A real-life link lesson introducing the SUVAT equations, meanings of letters, learning to select the correct equation for the question, and rearranging to solve. Uses popular car data to see relevant applications in real-life. Includes a starter on Speed = Distance / Time, diagnostic questions using RAG&White, examples and practice, then Nando's themed differentiated questions (with answers) and a literacy plenary to write to their future selves what mistakes to avoid and to explain in their own words - "metacognition" or something! Please let me know what you think :)

A whole lesson I've created for multiplying fractions. It starts with some skill practice they've learned in recent previous lessons - eg. Equivalent fractions, converting mixed to improper fractions and adding fractions. There are differentiated questions - in the format of Nando's style - Lemon & Herb, Medium, Hot, Extra Hot. These are followed by checking understanding, problem solving style questions (using shapes), exam question and a "write a note" exercise where pupils explain what they've learned. Finally there's a catchphrase activity previously shared by someone else on TES. Please let me know what you think!

Just a codebreaker I created for my lower set group who needed extra practice with long division, I used this as the extension so they could divide into decimals rather than leaving remainders. Answers are 3 countries - Iceland, Australia, Florida (I know Florida isn't a country - it's just places I want to visit!) Hope it's useful :)

I created this lesson for an interview lesson, and have been fortunate enough to do it twice (once as practice, the second in the interview!) so it has been slightly refined. In preparation for the lesson, print off each of the country pages and each of their corresponding currency graphs. These can be dotted around the room. It would be ideal to print off a small booklet for pupils as they need to complete 5 graphs and one table, they are slides 5, 7, 24, 26, 28 and 30. Pupils complete the first graph (cm to m) as a class before going on to find values for each country. Every country sheet had the amount of currency you need, and all pupils need to convert this into £ and find a total. Platinum level is to find the conversion rate - eg. £1 = currency.

A full lesson with related challenging starter, diagnostic questions, exam question and problem solving related questions. Used this to teach my top set year 11 how to find the area under a curve. I also supplemented the lesson with a worksheet that I found on here just for additional practice for any pupils requiring it. I would recommend printing out the questions so pupils can work more easily with the graphs. Alternatively, some of them can be used as nice practice of drawing quadratic graphs. Please rate/review.

I’ve created a predicted paper for my own Year 11 top set, based on topics I think are still likely to come up since they haven’t been tested as much so far this time round. Obviously I have no idea, but its a nice opportunity to use some fresh questions. Answers are provided and it is in powerpoint format to aid with printing issues/costs so close to paper 3. I hope its useful

This is a full lesson worksheet that contains the starter and a main activity. I used it to introduce Substitution in Algebra to Year 7's, who had learnt to collect like terms in algebra the two lessons before. At the start, remind the pupils of terminology, 2g, ab, and do an example that spells out hello to start with. The students loved it, and forgot they were doing Maths whilst playing the game at the back of the worksheet - Skeleton-opoly. You&'ll need counters and dice to do this lesson.

A codebreaker that uses Column addition for two digit numbers as well as decimals and also throws in some adding negatives (can't do via column addition though!). Be aware the last page has the answers!

I wrote this originally as cover but enjoyed it too much and had to do it when I was there instead! The questions involve square numbers, prime numbers, long multiplication, highest common factors, angles around a point and on a line, multiples, using time tables, area, mean, solving one step equations, finding fractions of amounts, collecting like terms and long division (Basically lots of topics I'd taught the class beforehand). The premise is that I'm going travelling over the summer holidays, they have to find the city I'm visiting and then find out how long I'm spending there before moving onto the next place. I have used with average to low ability Y7&8 sets. None of the slides give away the previous one. I printed out on A5 so that I had City 1 and the time spent in City 1 on either side. The average pupil completed 2 cities and the duration per lesson, so can span 3 lessons (bear in mind I have 50 min lessons!). Extension is to create their own, using whichever other topics they've learnt. Please leave any feedback :)

A resource that builds up from the first understanding of upper and lower bounds to then being able to calculate (both multiply and divide) upper and lower bounds. The easiest starting point is at L. They get progressively more difficult after that point. I hope it's useful :)

I designed this lesson for my Year 10 class, with inspiration from my lecturer (@solvemymaths). The initial example is using simply collected data - how long they spend getting ready each morning (not including eating their breakfast). The main task is to watch a short youtube video of 7 animals with funny voiceovers (BBC's Walk on the Wild Side). They rate each animal's sketch out of 10, and then you take in the results. The link is in the notebook, and below: https://www.youtube.com/watch?v=EQ1HKCYJM5U Get the pupils to find their total rating over all 7 clips, and use the data to complete the Rating overall cumulative frequency table and graph as an example. Next take in all the scores (show of hands) for each clip and complete the table on slide 3. The task for the rest of the lesson is for all pupils to draw cumulative frequency tables and graphs for each clip. Leave a space next to them, so they can do the box plots of each graph next lesson.

A problem solving resource encouraging individual thought and developing trigonometry use along with angles in polygons rules to find a formula for all regular polygons.

I designed this lesson as a Problem Solving lesson for my top set Year 11's last year. The slides take you through with extra hints on how to solve the question - mainly using trigonometry. Most pupils were able to do the hexagon using hints, some more able students are able to find the octagon and then on to a general rule. Final extension is finding the shaded area.

I used this lesson for an observation, I had to introduce Trigonometry but decided to use special angles to introduce it so that they weren't an after thought. We used the "special" triangles to derive the relationships, and once they understood the relationships without using calculators, then we were able to go on to use calculators and any angle. Hopefully it will help them to remember how to find the special angles a bit better! Could be developed further by using the special angles for more q's to rearrange before using other angles. Please review :)

Thought I’d give it a go writing my own Predicted Paper, with some help from colleagues. I’ve gone for much more difficult questions as we’re thinking the other two papers may be much more difficult than the first paper was yesterday. It’s on Powerpoint and Notebook so that it can be done easily on the board as a class rather than a quick printing turn around/costing on photocopying. I hope you find it useful :)

I needed further mixed practice for a low ability Year 8 group to practice volume of prisms. The first is where they need to find the volume - the second, they make up their own 3D shapes with those volumes as an extension.

This is a presentation I used on Remembrance Day this year. It uses some rounded figures for numbers of soldiers that were involved in World War 1 and how many were injured, died or went missing. The pupils were very interested in working these values out in numbers that they understood more - 3/4, 1/10, etc. They even asked for more! I gave them all mini whiteboards so that they could do the workings out on those or in their books if they preferred. You can also compare at the end the number of soldiers from each side, and ask who lost the most, in actual numbers and in fractions.

I’ve written this lesson with a bottom set Year 7 in mind. Starts off with quick reminders of subtractions, followed by some magic squares (I’ve borrowed these from Don Steward!) Then examples, building on to 2 x 2 then some 3 x 2, and eventually from worded questions. I hope you find it useful :)