Changelog 9/11/2021 Updated some answers on the second exercise. Starts numerically, looking at rules for multiplying. Lots of practice Problem solving question Learning check at the end

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.

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

Simple finding the hypotenuse worksheet, but I’ve made sure the triangles are rotated. There’s a few little tricks (1-3 are the same to emphasise rotation)

Writing and using index notation Massively based off Jo Morgan’s superb work going in depth on indices. http://www.resourceaholic.com/p/topics-in-depth.html

As comprehensive as I could make it (without involving calculations) Rounding starter Upper/Lower Error intervals Discrete bounds Bounds with weird rounding Worksheet is a mirror of the questions on the PowerPoint 5 exercises with answers included

Just a simple powerpoint lesson. Example problem pair, followed by some questions, some discussion an exercise and some UKMT problems.

Talking about spotting number bonds for addition and grouping your subtrahends for subtraction to make doing a calculation much simpler. A exercise on each.

Some exercises. Some example problem pairs. Quite like the fill in the gaps exercise here.

No union or intersection. Just the language of using ‘subset’ and ‘is an elelment of’ and the signs.

Full lesson Example problem pairs Questions Exam questions Learning check When I come to update this, I need to add more questions where substitution is required. NOTE : I update my PowerPoints a lot, but don’t always reupload them to TES. They’re a work in progress. The latest version of this PowerPoint can always be found here.

Students measure sides of shape to determine if it is regular or not. As always, please comment if you found this useful, have an idea on how to improve it, or want something changed.

I’ve updated this massively. I’ve thrown lots of stuff out. It’s now quite barebones (warm up/example problem pair/mini whiteboard work/exercise/plenary).

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.

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.

Full lessons. Covers a few discussion points, and goes through how to find experimental probabilities from tables. You should probably print off the questions as they go over two pages.

CHANGELOG : Massively updated 23/09/2021 to clean up a lot of stuff and add a section on identifying how many significant figures are in a number. I also collated the activities into a worksheet. 20/9/22 : Changed the worked examples to avoid duplicate digits. Full lesson. Starts with a pattern spot (you could use mini whiteboards), moves on to some increasingly difficult problems, then a lovely pixel puzzle.

Includes A starter Two example problem pairs on finding frequencies and drawing the missing items. An exercise involving a bit of thinking (that owes a BIG debt of gratitude to @giftedHKO for the inspiration) Two exam questions A learning check plenary.

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.