CHANGELOG 22/09/2021 - Corrected the second exercise Covers a few cases eg -Root 8 = 2 root 2 -2Root8 = 4Root2 -Simpifying with fractions and canceling a common term. A not huge. A starter. A little activity on what is a surd. A good amount of example/problem pairs. Two question sets. Some exam questions and five quick questions at the end. Included worksheet is merely a copy of what’s on the PowerPoint.

Ungrouped. Starter Example problem pair Two sets of questions, one thinking about symmetry in the data Plenary Does not include using the average to find missing values in the table.

Example problem pair and an exercise to do. Plus 5 quick questions, two exam questions and some multiple choice shenanigans aimed at hinting at the skills needed to rationalise the denominator.

A very simple Powerpoint, with a starter, an example problem pair, some questions (including some rearranging equations practice) and a plenary.

Just the cosine rule. Finding the side Finding the angle Example problem pairs (see https://berwickmaths.com/ for an explanation of this) and some questions. Not much of putting it all together but a quick exercise in picking which rule to use. There is an exam question included, a hard one that involves using cosine and then basic trig to find an angle. I did this over two lessons. Finding the side was one lesson, finding the angle the next lesson

Examples of when it’s easy to multiply up, when you need to reduce then multiply and when you need to use a calculator. Then loads of questions, including some whiteboard questions.

Full (couple of) lesson (s). Lots of stuff.

An example problem pair A nice set of questions where students have to decide why two problems have been paired (a bit variation theory-esque) Lots of questions, including a big set of questions on moving between radius/diameter and circumference. Some whiteboard work A problem solving question I came up with A learning check NOTE : TES is annoying for keeping stuff up to date. I often change my powerPoints to add stuff and make them better, or simply to correct errors in maths and presentation. The latest version will always be found here.

KS3 Coordinate Geometry Starter Example/Problem pair Midpoints miniwhiteboard work and an exercise Then a stolen exercise from Don Steward thats AMAZING, finding the coordinates of the vertices of shapes. That’s why I’ve called it coordinate geometry rather than just midpoints.

Powerpoint covers everything. There’s a starter, some pattern spotting, an exercises for both multiplying and dividing (but no mixed exercise) and a plenary. Maybe there’s not enough drill practice here. But you can use mathsbot for that. Enough for two lessons I think. We don’t spend enough time on negatives.

Deals with simplifying two part, three part ratios. Also includes a simplifying ratio colouring in puzzle, with loads of odd and weird ratios to discuss.

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.

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.

Starter Some example problem pairs Some whiteboard work and an exercise on plotting coordinates and making shapes. Then an exercise on translating coordinates (ie 1 right , 3 up from (8,7)) and an exercise on reading x and y values from coordinates. Then a plenary. About 2 lessons worth.

A little PowerPoint on division with whole number outcomes. A starter, example problem pair, an exercise, a problem solving bit and a plenary.

There is tons here. Enough easily for a weeks worth of work. A starter, some whiteboard work, some problem solving, an exercise (with answers) , plenaries, all broken down into adding and then subtracting directed numbers.

Trying to use variation theory My thinking A question to start Reversing the terms. Does balancing still work? A subtraction. How does this effect our balance. Does reversing the terms still lead us to the same answer Increasing the constant by one. What happens? Also: a decimal answer. We can have a negative answer Divide x, instead of multiplying it. Increasing co-efficient of x by one. What happens to our answer? Doubling co-efficient of x. Not sure about these last two. I think they may be a step back from question 7. This is the problem with presenting these in a linear format. These questions are variations on question 1, not question 7. I might experiment with some kind of spider diagram. Doubling the divisor from 7. Again, maybe the linear way these are written is a bit rubbish. Don’t know how I like the order of these questions, but there’s lots to think about and something to tweak. I have found the transition to asking ‘why have they asked you that question? What are they trying to tell you?’ has been difficult for some students, but I think it’s worth devoting time to it. If students are inspecting questions for things like this, maybe they’re more likely to read the question thoroughly and pick out it’s mathematics. Big hope, I know.

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

Loads of stuff here. (But no rearranging that requires factorisation) Example problem pairs. At least 5 different activities. A discussion about what it means for something to be the subject of an equation. An activity just asking pupils if the first step is correct (I think this is quite important). Some mini whiteboard work. A stardard exercise. An activity where they have to rearrange scientific formulas (is SMSC still a thing?)

Lots and lots of stuff on Column addition and subtraction along with talk about efficient calculations like shifts, using the correct language talk about association and commutativity. Some example problem pairs, loads of exercises with answers and some plenaries. Enough for 2/3 lessons here.