Add/subtract mixed with multiply/divide, seeking to clarify which signs you need to look at when deciding how to use signs in the answer.Straight-forward worksheet (2 copies per sheet - chop in half!).

A presentation showing how to divide by (say) 0.2 or 0.5. Introduces idea at the end of rewriting the sum by increasing both dividend and divisor by power of ten.Supporting file has decimal number lines (0-5, 3 different sets of scale markings) for printing on A3 for students to use - you may want to cut up and laminate.[15/7/15 improved from user feedback]

Worksheet to draw and measure interior and exterior angles for a pentagon. 2nd worksheet to divide polygons into triangles for total interior angles.\n\n(I have previously posted a worksheet to complete for int/ext angles of regular polygons)

Promethean flipcharts demonstrating surface area and volume of solids. Versions for ActivInspire (Flipchart) and ActivStudio 3.5 (Flp).

Quick 10 question quiz - identify correct theorem to use to solve problem. (No solutions required.)

Powerpoint in Millionaire format. All 4 rules for fractions, starting from add/subtract then multiply/divide. Mixed numbers and simplifying involved at different points. [6/5/15 edited to remove duplicate false answer on Q1.]

Dividing fraction by whole number and vice versa; divide v=fraction by fraction. Slide towards end to discuss results so far to try to elicit "invert and multiply" rule. Two examples with diagrams for each.

A set of self-assessment statements with three 'levels' (effectively 'little idea', 'getting there' and 'pretty confident'). Based on the ISEB Common Entrance syllabus for maths but, as this is aligned to the National Curriculum, it should be broadly applicable. The order of the statements reflects my scheme of work, but of course they can be moved around. I intend to cut them up and paste as a booklet. For Y7 & Y8 there are two levels, reflecting the fact that CE 13+ has two (main) levels. These might be seen somewhat as early 'foundation' and 'higher'. There is a need to consider teacher (peer?) validation of self assessments. I will probably ask classes to complete at the end of a unit, perhaps dating their selection. I may initial in the margin if I agree they have reached a reasonable level of mastery. I may also ask for an initial tick before they start a unit.

Quick activity with six pairs to match up.

Partners take turns to coach each other in rounding numbers to required decimal places or significant figures.

Worksheet to complete topic (or as homework). Identify gradient/y-intercept from 3 equations and 3 graphs; sketch 3 graphs using y=mx+c.

10 questions. Quick, multiple choice, summative quiz. Can use coloured flash cards or whiteboards to get responses. Mainly simple linear, but also geometric and squares to finish.

10 questions. Quick, multiple choice, summative quiz. Can use coloured flash cards or whiteboards to get responses.

Fairly basic set of 15 Qs to be used with flashcards, whiteboards etc. Covers integers with indices and algebraic expressions. Add/subtract rules. Useful as revision or building up to add/sub simple powers.

Quiz, loosely based on Deal or No Deal. #1 has brackets but easier numbers; #2 has (simple) algebraic fractions; #3 negative and decimal answers.\n\nThe player has an amount of money. The boxes contain algebraic expressions that say what that box is worth. So, if the player has £100, 2x+50 gives a box value of £250. \n\nIt could equally be played as a quiz between two teams or individual players trying to get the highest value box.\n\nOriginal idea inspired by CrazyTalk clips on YouTube linked by Keith Ennis.

Visual of seesaw showing how to keep simple equations balanced while solving. 2 quick examples, but it should be easy to create more by copying and amending slides.

Brackets are compared to party bags! So expanding is just finding out how many items altogether. Hopefully simple, visual explanation of concept followed by some quick questions. Used alongside mini-whiteboards.

Scaffolded worksheet on fractions of an amount using fairly simple quantities.

This links factorisation of linear expressions (where the term in the bracket is in the form y=m(x + c/m)) to the intercept with the x-axis. It lays the foundation for the same concept when factorising quadratics. It could be developed by examining y = c - mx or y=m(ax + c/m).

Simple intro to translations. Describe movement of car around track using translations. Draw own track and do the same. Promethean flipcharts (old and new versions) and worksheet.