A simple but adaptable interactive picture quiz in powerpoint to dress up asking questions - ideal for starters or plenaries. Think Catchphrase but with 2 different images for 2 teams and pictures of anything you fancy. You provide the questions. See separate instructions.

A treasure hunt requiring knowledge of interior and exterior angles. Two sets of questions to dissuade pupils from just following each other! Mistakes on first version now fixed.

A complete revision lesson for pupils to practice SOHCAHTOA, both finding sides and angles. Activities included: Starter: A set of questions to test whether pupils can find sides and angles, and give a chance to clear up any misconceptions. Main: A treasure hunt of SOHCAHTOA questions. Straight forward questions, but should still generate enthusiasm. Could also be used as a a more scaffolded task, with pupils sorting the questions into sin, cos or tan questions before starting. Activity has been condensed to two pages, so less printing than your average treasure hunt! Bonus: Another set of straight-forward questions, that could be given for homework or at a later date to provide extra practice. Printable worksheets and answers included. Please review if you buy as any feedback is appreciated!

A complete lesson on expressing a change as a percentage. Activities included: Starter: A puzzle to remind pupils of how to make a percentage change. Main: Examples and quick questions for pupils to try, on working out the percentage change. A worksheet with a progression in difficulty and a mix of question types. An extension task involving a combination of percentage changes. Plenary: A ‘spot the mistake’ question. Printable worksheets and answers included. Please review if you buy as any feedback is appreciated!

The second of two lessons on Fibonacci sequences with the 9-1 GCSE specification in mind. Please see my other resources for the first lesson, although this also works as a stand-alone lesson. Inspired by a sample exam paper question where pupils had to work out the first two terms of a Fibonacci sequence, given the 3rd and 6th terms. Activities included: Starter: A set of simultaneous linear equation questions, to check pupils can apply the basic method. Main: A nice puzzle to get pupils thinking about Fibonacci sequences. Examples and a set of questions with a progression in difficulty, on the main theme of finding the first terms using simultaneous linear equations. A lovely extension puzzle where pupils investigate a set of Fibonacci sequences with a special property. Plenary: A brief look at some other curious properties of the 1, 1, 2, 3, 5, … Fibonacci sequence, ending with a few iconic images of spirals in nature. Slides could be printed as worksheets, although lesson has been designed to be projected. Answers included throughout. Please review if you buy as any feedback is appreciated!

A complete lesson for introducing the area rule for a triangle. Activities included: Starter: Questions to check pupils can find areas of parallelograms (I always teach this first, as it leads to an explanation of the rule for a triangle). Main: A prompt to get pupils thinking (see cover image) Examples and a worksheet where pupils must identify the height and measure to estimate area. Examples and a worksheet where pupils must select the relevant information from not-to-scale diagrams. Simple extension task of pupils drawing as many different triangles with an area of 12 as they can. Plenary: A sneaky puzzle with a simple answer that reinforces the basic area rule. Printable worksheets and answers included. Please review it if you buy as any feedback is appreciated!

A complete lesson on gradient between two points, that assumes pupils have already spent time calculating gradients of lines, and is intended to give pupils an opportunity to use their knowledge of gradient in a slightly more challenging way. The examples and activities involve using knowledge of coordinates and gradient to find missing points on a grid. Printable worksheets and answers included. Please review it if you buy as any feedback is appreciated!

This started as a lesson on plotting coordinates in the 1st quadrant, but morphed into something much deeper and could be used with any class from year 7 to year 11. Pupils will need to know what scalene, isosceles and right-angled triangles are to access this lesson. The first 16 slides are examples of plotting coordinates that could be used to introduce this skill, or as questions to check pupils can do it, or skipped altogether. Then there’s a worksheet where pupils plot sets of three given points and have to identify the type of triangle. I’ve followed this up with a set of questions for pupils to answer, where they justify their answers. This offers an engaging task for pupils to do, whilst practicing the basic of plotting coordinates, but also sets up the next task well. The ‘main’ task involves a grid with two points plotted. Pupils are asked to plot a third point on the grid, so that the resulting triangle is right-angled. This has 9 possible solutions for pupils to try to find. Then a second variant of making an isosceles triangle using the same two points, with 5 solutions. These are real low floor high ceiling tasks, with the scope to look at constructions, circle theorems and trig ratios for older pupils. Younger pupils could simply try with 2 new points and get some useful practice of thinking about coordinates and triangle types, in an engaging way. I have included a page of suggested next steps and animated solutions that could be shown to pupils. Please review if you buy as any feedback is appreciated!

A complete lesson on the theorem that tangents from a point are equal. Assumes pupils can already use the theorems that: The angle at the centre is twice the angle at the circumference The angle in a semicircle is 90 degrees Angles in the same same segment are equal .Opposite angles in a cyclic quadrilateral sum to 180 degrees A tangent is perpendicular to a radius Angles in alternate segments are equal so that more varied questions can be asked. Please see my other resources for lessons on these theorems. Activities included: Starter: Instructions for pupils to discover the theorem, by drawing tangents and measuring. Main: Slides to clarify why this theorem usually involves isosceles triangles. Related examples, finding missing angles. A set of eight questions using the theorem (and usually another theorem or angle fact). Two very sneaky extension questions. Plenary: An animation of the proof without words, the intention being that pupils try to describe the steps. Printable worksheets and answers included. Please review if you buy, as any feedback is appreciated!

A complete lesson on the theorem that a tangent is perpendicular to a radius. Assumes pupils can already use the theorems that: The angle at the centre is twice the angle at the circumference The angle in a semicircle is 90 degrees Angles in the same same segment are equal .Opposite angles in a cyclic quadrilateral sum to 180 degrees so that more varied questions can be asked. Please see my other resources for lessons on these theorems. Activities included: Starter: Some basic recap questions on theorems 1 to 4 Main: Instructions for pupils to discover the rule, by drawing tangents and measuring the angle to the centre. A set of six examples, mostly using more than one theorem. A set of eight similar questions for pupils to consolidate. A prompt for pupils to create their own questions, as an extension. Plenary: A proof by contradiction of the theorem. Printable worksheets and answers included. Please do review if you buy, as any feedback is greatly appreciated!

A complete lesson on the alternate segment theorem. Assumes pupils can already use the theorems that: The angle at the centre is twice the angle at the circumference The angle in a semicircle is 90 degrees Angles in the same same segment are equal .Opposite angles in a cyclic quadrilateral sum to 180 degrees A tangent is perpendicular to a radius so that more varied questions can be asked. Please see my other resources for lessons on these theorems. Activities included: Starter: Some basic questions to check pupils know what the word subtend means. Main: Animated slides to define what an alternate segment is. An example where the angle in the alternate segment is found without reference to the theorem (see cover image), followed by three similar questions for pupils to try. I’ve done this because if pupils can follow these steps, they can prove the theorem. However this element of the lesson could be bypassed or used later, depending on the class. Multiple choice questions where pupils simply have to identify which angles match as a result of the theorem. In my experience, they always struggle to identify the correct angle, so these questions really help. Seven examples of finding missing angles using the theorem (plus a second theorem for most of them). A set of eight similar problems for pupils to consolidate. An extension with two variations -an angle chase of sorts. Plenary: An animation of the proof without words, the intention being that pupils try to describe the steps. Printable worksheets and answers included. Please review if you buy, as any feedback is appreciated.

A complete lesson on introducing quadratic equations. The lesson looks at what quadratic equations are, solving quadratic equations when there isn’t a term in x, and ends with a more open ended, challenging task. Activities included: Starter: Two questions to get pupils thinking about the fact that positive numbers have two (real) square roots, whereas negative numbers have none. Main: A discussion activity to help pupils understand what a quadratic equation is. They are presented with equations spit into 3 columns - linear, quadratic and something else, and have to discuss what features distinguish each. Examples, quick questions and two sets of questions for pupils to try. These include fraction, decimal and surd answers, but are designed to be done without a calculator, assuming pupils can square root simple numbers like 4/9 or 0.64. Could be done with a calculator if necessary. Some questions in a geometric context, culminating in some more challenging problems where pupils look for tetromino-type shapes where area = perimeter. There is scope here for pupils to design their own, similar puzzles. I haven’t included a plenary, as I felt that the end point would vary, depending on the group. Slides could be printed as worksheets, although everything has been designed to be projected. Answers included. Please review if you buy, as any feedback is appreciated!

A complete lesson on the theorem that the angle in a semicircle is 90 degrees. I always teach the theorem that the angle at the centre is twice the angle at the circumference first (see my other resources for a lesson on that theorem), as it can be used to easily prove the semicircle theorem. Activities included: Starter: Some basic questions on the theorem that the angle at the centre is twice the angle at the circumference, to check pupils remember it. Main: Examples and non-examples of the semicircle theorem, that could be used as questions for pupils to try. These include more interesting variations like using Pythagoras’ theorem or incorporating other angle rules. A set of questions with a progression in difficulty. These deliberately include a few questions that can’t be done, to focus pupils’ attention on the key features of diagrams. An extension task prompt for pupils to create their own questions using the two theorems already encountered. Plenary: Three discussion questions to promote deeper thinking, the first looking at alternative methods for one of the questions from the worksheet, the next considering whether a given line is a diameter, the third considering whether given diagrams show an acute, 90 degree or obtuse angle. Printable worksheets and answers included. Please do review if you buy as any feedback is greatly appreciated!

A complete lesson on the theme of balancing equations. There is no solving involved, and the idea is that this lesson would come before using balancing to solve equations. Activities included: Starter: Pupils are presented with a set of number statements (see cover slide) and then prompted to discuss how each statement has been obtained. Pupils then create a similar diagram with an initial number statement of their choice, then could swap/discuss with another student. Main: Pupils are shown an equation and try to create other equations by balancing. They can use substitution to verify whether their new equations are valid. I would follow this up with a whole-class discussion to clarify any misconceptions. Four sets of equations that have been obtained by balancing, pupils have to identify what has been done to both sides each time. A ‘spot the mistake’ worksheet which incorporates the usual misconceptions relating to manipulating and balancing equations. Plenary: A taster of balancing being used to solve equations. Possible key questions, follow up and extension questions included in notes boxes at bottom of slides. Please review if you buy as any feedback is appreciated!

A few activities on the theme of proving Pythagoras’ theorem, including a version of Perigal’s dissection I took from another TES user. The intention is to encourage discussion about what proof is, and to move pupils from nice-looking but hard to prove dissections to a proof they can make using relatively simple algebra (expanding and simplifying a double bracket). Please review if you use it, like it or even hate it!

A game to get pupils using key words and help them develop a greater appreciation of the important features of a diagram. I’ve created a series of simple images using two, three or four lines. Pupils cut these into individual cards, then take it in turns to pick one and describe the image to the other. The other sketches what they think the image looks like. They then reveal and discuss any differences. The game could be extended by pupils designing their own images, or used on other topic, eg circle theorems. As a bonus, they can finish off with a bit of route inspection! If anyone has a more catchy name for the game I’m open to suggestions!

A complete lesson or maybe two, where pupils consider how perimeter varies for rectilinear shapes. Sounds simple but it involves pupils investigating and using algebra to form and solve equations. Designed to follow on from another lesson I’ve put on the TES website about perimeter, although it works as a stand alone lesson too. Activities included: Starter: A quick task to get pupils thinking about when perimeter varies and when it doesn’t. Main: Three similar-but-different scenarios for pupils to investigate, by drawing different shapes that fulfil given criteria, before trying to spot patterns and generalise about perimeter. One of these scenarios is a ‘non-example’, in that the exact perimeter cannot be found. These scenarios are each formalised using some basic algebra, to model how to approach the next task. I’ve also attached a Geometer’s Sketchpad file which has these questions shown dynamically. If you don’t have GSP, no problem, as I have endeavoured to show the same information within the powerpoint. A set of related perimeter questions, requiring pupils to form simple equations to answer. Includes a few more non-examples, to help deepen pupils’ understanding of the algebra involved. Plenary: A prompt for pupils to reflect on the subtly different ways algebra has been used within the lesson. Printable worksheets and answers included. Please review if you buy as any feedback is appreciated!

A complete lesson on solving one step equations using inverse operations. Does include some decimals, as I wanted to give a more complete example set and make it hard for pupils to just use trial and error to find solutions. As such, I would let pupils use calculators. Activities included: Starter: A short task where pupils match up simple one step ‘flll the blank’ statements, flow charts and equations. Then a prompt for them to discuss the solutions to these equations. I would expect them to at least know that to solve means finding numbers that make the equation true, and even if they have no prior knowledge of solving methods, they could verify that a given number was a solution to an equation. See my other resources for a lesson on introducing equations. Main: Some diagnostic questions to be used as mini whiteboard questions, where pupils turn one step equations into flow charts. Examples and a set of questions on using inverse operations to reverse a flowchart and solve its corresponding equation. A more open ended task of pupils creating their own questions, plus an extension task of creating equations with the largest possible answer, given certain criteria. Plenary: A prompt to discuss an example of an equation that can’t be solved using inverse operations. Printable worksheets and answers included. Please review if you buy as any feedback is appreciated!

A complete lesson designed to introduce the concept of an equation. Touches on different equation types but doesn’t go into any solving methods. Instead, pupils use substitution to verify that numbers satisfy equations, and are therefore solutions. As such, the lesson does require pupils to be able to substitute into simple expressions. Activities included: Starter: A set of questions to check that pupils can evaluate expressions Main: Examples of ‘fill the blank’ statements represented as equations, and a definition of the words solve and solution. Examples and a worksheet on the theme of checking if solutions to equations are correct, by substituting. A few slides showing some variations of equations using carefully selected examples, including an equation with no solutions, an equation with infinite solutions, simultaneous equations and an identity. A sometimes, always never activity inspired by a similar one form the standards unit (but simplified so that no solving techniques are required). I’d use the pupils’ work on this last task as a basis for a plenary, possibly pupils discussing each other’s work. Printable worksheets and answers included. Please review if you buy as any feedback is appreciated!

An open-ended lesson on number pyramids, with the potential for pupils to practice addition and subtraction with integers, decimals, negatives and fractions, form and solve linear equations in two unknowns and create conjectures and proofs. I used this lesson for an interview and got the job, so it must be a good one! The entire lesson is built around the prompt I’ve uploaded as the cover slide. I have provided detailed answers for some of the responses that pupils could give, so you can get a clear idea of how the investigation might progress. I would spend the lesson responding to pupils’ work and questions, and probably get pupils to make posters of their findings or discuss their work with other pupils. Suitable for a range of abilities. Please review if you buy as any feedback is appreciated!