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Factorisation/Simplification Revision
A collection of forty questions with increasing difficulty.
All questions have answers provided on the second page.
Expanding brackets an simplifying involving positives, negatives, squares, and higher powers.
Expanding two separate brackets and simplifying the resulting expression.
Factorizing into a single bracket.
Expanding double brackets to form quadratic expressions.
Factorizing quadratics into double brackets.
Factorizing “difference of two squares” into a single, squared, bracket.
If you choose to download, thank you, and please leave feedback on any possible improvements I can make to this resource.
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Probability 12/13 Completing Probability Trees
This lesson titled ‘Completing Probability Trees’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method.
These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions
The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher.
A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets.
Worksheets are embedded in the PowerPoint on the slides to which they relate.
Animated answers to all questions are provided where possible.
The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done.
These are kept as simple as possible and broken down carefully. This is to encourage students to access the material whilst giving them the confidence by achieving something in the lesson.
B) Read probability trees.
S) Fill in missing values.
G) Complete probability trees.
If you like the resource, please leave a review. If you didn’t please leave one anyway with any suggestions on how I could improve it.
Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.
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Probability 11/13 Probability from Frequency Trees
This lesson titled ‘Probability from Frequency Trees’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method.
These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions
The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher.
A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets.
Worksheets are embedded in the PowerPoint on the slides to which they relate.
Animated answers to all questions are provided where possible.
The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done.
These are kept as simple as possible and broken down carefully. This is to encourage students to access the material whilst giving them the confidence by achieving something in the lesson.
B) Learn to use frequency trees to calculate probabilities.
S) Calculate probabilities using frequency trees.
G) Compare probabilities from a frequency tree.
If you like the resource, please leave a review. If you didn’t please leave one anyway with any suggestions on how I could improve it.
Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.
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Probability 02/13 Calculating Probability
This lesson titled ‘Algebraic Notation’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method.
These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions
The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher.
A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets.
Worksheets are embedded in the PowerPoint on the slides to which they relate.
Animated answers to all questions are provided where possible.
The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done.
These are kept as simple as possible and broken down carefully. This is to encourage students to access the material whilst giving them the confidence by achieving something in the lesson.
B) Understand that an unknown can be represented by a letter.
S) Form expressions from sentences.
G) Write sentences from expressions.
If you like the resource, please leave a review. If you didn’t please leave one anyway with any suggestions on how I could improve it.
Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.
Bundle Sale
Full GCSE Probability Course
With this bundle, you get 13 lessons for the price of 10! In fact, several whole lessons have at least two lesson’s worth of work.
This is a series of 13 mastery-style lessons on Probability. The topics include Venn Diagrams, Frequency Trees, and Probability Trees. All lessons use a pastel coloured background (which can be changed in ‘master slide view’) and the Verdana font which has been shown to be good for dyslexic students.
These lessons are fully differentiated, and they use whiteboard questions as a scaffolding method. These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with the correct answer which they then have to pick.
The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher.
The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done.
There is a slide of 6 skills-based questions to ensure students have the skills they need to proceed with the lesson.
Each lesson in this series has a bank of practice questions on the final slide. This is designed to be used in different possible ways. It can be used as a consolidation task after the lesson, as a homework sheet, as an exit ticket (choose a question), or as a cover lesson.
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Algebra 01/31 Order of Operations
This lesson titled ‘The Order of Operations’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method.
These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions
The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher.
A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets.
Worksheets are embedded in the PowerPoint on the slides to which they relate.
Animated answers to all questions are provided where possible.
The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done.
These are kept as simple as possible and broken down carefully. This is to encourage students to access the material whilst giving them the confidence by achieving something in the lesson.
B) Review BIDMAS.
S) Use BIDMAS to calculate sums and products
G) Correct calculations in line with BIDMAS.
If you like the resource, please leave a review. If you didn’t please leave one anyway with any suggestions on how I could improve it.
Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.
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Countdown Co-ord Geometry Vocabulary
Here is a collection of sixty-nine words related to Co-ordinate Geometry. Each slide is accompanied with an animation of the Countdown Clock, and the tune to accompany the timer.
All words are between 3 and 9 letters long. All words are in size, then alphabetical order.
It includes: Symmetry, Collinear, Intercept, Parallel, and Plane.
These slides are perfect to use as start activities or plenaries for key words on the topic.
If you decide to download, thank you, and please leave a review along with any suggestions on how I could improve the resource.
I also have a number of other collections of vocabulary for topics including Statistics and Probability, Algebra, Number, and Basic Geometry.
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Algebra 09/31 Composite Functions
This lesson titled ‘Composite Functions’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method.
These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions
The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher.
A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets.
Worksheets are embedded in the PowerPoint on the slides to which they relate.
Animated answers to all questions are provided where possible.
The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done.
These are kept as simple as possible and broken down carefully. This is to encourage students to access the material whilst giving them the confidence by achieving something in the lesson.
B) Substitute values into functions.
S) Understand composite functions.
G) Find composite functions.
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Shapes 01/05 Nets of 3D Shapes
This lesson titled ‘Nets of 3D Shapes’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method.
These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions
The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher.
A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets.
Worksheets are embedded in the PowerPoint on the slides to which they relate.
Animated answers to all questions are provided where possible.
The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done.
These are kept as simple as possible and broken down carefully. This is to encourage students to access the material whilst giving them the confidence by achieving something in the lesson.
B) Learn vocabulary for 3D shapes.
S) Draw nets of simple shapes.
G) Use nets to calculate surface area.
If you like the resource, please leave a review. If you don’t, please leave one anyway with any suggestions on how I could improve it.
Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.
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Addition and Subtraction 01/06 Place Value
This lesson titled ‘Place Value’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method.
These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions
The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher.
A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets.
Worksheets are embedded in the PowerPoint on the slides to which they relate.
Animated answers to all questions are provided where possible.
The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done.
These are kept as simple as possible and broken down carefully. This is to encourage students to access the material whilst giving them the confidence by achieving something in the lesson.
B) Write numbers from words.
S) Compare large numbers.
G) Break large numbers up into their values
If you like the resource, please leave a review. If you don’t, please leave one anyway with any suggestions on how I could improve it.
Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.
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Addition and Subtraction 02/06 Addition of Integers
This lesson titled ‘Addition of Integers’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method.
These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions
The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher.
A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets.
Worksheets are embedded in the PowerPoint on the slides to which they relate.
Animated answers to all questions are provided where possible.
The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done.
These are kept as simple as possible and broken down carefully. This is to encourage students to access the material whilst giving them the confidence by achieving something in the lesson.
B) Add small integers together.
S) Spot patterns to make addition simpler.
G) Use the patterns to add effectively.
If you like the resource, please leave a review. If you don’t, please leave one anyway with any suggestions on how I could improve it.
Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.
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Addition and Subtraction 04/06 Subtraction of Integers
This lesson titled ‘Subtraction of Integers’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method.
These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions
The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher.
A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets.
Worksheets are embedded in the PowerPoint on the slides to which they relate.
Animated answers to all questions are provided where possible.
The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done.
These are kept as simple as possible and broken down carefully. This is to encourage students to access the material whilst giving them the confidence by achieving something in the lesson.
B) Practise simple column subtraction.
S) Consider the pros and cons of the method.
G) Fill in missing values from complex column subtraction.
If you like the resource, please leave a review. If you don’t, please leave one anyway with any suggestions on how I could improve it.
Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.
Sale
Probability 10/13 Completing Frequency Trees
This lesson titled ‘Completing Frequency Trees’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method.
These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions
The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher.
A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets.
Worksheets are embedded in the PowerPoint on the slides to which they relate.
Animated answers to all questions are provided where possible.
The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done.
These are kept as simple as possible and broken down carefully. This is to encourage students to access the material whilst giving them the confidence by achieving something in the lesson.
B) Read Frequency Trees.
S) Discover how to find missing values.
G) Complete Frequency Trees.
If you like the resource, please leave a review. If you didn’t please leave one anyway with any suggestions on how I could improve it.
Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.
Sale
Addition and Subtraction 06/06 Subtraction of Decimals
This lesson titled ‘Subtraction of Decimals’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method.
These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions
The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher.
A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets.
Worksheets are embedded in the PowerPoint on the slides to which they relate.
Animated answers to all questions are provided where possible.
The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done.
These are kept as simple as possible and broken down carefully. This is to encourage students to access the material whilst giving them the confidence by achieving something in the lesson.
B) Practise the column method for subtraction.
S) Use the column method for subtraction of decimals.
G) Solve problems using the column method and decimals.
If you like the resource, please leave a review. If you don’t, please leave one anyway with any suggestions on how I could improve it.
Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.
Bundle Sale
Algebra Course Part 2 - 10 Full Lessons
A huge 40% discount on these 10 lessons with this bundle!
A great collection of 10 lessons to introduce students to algebra.
Part 1 of this Algebra course is also available here:
https://www.tes.com/teaching-resource/resource-12434912
Parts 1 and 2 are available, at a further discount, here:
https://www.tes.com/teaching-resource/resource-12443955
Starting with the basics with Rearranging Formulae, moving into Substitution, and ending with Brackets and Factorising.
The lessons all follow a simple theme with dyslexic-friendly font (Verdana).
There are whiteboard diagnostic questions throughout and fully scaffolded practice questions and worksheets.
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Algebra 22/31 Expand & Factorise Quadratics
This lesson titled ‘Expand & Factorise Quadratics’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method.
These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions
The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher.
A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets.
Worksheets are embedded in the PowerPoint on the slides to which they relate.
Animated answers to all questions are provided where possible.
The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done.
These are kept as simple as possible and broken down carefully. This is to encourage students to access the material whilst giving them the confidence by achieving something in the lesson.
B) Learn expand double brackets.
S) Learn how to factorise monic quadratics
G) Discuss why the steps of factorisation are all important.
If you like the resource, please leave a review. If you don’t, please leave one anyway with any suggestions on how I could improve it.
Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.
Sale
Algebra 07/31 Index Form
This lesson titled ‘Index Form’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method.
These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions
The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher.
A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets.
Worksheets are embedded in the PowerPoint on the slides to which they relate.
Animated answers to all questions are provided where possible.
The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done.
These are kept as simple as possible and broken down carefully. This is to encourage students to access the material whilst giving them the confidence by achieving something in the lesson.
B) Identify if a number is in index form.
S) Write numbers in index form as products.
G) Understand two rules for index form.
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Addition and Subtraction 03/06 Addition and Subtraction
This lesson titled ‘Addition and Subtraction’ is fully differentiated, and uses whiteboard questions as a scaffolding and Assessment for Learning method.
These whiteboard questions are also particularly useful for reducing students’ maths anxiety by providing them with multiple answer they can choose from. All of the whiteboard questions have diagnostic-style wrong answers, obtained from common misconceptions
The title of the lesson is throughout the PowerPoint. This provides consistency throughout, allows students to catch up if they missed it, and takes late-comers into consideration. The date is also throughout the PowerPoint and updates automatically. This is done so that the students know exactly where it is each lesson, and to make it easier on the class teacher.
A dyslexic-friendly font (Verdana) is used throughout the PowerPoint and any worksheets.
Worksheets are embedded in the PowerPoint on the slides to which they relate.
Animated answers to all questions are provided where possible.
The learning objectives are designed to be as short sentences as possible to allow students to read them and write them down (if necessary) as quickly as possible. They also use a mixture of simplistic and specialised words to engages students’ thinking about definitions whilst allowing them to access the meaning of the sentences. These objectives are reviewed at the end of the lesson as a self-evaluation of learning technique. Students are awarded ‘brain’ medals depending on how well they have done.
These are kept as simple as possible and broken down carefully. This is to encourage students to access the material whilst giving them the confidence by achieving something in the lesson.
B) Learn about column addition.
S) Learn about column subtraction.
G) Find mistakes and missing values.
If you like the resource, please leave a review. If you don’t, please leave one anyway with any suggestions on how I could improve it.
Whilst this lesson is part of a larger bundle, and does link nicely with some of the other lessons, it can certainly be used independently as well.
Pirate Game Variation
This is a simple variation on the classic Pirate Game (see here).
This version has twelve different pages with a different pirate on each. Each pirate has a single extra item. The first pirate has an extra “steal”, the second has an extra “kill” and so on.
Ideally, this game is to be played in teams. I have tried it with individual students as their own “team”, and generally it takes a very long time to get through parts of the game.
Who Wants to be a [Subject]
Who Wants to be a: Mathematician, Biologist, Physicist, Chemist, Musician, Computer Genius etc.
A template which is fully animated with authentic images and designs. Editable logos.
A “homemade” logo, option shapes, money ladder, etc. This presentation also includes the theme song for thirty second on the title page and the “correct answer” noise with the authentic green flash for a correct answer. Animations are triggered by selecting the options.
Simply insert the questions and answer (being careful to ensure the “correct” option goes into the correct place).
The order of correct places is:
A, C, D, C, D, A, B, B, A, D, B, C, D, A, C.
This is a great tool for assess children’s understanding and can be used alongside diagnostic questions.
It is also great as an end-of-term activity or as part of a fun quiz.
Further instructions are in the notes of Slide 1.
A reminder of which places is the “correct” one is on each of the slides.
Please leave reviews on how I can improve this resource.
Also, feel free to take a look at the other resources I have uploaded.