Measuring and constructing bearings

Get the PowerPoint here.

Get the worksheet as a Word file or PDF file.

Bearings is one of those difficult topics to teach, I think. Even though it’s reasonable easy.

I’ve done a lesson here concentrating on just measuring and constructing. No calculation at all. I’m going to put that in a separate lesson.

Which means you’re going to have to print out the example problem pair 🙁

Starts with a little discussion on if something could be a bearing or not.

Goes onto a worksheet on measuring.

I suppose I should have really presented an example with angles labeled and asked them to pick out the right bearing (like the exam question at the end of this PowerPoint) but I think I wanted to add that in next lesson.

Then some whiteboard work on the compass.

Then some construction questions.

My example problem pair here includes animations. I kind of hate it. I’ve really tried to move on from ‘clicking’. If you’ve downloaded my PowerPoint in the past you might have noticed that I’ve deleted a lot of stuff. I used to have animated multi-step solutions and examples. Indeed some of my older, non-updated PowerPoints still have that stuff. I really regret that now. I know it’s a crutch, and can be helpful in ‘scripting’ but I think kids need to see you WRITING and doing the calculation yourself (I use the pen tool in PowerPoint).

But there wasn’t a real way to get around using animations here, unless you have a visualizer. If you do, do that!

Updated/New resource : Linear inequality notation

Download the lesson here.

I’m not quite sure what I was thinking when I wrote these slides initially. They were a mess!

For a start, I bundled writing inequalities, number lines and solving all onto one PowerPoint! That’s waaaaaaay too much. It’s also a little ‘disrespectful’ to the topic of inequality notation. That skill is easily worth a lesson on it’s own! I clearly hadn’t sat down and thought clearly enough about the subtleties of the topic.

You can do loads of good spaced learning with inequalities. We can practice ideas of place value.


I’ve cleaned this slide up. Before it looked like this :

EEEEEEEK! This is NOT good slide design. Sir! Is number one 1.9 [] 5 ?

I’ve also added lots of whiteboard questions and a little bit of testing if an inequality is true. After all, inequalities are all about systems and logic tests, really.

I’ve also redrawn all my images of inequality number lines in GeoGebra because they looked gross before.


Some interesting answers to this!


Get the PowerPoint here.

This is a really small lesson on Polygons. I taught it as a half lesson. Includes a definition of a polygon variation theory thing.

Plus my first ever Quizlet! I liked doing this. I played it as a live game. You can see it in this little video.

Pupils are presented with a term and a definition across several screens, so they have to work together. I really enjoyed doing this.

It’s easy to fall into the trap of ‘I should do Quizlet all the time!’. I think it’s only really good for learning definitions, but it’s definitely a good tool in the arsenal.

Probability words

Get the PowerPoint here.

I know, it’s strange that I’ve left this one until last. I did the silly thing of assuming that since I taught a high ability year 7 group, that they’d be ace at this, but they weren’t, which I caught during a quiz during a plenary.

I’d made the classic mistake of assuming prior knowledge.

As an addendum, I hate stuff like ‘the chance of it being Sunday tomorrow’ because I feel like that’s not really a probability statement.

Adding and subtracting algebraic fractions

Download the PowerPoint here.

Two lessons (at least).

Includes quite simple ones…

Has a task that worked really well with my class. Write the missing step. Cognitive load and that.

Plus some questions.

Goes onto more complicated examples and exercises.

As an aside, I posted a picture from this resource on Twitter and it got (at the time of reading) close to 200 likes and I ended up picking up about 50 new followers.

Which I don’t quite get. Normally my stuff gets 0-20 likes despite being pretty similar. I don’t understand social media at all.

Experimental Probability

Download the PowerPoint here.

Wrote some questions including some moving between relative frequency and frequency.

Discussion. Also a task I’m not sure if I like.

I’ve included this at the end. I have run this task a few times and been dissatisfied every time.

In my head, I imagine students trying to make the die loaded by weighting it, rolling it lots of times to test the relative frequency to see if they have got close, then refining the weight inside their cube. There’s a few reasons I think it’s never gone as well as I would have wished.

  1. It’s quite fiddly to make the net, put a weight in it, fold it up, take out the weight and fold it up again.
  2. It’s harder than it looks!
  3. What MATHEMATICALLY are students thinking about when they’re doing this task? Are they just adjusting weights. I don’t really know if the focus of the task is the MATHEMATICS.

I’ve left it in here (at the end), though, because it’s the first task I ever thought up (in my PGCSE year) and one day I want to run it and make it work.

One day.

PS: These are a game changer in terms of noise! Every school should have a set.

Single event probability

Get the PowerPoint here.

I am aware I’m kind of uploading a rag-tag bunch of random resources at the moment.

I’m making lessons for what I’m teaching and uploading the ones I feel are polished enough to be shared.

Started this one with a bit of a brainwave. I’m always astounded by pupil’s lack of knowledge about simple facts I feel they SHOULD KNOW. Like weeks in a year, cards in a deck etc. But this makes no sense. How can I be ALWAYS surprised? Surely by now I’ve internalised it that this is just something a lot of kids don’t know! So rather than get grumpy, I added a little bit of a check at the beginning of this lesson.

Something I’ve been working on for a while. Making this explicit.

Rest of the lesson is pretty standard. Although pretty.

One number as a percentage of another

Download the PowerPoint here.

I’m teaching percentages at the moment and as I do so, I’m updating my slides. I’ll mention what I’ve updated here.

This PowerPoint I’ve split up from ‘percentage change’ and made them two separate lessons.

I’ve added example problem pairs. Instead of trying to do everything at once. I had a real think and there’s 3 skills here.

  1. One step – > Simply multiplying or dividing once to get /100
  2. Two step -> First finding the factor of 100 and then multiplying or dividing to get /100
  3. Having to divide and convert the decimal

I’ve split them up into the four different skills. I also added some whiteboard work so pupils could practice 1 and 2 step, as there wasn’t quite enough fluency bits on these.

I also added some questions like 60/50. It occurs to me that I don’t ask enough of these type of questions, so students don’t become used to seeing things like 125% and often then can’t express these.

Comment appreciated.