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Students learn how to construct and use scale drawings to measure angles of elevation and depression and unknown...

Students learn how to construct an angle bisector using a pair of compasses and ruler. As learning progresses t...

Students learn about calculating a percentage change using a decimal multiplier. Learning progresses from findi...

Students learn about calculating a simple interest in financial mathematics. Learning progresses from calculatin...

Students learn how about constructing triangles using compasses and protractors using SSS, SAS and ASA. As lear...

Students learn about expressing one number as a percentage of another number using both calculator and non-calcu...

Students learn how to calculate a percentage of an amount using either 10% or working with equivalent fractions...

Students learn how to calculate the original amount after a simple percentage change. Learning progresses from ...

Students learn how to construct a perpendicular bisector and equidistant path using a pair of compasses and rule...

Using their knowledge of triangles students learn how to construct scale drawings of bearings. As learning prog...

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 […]