Your Basket 0 items - £0.00

Showing all 11 results

Students learn how to add fractions with different denominators using equivalent fraction diagrams. As learning...

Students learn about calculating fractions of an amount using both diagrams and written methods.The start of...

Using a fraction wall and equivalent fractions students learn about comparing fractions with different denominat...

Students learn how about creating a sequence using formulae. Students progress from using function machines to ...

Students learn describing number patterns on a term to term basis. More able students tackle Fibonacci and geom...

Students learn how about describing picture sequences. During the lesson students learn how to model a picture ...

Students learn about finding the nth term of a sequence. During the lesson they are taught how to break a seque...

Students are introduced to the equivalence between top heavy fractions and mixed numbers through the use of diag...

Students learn about writing equivalent fractions using both written and visual methods. As learning progresses...

Students learn about plotting sequences on a grid. A handout is provided to help students progress from finding...

Students learn how to subtract fractions with using equivalent fraction diagrams. As learning progresses more a...

March 10, 2019

When calculating the volume of a pyramid we can substitute the values of the length, width and perpendicular height into the formula V = 1/3 lwh. In my experience this is often provided for the students with little explanation as to why a volume of a pyramid is exactly one third the volume of a […]March 4, 2019

When teaching solving 3D problems using trigonometry we begin the lesson with a recap of Pythagoras’ Theorem and the three trigonometric ratios. We do this by matching the ratio and equations to the respective right-angled triangle. Students are encouraged to work in pairs and to show the diagrams as part of the working out on […]January 29, 2019

When I teach rounding to a significant figure, I ask the class to discuss in pairs or small groups a definition for the word significant. It is a word that all the students have heard before but not all are able to define. After 2 or 3 minutes of conversation I ask the students to […]