My time zone and your time zone may be the same time zone.
Maybe midnight for you and midnight for me are the same.
Your month and my month could be the same month.
But they could be different. Not every day. Not all the time. Not everywhere.
But some times in some places on some days.
Perhaps even on the day this was written.

My time zone and your time zone may be the same time zone.
Maybe midnight for you and midnight for me are the same.
Your month and my month could be the same month.
But they could be different. Not every day. Not all the time. Not everywhere.
But some times in some places on some days.
Perhaps even on the day this was written.

Differentiated questions with two different answer approaches:
Allowing progression by attempting one at each level of difficulty then marking before returning to try each again.
Allowing progression by attempting all at each level of difficulty and then marking before moving up a level.

At present it is a bit of a bind converting from Pearson “steps” from Pearson’s Key Stage 3 and Key Stage 4 (GCSE) unit and termly tests to GCSE grades. This spreadsheet simply undertakes the mapping and provides a -/on/+ range within each grade.
If anyone from Pearson is unhappy with this being placed on this website, please do contact me so we can discuss our comparable levels of time and effort and a just and equitable solution for busy teachers using the Pearson tests but needing to record and share GCSE-level marks for pupils, parents and internal and external reporting.
NOW UPDATED FOR PEARSON’S NEW KS4 UNIT TESTS (July-September 2018)

Explore the poem (you're free to use it if you don&'t derive financial profit from it without sharing that profit with the author!); then invite your pupils to develop their own fractal poems. Maybe another one for triangles. Maybe have them write one using squares. It might be fun to extend the fractal! If you/they can: a proper challenge! :-)
P.S. The first verse is explained if you make a hole at the top of triangle, cut out triangle & hang it from thread. It can then be spun (albeit it&';s not lit up!).
P.P.S. Table centre-piece for group discussion é building activity also possible!

Maths Revision Quiz for Red Nose Day. *All* monies I receive from TES website (60% of what you pay) for this resource will be given to Comic Relief. I will keep nothing! What TES choose to do with their 40% is up to them! :-)
Ed Sheeran's agreement pending (via Twitter)... However, n.b. http://www.bbc.co.uk/news/entertainment-arts-38808325

New Curriculum. Two-year timeline, scheme of work & termly (unit-by-unit) progress maps. Timeline prints best as A5 booklet for pupils, parents and staff. Same with termly (unit-by-unit) progress maps. Designed to incorporate your school's additional details. Editable.

Maths Revision for Red Nose Day. *All* monies I recieve from TES website (60% of what you pay) for this resource will be given to Comic Relief. I will keep nothing! What TES choose to do with their 40% is up to them! :-)
You can:
(i) run it as a plenary on screen.
(ii) print the full set of 9 nose's questions on a single sheet of A4 and then photocopy onto a larger (A3) quiz sheet.
Answers included for each option in format consistent with the option (one-to-one & block of nine).

Snakes and ladders; but with fractions; and dodecagonal dice: sum the negatives *and* positives before you make *your* move!
Yes, you too can practice:
* calculating equivalent fractions, so you can translate the
* fractions on the
* faces of the dodecagonal dice you made and hence
* calculate the sum of the
* positive and negative fractions on respective faces of each and hence
* make your correct directed fraction move!
equivalent fractions | adding & subtracting fractions | directed number | nets | dodecagons | properties of solids

Folllowing the year 7 timeline for the Summer term I have provided elsewhere on this website, this breaks each objective into four steps: "Consolidating", "Developing", "Securing", "Mastering". Each objective is taken directly from the "new" UK National Curriculum for Key Stage 3 [where an objective is given for each bullet point (from page 5): https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf ] .
"Consolidating" - is generally pitched for the weakest pupils: who are revisiting key stage 2 material that may have been first taught before year 6.
"Mastering" - will generally pitched to stretch at or beyond expectations for key stage 3.
Problem solving exercises will need to be set within and around material each week. Three hours per week has proven enough to deliver the material to the very most committed and able pupils (when accompanied with sufficient homework); however, five hours per week (and some looping back to earlier objectives if/when later objectives prove inaccessible) may suit pupils who would benefit from such an approach.

Folllowing the year 8 timeline for the Spring term I have provided elsewhere on this website, this breaks each objective into four steps: "Consolidating", "Developing", "Securing", "Mastering". Each objective is taken directly from the "new" UK National Curriculum for Key Stage 3 [where an objective is given for each bullet point (from page 5): https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf ] .
"Consolidating" - is generally pitched for the weakest pupils: who are revisiting key stage 2 material that may have been first taught before year 6.
"Mastering" - will generally pitched to stretch at or beyond expectations for key stage 3.
Problem solving exercises will need to be set within and around material each week. Three hours per week has proven enough to deliver the material to the very most committed and able pupils (when accompanied with sufficient homework); however, five hours per week (and some looping back to earlier objectives if/when later objectives prove inaccessible) may suit pupils who would benefit from such an approach.

A gentle hint as to why a squared x is not the same as an x. With an associated homework to assess learning. Might conclude by asking which value(s) of x allow mathematicians to add the coefficients of x's and squared x's with gay abandon; and how one could ever guarantee such a value of x will occur.

Begins with two separate types of one-step equation to solve. Approaches each with varying levels of difficulty (Shanghai style). Then to the two-step equation. All can be approached with function machine approach if necessary.
Extension/Next lesson: unknown on both sides of the equation.

This resource forces pupils to realise the limits of particular types of data: primary and secondary.
It also enables them to take a few first steps towards working out how they might estimate a mean if they cannot calculate one precisely.
As a bonus it also allows them to think of how they might find a mode and a median from secondary data.

An entry wordsearch with an associated card sort. Use Adobe's own .pdf viewer to print the card sort at two pages per sheet if you want it on A5 (remember to exclude the first, wordsearch, page if you do). Other sizes you can select for yourself.

Units follow English DfE National Curriculum. The value added here is the additional detail supporting each unit objective: progression through "Consolidation", "Development", "Securing" and then "Mastering" elements for each objective [n.b. where objectives did not immediately lend themselves to stepped progression for some stages, elements were shared between them on as reasonable a basis as possible].
Why do/use/buy this? Because different pupils (and classes!) have different starting places and ending places and often they and their parents like to know what each objective entails so they can apply "flipped learning" or similar.

Folllowing the year 8 timeline for the Summer term I have provided elsewhere on this website, this breaks each objective into four steps: "Consolidating", "Developing", "Securing", "Mastering". Each objective is taken directly from the "new" UK National Curriculum for Key Stage 3 [where an objective is given for each bullet point (from page 5): https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf ] .
"Consolidating" - is generally pitched for the weakest pupils: who are revisiting key stage 2 material that may have been first taught before year 6.
"Mastering" - will generally pitched to stretch at or beyond expectations for key stage 3.
Problem solving exercises will need to be set within and around material each week. Three hours per week has proven enough to deliver the material to the very most committed and able pupils (when accompanied with sufficient homework); however, five hours per week (and some looping back to earlier objectives if/when later objectives prove inaccessible) may suit pupils who would benefit from such an approach.