This lesson demonstrates to students natural logs can be used with more complex differentiation.

This short lesson demonstrates to students the methods available when testing whether two events are independent or not.

This lesson makes use of the Venn diagram and introduces students to the probability of A union B and A intersection B. The students then make use of these formulae in other examples.

This lesson teaches students how to deal with enlargements involving negative sale factors. The lesson consists of several worked examples followed by a worksheet for students to answer either in class or as a piece of homework. Answers are included.

Following the Dozen questions theme, attached here are two more worksheets with the same theme. Each worksheet has 12 questions based on the material for the higher level new GCSE specification in Mathematics. Answers are also attached. A great way to identify whether students are solid on the topics selected.

This lesson and worksheet I have used as an introduction to scatter diagrams. Through worked examples students learn how to draw a scatter diagram, draw a line of best fit and use the line of best fit to answer further questions. The worksheet can then be used as a piece of classwork or as a piece of homework. Answers are included. New addition to this lesson: Printable two example sheet and Printable four page booklet containing three questions. The new addition was created during COVID times to ensure that students covered as much work as possible during school time. The two worked examples (worked through at the board) ensured that students moved onto the set questions quicker. The three question booklet was also a quick way to assess whether the students understood what was taught.

This activity is aimed at Foundation students who are revising for their GCSE examination. Each round consists of four questions. Print the slides 8 to 13 on A4 paper and place one printed slide per table. Students are put into pairs (either by choice or teacher selection) and are given a copy of slide 14 and a few sheets of pieces of A4 paper. The pairs are designated a starting table and the timer (slide 2) is started. The students are then given 5 minutes to answer the four questions on that table. Once the five minutes is up the students move clockwise to the next table and start the next set of four questions and the timer of slide 3 is started. This continues until all students have completed the six tables worth of questions. For this run around calculators are placed on the table for questions 1 to 4 and table for questions 13 to 16 The answering of the questions takes no more than 30 minutes. Students then remain at their final table, swap their answer sheet with the nearest table and the answers are produced. At this stage I go through the questions before revealing the answers. In this way the students have had a go at GCSE style foundation questions and have also seen a demonstration as to how they should have been answered. Finally, students add up their score and the highest score get a prize!

GCSE Higher level Mathematics run around game This activity is aimed at Higher level students who are revising for their GCSE examination. Each round consists of four questions. Print the slides 8 to 13 on A4 paper and place one printed slide per table. (For a higher level set this may need printing more than once) Students are put into pairs (either by choice or teacher selection) and are given a copy of slide 14 and a few sheets of pieces of A4 paper. The pairs are designated a starting table and the timer (slide 2) is started. The students are then given 5 minutes to answer the four questions on that table. Once the five minutes is up the students move clockwise to the next table and start the next set of four questions and the timer of slide 3 is started. This continues until all students have completed the six tables worth of questions. The answering of the questions takes no more than 30 minutes. Students then remain at their final table, swap their answer sheet with the nearest table and the answers are produced. At this stage I go through the questions before revealing the answers. In this way the students have had a go at GCSE style Higher level questions and have also seen a demonstration as to how they should have been answered. Finally, students add up their score and the highest score get a prize!

This lesson looks at the CAST diagram and introduces students to the negative angles through a series of worked examples.

Here are two papers for mathematics examinations aimed at non calculator for foundation and higher. These papers can not be obtained by students on the internet. Hence are ideal for end of term (or year) assessments. Solutions are included.

This lesson introduces the students to the circle centre (0,0) radius r. Worked examples look at tangency to the circle and points of intersection.

Following on from the lesson on indefinite integral. This lesson looks at the limits attached to a given integral.

These two lessons are used to revise the variety of methods we have for calculating the probability of some event.

These two spreadsheets have been completed with the three uploaded papers in mind. There are instructions on how to use the spreadsheet. Once the papers have been marked the students individual scores are placed into the spreadsheet question by question. The teacher can then glance to see which topics are class issues and which topics are just problem areas for one or two. There is also the facility to print out an overview per student. Each individual question is RAG rated so that it is easy to identify incorrect answers, partially correct answers and full marks. As I said the spreadsheet is aimed at the three papers I have posted. However it can be modified for other papers used in class. Simply replacing the listed topics an max mark allocation allows the spreadsheet to be used for papers you create or use.

A lesson teaching students the general integrals they need to know for the A2 material of calculus. A worksheet is also attached which can be used as classwork or as a piece of homework.

This lesson looks closer at the value b^2 - 4ac and the types of roots the outcome would suggest. The lesson then looks at more algebraic problems.

Having taught the Compound Angles the next lesson is this lesson which looks at the double angle formulae and examples of situations where the knowledge is required.

These two lessons show students, through worked examples how we can obtain the area under a curve through integration and also how we obtain the area entrapped between two curves.