51ºÚÁÏ

How much will your pupils pay *you* to switch over to a Red Nose Day-themed revision sheet/lesson? Charge them what you can and pay it through to Comic Relief! :-)

A set of slides to introduce Pythagoras' Theorem like the Rugby Off-side rule: (i) with little extra information [maybe supplemented with explanation]; (ii) with movement; (iii) with different (technical) labelling.

With many thanks to Don Steward for inspiration on Saturday 16 March 2019 at ATM London, IoE, UCL, London. Cross links to ratio, sequences and gradient. Square dotty paper is set as back ground for slides; so you can build your own or print and ask your pupils to create their own. I’m certain you have access to more than enough questions on adding fractions. This merely provides pupils with a different means to answer them; visually/geometrically.

To be used after pupils familiar with use of #Pythagoras’ theorem, properties of #isosceles #triangles and #symmetry and sum of #internal #angles of a triangle. Gentle, steady, step-by-step progress.

double binary power index country dancing growth cell division mitosis doubling

Pupils are asked to label a circle with compass directions and angles. The trick is that the circle is already labelled: with months and times [in hours (12 and 24) and minutes]. All jolly confusing... until they stop to process, sort and think! The dice at the edges add potential for an extra question around how to randomly choose a time/angle for something! There is a second circle with weeks, suits of cards, letters of the alphabet and two marathons. More confusion! More thought. Where will your pupils take you with them...

Takes a bit of effort to imagine when simultaneous equations may come in handy. Partly inspired by the new fashion of publishing the tax returns of persons in "positions in influence" (with a view to identifying enemy agents: with "foreign" income sources), these questions will hopefully awaken pupils' interest in simultaneous equations and how/when/why they might (just might!) become useful in "real life"... [now with, step-by-step, solutions]

Self explanatory. Identify gradient and y-intercept of line so correct shot is taken by laser to stop Kim Jong Il’s missiles. If the wrong equations are chosen, and the back-up fails, the consequences are clear…

A 4 question refresher (covering a few options / decisions re. estimating & rounding), with worked solutions. Useful for mini-plenary, plenary or starter. Designed to open pupils’ minds to variety of estimation/rounding methods required in different circumstances.

Expanding one and two binomials (single and double brackets); with positively wibbly wobbly variables.

Subject to further development…

Adding Multiplication Estimation

Seeing gradient.

A series of links for World Space Week 2020. Designed to spur exploration. The truth is out there…

Something inspired by thoughts on sun dials and a once-held belief that the world was flat; possibly a flat disc floating in water. In essence it may provide (at least) a "holding" answer to an old teenage question: "If zero degrees is north (a.k.a. "up" on a 2D map) for bearings questions, why is it east for more advanced trigonometry?". The STEM-Ginger Beer Glass answers a separate (but related) question (or begins to).

A gentle starter for those beginning to grasp proportionality. It enables extension by encouraging pupils to design their own questions (with answers). Proportionality is visualised using a familiar item (macaroni) that they may see at home. Recognising that such a familiar item may be used in this way may lead to experimentation beyond the classroom.

Translations-based code word revelation.

**A couple of poems with a few mathematical questions. Nothing too heavy; but enough to spur some thought.

A single A3 sheet summary of the paths from a Grouped Frequency Table. With examples. With practical vocabulary.

Folllowing the timeline for the Autumn term I have provided on this website, these break each objective into four steps: consolidating; developing; securing; mastering. Each objective is taken directly from the "new" UK National Curriculum for Key Stage 3 [where an objective is given for each bullet point (from page 5): https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf ] . Consolidating - is generally pitched for the weakest pupils: who are revisiting key stage 2 material that may have been first taught before year 6. Mastering - will generally pitched to stretch at or beyond expectations for key stage 3. Problem solving exercises will need to be set within and around material each week. Three hours per week has proven enough to deliver the material to the very most committed and able pupils (when accompanied with sufficient homework); however, five hours per week (and some looping back to earlier objectives if/when later objectives prove inaccessible) may suit pupils who would benefit from such an approach.