Category Archives: Links

345. Practical percentage skills

It’s perfectly obvious that fluency in the use of multiplication tables directly impacts students ability to divide. This grows into confidence with algebra and reverse operations. Students are able to see the links between the concepts. Our understanding of the importance of such skills is part of the success of programmes such as TTRockstars and Numeracy Ninjas.

Why is it then that so many textbooks, websites and resource banks keep the manipulation of percentages as separate skills sets? Percentage increase / Percentage change / Reverse percentages. We know that when concepts overlap, fluency increases when these links are pursued. So that’s what I set out to do.

I have a bright Year 8 class and started working on percentages with them. It didn’t take much to have them confident using equivalent decimal multipliers to find percentages of amounts. Using a multiplier for increase/decrease was a walk in the park. Then finding percentage change came up. Over the years I’ve seen a lot of students get very confused with half remembered methods:

“Which do I take away?”

“What number do I divide by?”

“Is this calculation the right way around?”

I tend to teach new value divided by old value and interpret the answer. It got me thinking – why am I teaching them this? They can increase by a percentage using a multiplier, why can’t they rearrange their working to find the actual percentage? Same goes for reversing a percentage.

After a good discussion, I used this worksheet to recap and develop their skills:

Percentages Linking concepts questions

Percentages Linking concepts answers

Warning: “Original Amount” section, question (d) is a tricky one.

As with all new approaches, it’s always good to see if it worked. I set the following task from Don Steward’s website:

MEDIAN percent problems

I have GCSE students who wouldn’t know where to start on those questions, yet my Year 8 with their ‘have a go’ attitude were absolutely awesome. I’m definitely using this method again!

343. Butterflies, dreams and stories: How to say goodbye

It’s finally here. My Y11 form group are going on study leave next week. I’ve been their tutor since the summer of Y8. They really are a lovely bunch of students. I’ve been planning their goodbye for some time.


Since Year 9 I’ve periodically given out “100 things I want to do with my life” sheets. I found the image on Pinterest. They’ve added their aspirations over the years. Some are more detailed than others, depending how seriously they took it.


Inspired by the origami of Clarissa Grandi and her amazing website, at the start of Year 10 each student made a butterfly. Each student wrote a hope or dream or positive message on a coloured luggage tag. They attached the luggage tag to their butterfly and I put them up on the wall. They’ve been there ever since.


I wrote a silly story with every students’ name included. Some are obvious, some are sneaky.


I put each ‘bucket list’ back to back with the story, then laminated them (if students want to add to their lists they can just use a permanent markers). Each laminated sheet was rolled up and secured with a cheap hair elastic. I then slipped the luggage tag under the band. They look like graduation scrolls.

All these things could be done in a much shorter period of time. I think they will be a personalised memory of their time at school.

342. Revision jotters

With the exams looming large, I thought I’d share how my class have been revising. To give you some context roughly a third of the class are doing Foundation GCSE, aiming for at least a Grade 4. The rest are doing Higher and aiming for a Grade 5 or better. We have three, one hour, lessons a week. I’m rotating between doing an exam paper, a whole class revision activity (eg a revision clock) and tiered revision.

I know if I tell the students to revise independently the results are going to be mixed. Some will be brilliant, some will be more laid back. To resolve this I pick a topic (or two) from each tier that I know they need to improve on from or that they have requested. It’s helpful if there is a theme to the work. I’ve recently done things like y=mx+c (F) with plotting inequalities (H).

Now the genius part: PixiMaths revision jotters

How to run the session

Photocopy a big stack of revision jotters. If you are doing black and white copying, use the b&w version. We requested the b&w version and, because PixiMaths is awesome, it is now on the website.

Clearly put on the board which topic each tier is revising

Eg Foundation: exact trig values, Higher: trig graphs

Give students 5-10 minutes to fill their revision jotters with everything they know. Have textbooks or maths dictionaries available to fill in the gaps. You may find that Higher students want to do the Foundation topic too – no problem, just make sure they have two jotters. Due to the complexity of the Higher topic, they will need more time to make initial notes.

My students are allowed headphones in revision sessions. At this point it’s headphones in for Higher and out for Foundation.

Do a skills recap on the board (exact trig values), with maybe an exam question too. Students can ask questions on the topic and add to their jotter. Then have a worksheet for students to do eg Corbett Maths or KeshMaths GCSE exam questions booklets. They can refer to their revision jotter or scan the Corbett Maths QR code for extra help.

Swap over. Headphones in for Foundation and out for Higher.

Repeat the process for Higher, with drawing trigonometric graphs. Issue an appropriate worksheet.

Once you’re done, make a judgement call. Are there students who could push it further? Maybe transform a trig graph or problem solve? Go for it. Foundation are busy, Higher are busy, spend some time stretching your most able. Every mark counts.

A huge thank you to PixiMaths for the revision jotters (and everything else).

Examples of students’ work

Shared with permission of students. You can see that they have personalised them to meet their needs and some are a work in progress. Also, the b&w jotter photocopies so nicely.

337. Surreal symmetry

I stumbled across this splendid website and Instagram feed through an article in ‘The Guardian’ newspaper:
Accidentally Wes Anderson
The site owner has collected together images of buildings that look like they could be in a Wes Anderson film.

Image Credit: #accidentallywesanderson

The result is a stunning collection of images of symmetrical architecture from around the world. The photos could be used as a starting point for a discussion on symmetry, shape or the mathematics of the world around us.

333. Resource of the week

Just a quick resource for you today and apologies if you are already using this!


Not some new ‘youth slang’, but an amazing online tool. Students have an individual card with each side labelled A, B, C or D. You ask a multiple choice or True/False question, they hold up their card with their answer at the top, you scan the class set of cards.

Image credit:

It really is that simple and here is what to do to get started:

  1. Create a free account at
  2. Download the app to a portable device with a camera (phone, tablet etc)
  3. Print out the cards
  4. Allocate the cards to your class on the website
  5. Stick the cards in your students’ books
  6. Set a question
  7. Scan the cards

I have a tablet device that I use for school purposes as I keep my phone for personal use. The only problem I had was my android tablet doesn’t have a light source or as high quality camera as my phone, but we sorted that by having students move to a brighter part of the room for scanning. Instant feedback with no handheld devices!

Finally I have to say a huge thank you to Mr L, our trainee teacher, for introducing this to the Department.

332. Movement Maths

I’ve got to share a new YouTube channel with you. It was created by a former colleague who is not only an ace Maths teacher, but also a trained children’s fitness instructor. ‘Movement Maths: How to survive High School Maths’ is all about daily chunks of Maths with a fitness boost.

First – it addresses basic concepts that many students forget or stress over (initially it will be aimed at Foundation students)

Secondly – the videos are engaging and show that you can do Maths and exercise anywhere (my current favourite is the airport in video 13 – how did he find an empty sp?)

Thirdly – there are recaps and summaries built in

Finally – it was reviewed by students, who loved it!

Subscribe to the Channel, get fit and see what your students think

Update: 1st June 2019

It appears all the videos on this channel have been deleted.

330. Still Dancing Men

You may already know about my blog posts on the ‘Dancing Man’ cipher. If not, check them out here;

34. The Dancing Cipher

97. The Dancing Cipher (part two)

Now, I have two parallel classes and I want to set the Dancing Man project as a homework, but they’ll be doing the task at different, but overlapping times. I don’t want the second class to have an unfair advantage, so I’ve written a second task. All the instructions are the same, but it’s a different text. I’m not sure whether to give each class a different text or whether to randomly assign both texts within both classes to avoid copying/generate confusion.

This text is a little more interesting than the last one … think zombies!

You can download an advanced (Beta?) copy below and I’ll update you on how it went, after I’ve done it.

Dancing Men Project 2

Letter frequency analysis project answer B