# Maths & Cross-Curricular Resources

Average Rating4.39
(based on 49 reviews)

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.

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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.

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#### Maths assessment - year 8 - aligns with SOW provided on TES Resources

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CHALLENGING practice assessment AND main assessment - with answers for both. Spring Term. New maths curriculum. Test covers(skill by skill - referencing DfE bullet points - in order taught &amp; tested rather than DfE order): Number: N1, N2, N4, N7, N5, N15, N10, N11, N9, N3, N8, N12, N16, N6 Algebra: A3, A8, A1, A4, A14, A2, A7, A5, A6, A15, A11, A16, A10, A9, A12, A13 Ratio, Proportion &amp; Rates of Change: RPR3, RPR2, RPR8, RPR1, RPR7, RPR4, RPR5, RPR6 Geometry &amp; Measure: GM1, GM2, GM8, GM9, GM3, GM4, GM5, GM10, GM11 Statistics: S1, S2 Probability: P1, P2

#### KS3 Unit Progression Maps for each of: Number, Algebra, RP&RoC, Geometry, Statistics & Probability.

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Units follow English DfE National Curriculum. The value added here is the additional detail supporting each unit objective: progression through &quot;Consolidation&quot;, &quot;Development&quot;, &quot;Securing&quot; and then &quot;Mastering&quot; 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 &quot;flipped learning&quot; or similar.

#### Triangular Prisms & Pythagoras | Volume & Surface Area & Missing Lengths

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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.

#### For starters - Enlargement grids

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Copyright-free cartoon animal images. Source: http://inkscapetutorials.wordpress.com/2011/02/15/cute-cartoon-animals-set-free-vectors/

#### Red Nose Day Maths Revision

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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 &amp; block of nine).

#### Maths assessment - year 7 - aligns with SOW provided on TES Resources

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CHALLENGING practice assessment AND main assessment - with answers for both. Spring Term. New maths curriculum. Test covers(skill by skill - referencing DfE bullet points - in order taught &amp; tested rather than DfE order): Number: Year 6: NPV:1,2,3,4 Year 6: NASMD: 1,2,3,4,5,6,7,8,9 Year 6: NFDP: 1,2,3,4,5,6,7,8,9,10,11 Year 7: KS3: N1, N2, N4, N7, N5, N15, N10, N11 Algebra: Year 6: 1,2,3,4, 5 Year 7: A3, A8, A1, A4, A14, A2 Ratio, Proportion &amp; Rates of Change: Year 6: RP: 1,2,3,4 Year 7: RPR3, RPR2 Geometry &amp; Measure: Year 6: M: 1,2,3,4,5,6,7 Year 6: GPoS:1,2,3,4,5 Year 6: GPaD: 1,2 Year 7: GM1, GM2, Statistics: Year 7: S:1,2 Probability: N/A

#### Unit, ten(th)s, hundred(th)s, thousand(th)s-Dienes

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From days at Primary; animated & adjusted to work for -ve powers of 10 as well as +ve. Kibel [pp34-40 Miles T.R., Miles E. (2004)Dyslexia é mathematics] has +ve story to tell about Dienes blocks. Worth remembering that their use can be scaled up é down. Hence BETTER version will be made by someone with time é 3D ICT kit. It’ll ZOOM in é out to enable pupils to view (é correctly name - for US é Brit purposes!) numbers as big as a Googol é as small as... It'll use techniques like those in these slides; but combined with ZOOMING as seen in this: http://www.youtube.com/watch?v=I-Tym_6YLUI

#### Despicable Enlargement: world's tallest & smallest

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Transformations - enlargement Arguably the ultimate 'shrink ray' opportunity and certainly a great opportunity to revise linear enlargement skills in a starter with Gru and Vector. Sounds are courtesy of http://movie-sounds.org.and images are courtesy of Google and First News. As ever, if there is doubt as to whether the images/sounds are subject to copyright, the no-profit, educational purposes and no-charge-advertising/no-charge-product-placement arguments apply: it's not about how much teachers should pay so much as it is about how much they should charge.

#### KS3 - S1 - AfL - Before & After - Pitched at CDS

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Linked to KS3 SOW &amp; progress map.

#### KS3 - S2 - AfL - Before & After - Pitched at CDS

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Linked to SoW and progression map.

#### KS3 - S3 - AfL - Before & After - Pitched at CDS

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Linked to SoW and progression map.

#### Scaffolded introduction to solving equations

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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.

#### Not collecting unlike terms: Why do we count up squared x's separately to x's?

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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.

#### Great Buckinghamshire Bake Off: Averages from Primary & Secondary Data

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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.

#### 1D, 2D & 3D: Word search with associated card sort

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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.

#### KS3 Statistics AfL - pitched at pupils who are Developing, Securing & Mastering

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Linked to the Scheme of Work and Progression Map; designed to enable easy AfL and assessment of progress.

#### KS3 Statistics AfL - pitched at pupils who are Consolidating, Developing & Securing

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Combination of before & after assessments for Key Stage 3

#### Seeing negatives: which direction do directed numbers take?

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A mind-opening starter pair.

#### Naming angles using appropriate convention - with answers

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A set of three colourful questions to encourage pupils to understand: (i) why angle-naming conventions exist and (ii) how to apply them.

#### New Key Stage 3 Maths in two years: year 7 and year 8

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New Curriculum. Two-year timeline, scheme of work &amp; 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.