” topics (not many left for paper 2!), some algebra, some geometry. Please be kind if you find errors… and I don’t post much so if you liked it, please review :-) <<<------------------ oups - couple of errors seen and corrected. Hopefully there are no more. ----------------->>>

Part 4 / 4 in a sequence of lessons covering solving quadratic equations by factorising. This final lesson covers factorising (and solving) quadratics with negative coefficients using the grid method. Sequence is: Part 1: Introduction to solving graphically (to build understanding that some equations have more than 1 solutions) Part 2: Solving factorised quadratics (undertstanding that one of the 2 linear product has to be 0 if their product is 0) Part 3: Factorising (and solving) monic quadratics using the grid method - when b and c are positive Part 4: Factorising (and solving) monic quadratics using the grid method - when b or/and c are negative This lesson teaches students to factorise monic quadratic equations with positive and negative coefficients using the grid method. It finishes by solving (as solving factorised quadratics was covered in the previous lesson). The lesson that follows involves getting further practice by mixing monic quadratics, looking at the special cases of difference of 2 squares and perfect squares. Grid method is very easy to use to factorise non-monic quadratic equations so this can be introduced that way too.

Part 3 / 4 in a sequence of lessons covering solving quadratic equations by factorising. This lesson covers factorising (and solving) quadratics with positive coefficients using the grid method. Sequence is: Part 1: Introduction to solving graphically (to build understanding that some equations have more than 1 solutions) Part 2: Solving factorised quadratics (undertstanding that one of the 2 linear product has to be 0 if their product is 0) Part 3: Factorising (and solving) monic quadratics using the grid method - when b and c are positive Part 4: Factorising (and solving) monic quadratics using the grid method - when b or/and c are negative This lesson teaches students to factorising monic quadratic equations with positive coefficients using the grid method. It finishes by solving (as solving factorised quadratics was covered in the previous lesson).

Students struggle drawing grids - in maths, in science, in geography… across the board. So here is a slide pack that aims to explain how the axes are drawn, starting from well-known number lines. With time, I will probably add (with students’ errors), but I don’t have them yet.

XL worksheet (answers on another tab) to practise: calculating % profit and loss from buy and sale price calculating sale price from buy price and % profit or loss. This was put together for a GCSE Foundation group in mind so it does not include reverse% (finding buy price from sale price and %profit/loss) I hope it’s useful to some.

Part 2 / 4 in a sequence of lessons covering solving quadratic equations by factorising. Sequence is: Part 1: Introduction to solving graphically (to build understanding that some equations have more than 1 solutions) Part 2: Solving factorised quadratics (understanding that one of the 2 linear terms has to be equal to 0 if their product is 0) Part 3: Factorising (and solving) monic quadratics using the grid method - when b and c are positive Part 4: Factorising (and solving) monic quadratics using the grid method - when b or/and c are negative Once students have come round to quadratic equations generally (at least at GCSE) having 2 solutions, they are ready to solve. I decided to start by teaching them that if a quadratic is factorised and = 0, then finding the solution is simple (using geometry to build understanding). Why did I start by solving factorised quadratics? because that way, when they learn to factorise, they know where we are going.

I just prepared this slide pack for my Y11 class. Mostly made up questions (except slide 1 - but credit is clearly given) It covers all the topics listed under “Number”, a bit or ratio and a bit of algebra. This will be obsolete in 10 days, so I am sharing quickly while it is useful! Please be kind if you find errors… :-) <after using today, I have fixed a couple of errors / typos>

This was created for a class of Y10 struggling to draw regions. It's broken down to each step to support them through the process. Once they could complete this worksheet, they moved on to another "shading region" sheet found on TES. So it's really an introduction. Happy to take feedback and adapt, thanks.

Part 1 / 4 in a sequence of lessons covering solving quadratic equations by factorising. Sequence is: Part 1: Introduction to solving graphically (to build understanding that some equations have more than 1 solutions) Part 2: Solving factorised quadratics (undertstanding that one of the 2 linear product has to be 0 if their product is 0) Part 3: Factorising (and solving) monic quadratics using the grid method - when b and c are positive Part 4: Factorising (and solving) monic quadratics using the grid method - when b or/and c are negative This lesson was created to help students understand that some equations have 1 solution, but others can have more than one solution. This was demonstrated visually by introducing students to solving graphically. The first slides solve linear equations graphically (something students should be able to do algebraically, so the link between the x-intercept and the solution can be made easily) and then extended to quadratic and more complex graphs. I used this lesson at the very beginning of factorising and solving quadratics.

An idea I found on TES but I needed slightly harder question (and a rhyme…) Built along the 12 day of Christmas song: HIGHER: on the first day of Christmas… equations on day 2: equations and standard form on day 3: equations and standard form… and angles on day 4: … and surds on day 5: … and factorise on day 6: … and ratio on day 7: … and indices (getting harder) on day 8: … and product of prime factors on day 9: … and Circle theorems on day 10: … and long multiplications on day 11: … and simultaneous equations on day 12: … and estimate (calculations) FOUNDATION on the first day of Christmas… equations on day 2: equations and fractions on day 3: equations and fractions… and order of operations on day 4: … and simplifying algebra on day 5: … and decimals on day 6: … and indices on day 7: … and transformations on day 8: … and rounding on day 9: … and area on day 10: … and construction on day 11: … and factorising on day 12: … and long multiplication by the time you reach the 12th day, it will take the whole lesson, but not so bad as it should be in the final week (not the best time to start a new…)

If you want/need to do regular directed numbers drill, here is a spreadsheet that creates randomly-generated 30 question drills (with answers :-) )