Does as it says on the tin. There’s probably two lessons in here. Includes a worksheet with the same questions as on the PowerPoint. Answers are provided.

An example problem pairs. Loads of practice. Some more puzzly bits.

Writing big numbers and small numbers, with a prelude on different powers of ten. Example problem pairs, and some exercises. Full lesson (or two)

An example problem pair, a discussion slide on things like 24.98 to 1 d.p. , some miniwhiteboard work, an exercise with answers and a quick plenary learning check.

Two example problem pairs, covering both ‘regular’ examples but also examples where you need to do order of operations within a fraction. Three exercises and a learning check.

PPT with example problem pairs for estimating square and cube roots along with three small exercises covering squares, cubes and using estimation to find the side length of shapes.

A simple little slide to put up for discussion. Is this 1 needed? Ignore the preview, it looks fine when downloaded.

Work out the mean from a list Work out a missing number given a mean No median, no mode. Deliberately. Includes a starter, two example problem pairs, two exercises, a quiz and a learning summary.

Two lessons at least here. Simple sine rule questions and more difficult ‘using the sine rule’ as well as the ambiguous case. Includes a worksheet, some whoteboard work, an exam question, some example problem pairs, a section on doing some timed questions.

A very simple little worksheet revising sequences. Find the next term, find the nth term, plot it on a graph. 6 questions.

Finding the mode and median from a list. Contains example problem pairs, some whiteboard work and some exercises. Plus a plenary

Loads of shapes. Measure them. Add up the angles in each shape. What do you notice?

Comparing populations. Finding the mean/median and range and comparing them for two sets of data. Ends with a past exam question.

Starter about hatching eggs and a rich task involving student developing a plan to maximise XP and minimise time spent. Made by a colleague who is shy to upload stuff. I understand none of it. Much thanks to him.

A resource for P Level maths. Created this because I have a nurture student who finds it difficult to tell the difference between both, all and other directional statements. Will do more if people want. This area of maths interests me.

A worksheet for simple sequences, both generating from a written rule, and finding the missing number. Students start at T. They then answer the question at the bottom of the letter, to find the answer at the top of their next letter. And so on. If they complete this it should spell out the punchline 'Tyrannosaurus Wrecks&'

Students are shown 8 triangles. They have to assess if the traingles shown are mathematically valid. Some of the triangles do not add up to 180 dregrees. Some triangles have clear acute angles lables as obtuse angles. As an extention, some pupils can give written reasons WHY some of the traingles are not correct. NOTE: These are not drawn to scale, and are not to assess students ability to measure angles with a protractor. They are as a test of student's knowledge about the internal angles of a triangle.

Not sure how I feel about some of the decisions here. I’ve introduced a bit of index laws towards the end of the sheet. Is this madness? I thought I would add it to reinforce the difference between simplifying powers and simplifying regular expressions. Maybe it’s too much. As usual here’s my little justification for the first 10 questions. A simple one to start If you change the letter, it’s the same process You can have multiples of terms And it doesn’t matter where in the expression they occur You can have 3 terms And it doesn’t matter where in the expression they occur Introducing a negative for the first time. At the end to make it easier But the negative can occur anywhere! Here it actually makes you use negatives unless you collect the terms first Introducing terms like bc. It’s not the same as b + c We can do some division Later questions cover stuff like ab being the same as ba. I quite like the last question

An attempt at some variation theory This one was hard. I spent ages rearranging questions and looking at what should be added. Specifically, I had a massive dilemma when it came to introducing fractions. I was trying to point out the ways in which simplifying fractions and simplifying ratio were similar, but I’m not sure that I haven’t just led students down the wrong path thinking they’re equivalent. For instance 5 : 6 is 5/11 and 6/11, not 5/6. Hmmmm. The variations I used for section A. An example where you can use a prime divisor The opposite way around. What happens to our answer. Order is important! Half one side. 8 : 5 becomes 4 : 5 One that’s already as simple as possible. Time for some questioning? How do you know you can’t simplify it? It’s not just reducing the numbers down. Here you have to multiply up. Deals with what simple is. I have changed this from the picture to make only one number vary from the previous question. Needs a non prime divisor. This isn’t really a variation, though. It has nothing really to do with the previous questions! Again, double one side Double both. Our answer does not double! Adding a third part of the ratio. Changes the answer significantly. Doubling two parts here. Our parts don’t double in our answer! If you amend this and it works better, please let me know.

A worksheet attempting to combine Craig Barton’s ideas on variation theory (only changing one part at a time) and Dani and Hunal’s ideas around making students make choices. I’ve tried to build up to that. Maybe by trying to combine both I miss the point of each. Would love criticisms and thoughts.