This lesson titled ‘Substitution and Iteration’ 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) Revisit substitution and practise it. S) Learn what iterative sequences are. G) Find values of iterative sequences. 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.

This lesson titled ‘Factorising 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) Expand double brackets. S) Expand quadratic brackets. G) Expand triple and cubic brackets. 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.

This lesson titled ‘Calculating with 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) Fully complete probability trees. S) Calculate ‘and’ probabilities. G) Calculate ‘or’ probabilities. 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.

This lesson titled ‘Collecting Like Terms’ 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) Simplify expressions. S) Collect like terms using addition and subtraction. G) Collect like terms in complicated expressions.

This lesson titled ‘Factorising Linear Expressions’ 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) Factorise simple linear expressions. S) Factorise non-linear expressions. G) Factorise expressions with negative powers. 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.

This lesson introduces students to the method of balancing to solve equations. Learning objectives: B) Link scales to the balancing method for solving equations. S) Solve equations with multiplication and addition. G) Solve equations with multiplication and subtraction. All slides are provided with animated answers. There are several example slides at the beginning followed by some white board questions to ensure understanding. There is a nice worksheet task with 4 questions where students have, for each question, a scales diagram, an equation, and the value of x. There is the a list of fifteen questions of increasing difficulty. The first 5 are simply multiplication equations to ensure that students are able to start the activity. The next 5 are with multiplication and addition. The last 5 are with multiplication and subtraction. All solutions are included. There are then some “progress check” questions (again with solutions) to determine how well the students have understood the lesson. Finally, there are 4 examples of “Countdown for Keywords” where students are given thirty seconds to sort the letters into one of the lesson’s key words.

This lesson titled ‘Language of Probability’ 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 prvoided 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) Use words to describe the probability of events. S) Place probability words on a scale. G) Associate words with numbers. 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.

This lesson titled ‘Venn Diagrams and Probability’ 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) Recall important set notation. S) Practise linking sets with Venn diagrams. G) Use Venn diagrams to calculate probabilities. 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.

This is a template for the numbers and letters round of the game Countdown. Both slides have animated entry for the letters/numbers. Both slides have animated Countdown clock. Both slides have Countdown clock “music” which plays with the animation.

Here is a collection of 8 function machine templates. All machines are customizable. In particular, the input, operations, and outputs are all editable. Machines include “glass” to be able to “see into the machine”. 1st - single function, a goes in, 3 x a comes out. Good for questioning about understanding of what function machines are. 2nd - single function and its inverse. good to discuss what inverse of multiplication is etc. 3rd - Solving one-step equation. Template is for x 3 but can be anything. This slide does not include checking solution. 4th - solving one-step equation. This slide includes checking solution by putting it through the first operations. 5th - two-step function. Involving two function machines. Useful for discussing the importance of the order of operations. 6th - two-step operations with inverses. Again, useful for talking about the importance of the order of operations. This is a good visual and the term will go through the machines in the reverse order. 7th - Solving two-step equation. This slide does not include checking solution. 8th - Solving two-step equation. This slide does include checking solution.

These are really fun starter activities for students, especially those who find maths difficult and struggle to enjoy it. This activity is perfect for the run up to the holidays and can be used with any class, primary or secondary. Several of the puzzles also have multiple solutions, so this isn’t just a “who can finish first activity”. This presentation contains over 3 0 puzzles of varying difficulty, each one with its own animated solution. If you do download this presentation, please leave feedback on how I can improve them. Or if you would like me to increase the number of puzzles, feel free to post a link to the puzzle you’d like me to put in.

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.

Here is a collection of eighty-six words related to Basic 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: Angles, Height, Volume, Pyramid, and Perimeter. 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 Co-ordinate Geometry, Algebra, Number, and Reasoning.

Here is a collection of forty-three 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: Compare, Inverse, Absolute, Classify, and Reasoning. 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.

This lesson titled ‘Shading Equivalent Fractions’ 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. B) Shade fractions of a grid. S) Calculate equivalent fractions using a grid. G) Link fractions to their shaded grid. 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.

This lesson titled ‘Two-way Tables’ 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 two-way tables. S) Fill in two-way tables. G) Use two-way tables to calculate probability. 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.

This lesson titled ‘Experimental Probability’ 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) Calculate theoretical probabilities. S) Conduct two experiments. G) Calculate experimental probabilities. 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.

This lesson titled ‘To and From Venn Diagrams’ 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 basic set notation. S) Put different sets into Venn diagrams. G) Extract sets from Venn diagrams. 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.