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

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

Aimed at (re-)opening understanding of triangles before (re-)entering consideration of their area, this slide deck provides: * 4 Q&A Penary slides * 4 Worksheet slides (printable as four-sided pamphlet) * Consideration of different types of triangle (scalene, right-angled, isosceles) in the same rectangle * An insight into proof (if used properly) * A trailed means to identify and distinguish the perpendicular height Ideal for extension at Key Stage 2, focus in Key Stage 3 and support/reinforcement in Key Stage 4 / resit. Pupil-trialled and tested .

Print the .pdf using the multiple pages per sheet option; or create GIANT WHOLE CLASS card sort by printing each page on A4. Several ways to sort these effectively. Be inventive!

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).

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.

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.

Leading to "live" homework on the night of Thursday 7 May 2015! A graphing activity to aid analysis of the 2015 and earlier UK general elections using a Doctor-Who-like theme. Historic data can be sourced from BBC News website and other good sources to complete the graph and assess who wins/won each election. Alternative means are provided to represent the UK battle; these can be assessed and critiqued. To pre-brief pupils about UK General Elections and the key number (326) of seats to win control of the House of Commons, you may choose to use: http://www.parliament.uk/education/about-your-parliament/general-elections/ Options also presented for EU election analysis for pupils to assess and critique.

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.

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 & 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 & Rates of Change: RPR3, RPR2, RPR8, RPR1, RPR7, RPR4, RPR5, RPR6 Geometry & Measure: GM1, GM2, GM8, GM9, GM3, GM4, GM5, GM10, GM11 Statistics: S1, S2 Probability: P1, P2

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 & 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 & Rates of Change: Year 6: RP: 1,2,3,4 Year 7: RPR3, RPR2 Geometry & 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

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.

A mini task. Defining and redefining 'the counted thing': one. Leads to creation of Venn diagram. Requires or tests recognition of circle, square and rectangle. Once they've understood the ideas, pupils can be encouraged to apply them when they are next in the garden of an English pub

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

Scaffolded. On a journey toward stronger work with pie charts and elsewhere.

It's a card sort: to match cubic graphs and cubic equations; possibly by utilising factor theorem to analyse the cubic equations into their factors.

Trigonometry - Card sort - all three ratios - all three types (labelled bronze; silver; gold)

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.

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.

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.