As an introduction to the school year I used this as a starting lesson. Not subject specific and just general knowledge. It can suit a range of ages and abilities. I put them in pairs with the answer sheet supplied. It will take roughly an hour once you take up the answers. Answers are included but you may want to adjust the music questions and the anagram question. Otherwise ENJOY! And please rate and review it if you use it. Could be used as a final lesson around Christmas or Easter when its tough to get any real work done.

A comprehensive lesson scaffolded to accommodate for students that have not seen this before. I used this in a lesson observation and was judged outstanding. It should last 1 lesson if paced correctly. I did edit part of a lesson found on here, or google, but thank you to the original artist, I have made a few adjustments to suit my class.

A comprehensive lesson for a range of abilities on percents without a calculator. Some aspects have been taken from other members on here and modified to suit my lesson. Have a look and let me know what you think.

I have created a progressive lesson where students are introduced to Stem and Leaf diagrams. It is very basic but very clear and leads them to discovering what they are and how to create them. I have attached a worksheet to compliment it that was found on this site. I was observed in this lesson in my first year of teaching a recived a 2. It requires the promethean flipchart software.

Students are asked to design a floorplan for a house with 5 rooms. They must then install flooring in the rooms at a designated cost. They need to find the area of each room and the cost of flooring each room. 1cm grid paper is required to accompany the worksheet. Approximate time on lesson 2 hours with a bottom set.

I used this with a year 8 class to introduce experimental and theoretical probability. It is loosely based on other similar resources I found online but I have made my own version to make it more straightforward for students. We did this at the end of the year, but it can be done at any time. If you use it please review and rate. Thanks!

I have uploaded a powerpoint to complement the resources shared by TES user SRWhitehouse. The worksheets attached are from her resources. The powerpoint is also in conjunction with the D1 Heinemann textbook. This lesson covers -what an algorithm is - flow diagrams - tracing diagrams - pseudo english - tracing pseudo english.

I have adapted this from many other resource found on tes.co.uk. I have also attached the Ben Cooper worksheet to be used alongside this powerpoint. Thank you to everyone who has produced these. The presentation steps through how to multiply and divide fractions, some including negatives and mixed numbers. There are links to youtube videos and khan academy to help with student understanding. Also matches up well with a portion of the Big Ideas Math Red textbook, section 2.4.

Some simple solving of linear equations. Single variable and can all be done mentally. Meant for higher level as a warm up or plenary but can be adapted. Questions are on one side and answers on the other. Print off > fold in half > laminate. Give to students and have them circulate the class asking questions on their card to a partner then they swap and find another partner.

Student sheet that will help students place numbers in the correct column in the place value chart. Can be used for multiplying and dividing by 10, 100, 1000.

Have the students draw a 3x3 grid in their books, or print some off. Students copy in a selection of answers into their grids, and you lead them through the questions accordingly. If they have the answer they cross it out, and I always make sure they have a full house in order to win. Please let me know if there are any errors. These questions correspond to the Ch. 1 Review questions in the new Big Ideas Math textbook, Green.

Thank you to Laura Rees-Hughes on tes.co.uk for this resource. To play the game: 1. Print off the slides. 2. Put them up around the room using tape or blue tack etc. 3. Instruct students to pick any poster and complete the question on the poster. 4. Once they have the answer, find it on the corresponding poster somewhere else in the room. 5. Complete the answer on the new poster and repeat step 4. 6. When they have 20 correct solutions, they will end up back at the start and I often reward students that work efficiently.

This is a sequence of learning to help students gain an understanding of graphing lines in gradient-intercept form. It has been developed using the model of “Hyperdocs”. More info can be found at: https://hyperdocs.co/ To set this up with students in my classroom, I share the document with them, and I let them work through the first 2 phases independantly without any explanation from me. Then I meet with them to check their understanding during phase 3. If I am happy with their progress they can move on. Once they have made a nice drawing on Desmos, I have them take a practice test, which is supplied as a PDF, with answers. If students move through it quickly, encourage them to be more creative with their designs on Desmos. If they move slowly, have them make a more simple drawing. Please note: Students need access to a computer or iPad or even a phone. This could be done in pairs or small groups. This could be teacher directed instead. You need to create a class code for the marbleslides activity on Desmos. The final hyperlink takes students to an online revision site called Buzzmath, and students would need to make a free account. It can easily be replaced with a mymaths.co.uk link instead, or anything else you prefer. I would estimate this to take anywhere from 3 to 6 one-hour classes. It is currently aimed at year 9 students. All feedback is welcome and encouraged. I’ve shared it for free and I hope as a result you will review and suggest improvements. Enjoy!

A comprehensive powerpoint with a variety of activities. Bingo is included as well as many assessment points to check student understanding. This is based off of the Big Ideas Chapter 1.3 Subtracting Integers in the Red Book. Please leave comments for ways to improve. This resource was adapted from another resource found on tes.co.uk.