Tag Archives: teaching

Fold it to Download it! Revision Resources

8 May

This is a quick blog about Foldables, an alternative to revision notes. Foldables are fairly new to me, since last summer anyway and I love them! The fact that pupils can revise not only when completing them with notes they can then revise from then by being ‘tested’ by a friend or testing themselves; makes them a win in my book. I also print each foldable on colour paper and get pupils to stick to a large piece of A3 piece of paper. Pupils then take these home and complete the poster for interactive revision at home!

First time I used foldables with a class, we made shutter foldables and we made them from scratch. I just gave pupils the blank pieces of colour paper, I then thought it would take just 30 seconds to describe the process of folding and cutting as shown in the picture on the left. It wasn’t that straight forward, but we got there.

This pdf Foldables by Dinah Zike is full of ideas of different foldable styles and instructions on how to build. Check out the layered book on page 17 for advanced foldables!

For my classes I’ve found that lesson time is used most efficiently and productively when I print both guidance on the folding of the foldable (where to fold, cut and glue) but also by giving them diagrams or prompts for each window which they then have to complete for the given topic!

Here is a picture of NumberLoving’ Functions foldable in action, available here. As you can see it has been glued to an A3 piece of paper, ready for the pupil to complete at home, alternatively they can be glued into class or notebooks. Also demonstrated on the poster is a simple idea of attaching an envelope to hold any flash cards created by pupils, another on the spot testing or interactive element to the revision.

I’m always adding to my foldable bundle on the TES, check it out here. This is a premium bundle of 12 foldables, as I create new foldables I add these to the bundle, which means once purchased any additions will be yours for no additional cost; just make sure you follow me via the TES to get updates via your homepage when they’ve been updated. I have reduced the price for this bundle from £8 to £4 from now until Friday the 12th of May to coordinate with this blog post!

BUNDLE preview.jpg

Which revision activities have you found most effective? Get in touch via @numberloving or NumberLoving’s Facebook page!

You might also be interested in visiting our TES store and our TPT Store for both free and premium resources.

Thank you for reading

NumberLoving Sharon


New Store

17 Apr

Hello all NumberLoving readers!

Sorry we have been away, we have been busy getting married and setting up our new store NumberLoving TES and NumberLoving TpT! This is a quick post to let all our readers and followers know there will be a 20% sale from tomorrow 17th April until midnight Friday the 21st April.


Get in touch @numberloving and follow our Facebook NumberLoving Page

Check out our free and premium resources in our TES NumberLoving Store.

Best Buy!

29 Feb

Like a lot of teachers I spend a fair amount on things to support my teaching. For example, the smelly stickers from PTS are a favourite of mine for using as rewards. However, without a doubt the best buy I’ve made so far is my Hue HD webcam. This may seem expensive at £39.90, but considering I use it every day it has paid for itself time and time again!


It’s basically a webcam, but it has a weighted base and an adjustable arm so it works really well as a visualizer. You install the software (this takes a couple of minutes) and then simply plug in via the USB connector. I use this on a daily basis and it really is brilliant! Here are some ways I use it:

  • Pick a student at the end of the lesson and display their work. Get the class to assess it and feedback. This is an instant plenary, it exposes misconceptions, promotes discussion, encourages good presentation and much more!
  • As an extension get a student to write an exam question on the topic you’ve been doing. Then just put their question under the webcam and you’ve got your plenary sorted.
  • Display an exit ticket from the previous lesson and get students to find the mistake as a starter.
  • Display students’ exam responses and get pupils to mark them.
  • Use after marking books to showcase really good work or a mistake lots have made.
  • Use when teaching constructions (or measuring angles etc.) so pupils can physically see you doing it.
  • Use to display a nice question in a book which you only have 1 copy of.

The webcam also has a little button on the top which takes a picture, so you can save their work, tweet it, email it to a parent – whatever you fancy!

Get in touch @numberloving and follow our Facebook NumberLoving Page

Check out our free and premium resources in our TES NumberLoving Store.



How do you teach yours? Dept. CPD

16 Feb

Effective use of department time, this is a daunting task for a newly appointed head of department! So like most when I first took this responsibility I made sharing good practice (SGP) a permanent agenda item as one way of continuous professional development. However, I soon realised that this wasn’t meeting the needs of professional development for the team, all of which were at different stages of their career. The sharing good practice item too often had become one member of the department “sharing a resource” they have used or ‘found’ recently. For many reasons I decided to keep the format of SGP (rota basis throughout the department). So instead of replacing it, I added other activities to department meetings that I felt actually resulted in discussions of good practice in terms of the teaching of Mathematics. In this post I describe three tried and tested strategies for keeping the objective of deeper understanding at the forefront of your departments’ planning and preparation.

First: Why the importance in the Teaching of Mathematics
One of the key message from “Mathematics: made to measure” (read it here) is our responsibility to enable all pupils to develop a conceptual understanding of the mathematics they learn, its structures and relationships and fluent recall of mathematical knowledge and skills in order to equip them to solve familiar problems as well as tackle creatively the more complex and unfamiliar ones that lie ahead. The Ofsted 2012 descriptors found on page 30 of this summary of  Mathematics’ reports (another good read) are certainly still relevant when discussing teaching approaches with your department. One element for outstanding quality of teaching is; “Teaching is rooted in the development of all pupils’ conceptual understanding of important concepts and progression within the lesson and over time. It enables pupils to make connections between topics and see the ‘big picture’”.

The Bigger Picture


This is a simple concept in which you ask the department to work in pairs during department time, to consider particular topics/skills on three different levels.
1. Method; what is the method, the skill in its most basic form? Are there any generalisations (known by some as rules grrr)?
2. Understanding; How do you teach for understanding? How do you lead the pupils to make their own generalisations?
3. The bigger picture; What are the applications? Are there any links to other topics?

This really is a great for unpicking your departments’ approaches to individual topics in detail. Often revealing gaps in staff knowledge and understanding (particularly NQT/RQT’s), and can even reveal if staff have been oblivious using and teaching tricks just because they were taught that way. How many of your department now how to conceptually explain the division of a fraction by a fraction. This NumberLoving resource, download for free from here, includes a number of examples such as operating with indices,operating with fractions, standard form and a blank grid (probably the most useful) which you can adapt to suit any topic coming up in your scheme of work.

How do you teach yours?
how teach blankThis second approach requires some forward planning, and forethought from your department members. Prior to the meeting give each member of the department a “How do you teach yours” sheet on the topic you will be discussing. Here is an example of what this might look like for the topics of multiplication and division.

how you teachAs you can see the department members are asked to complete each indicating how they would teach the pupils, prior to the meeting. Once at the meeting methods, approaches are discussed and debated. This naturally leads to an agreement of what is the best way to teach for understanding. Once agreed on the best approach this can be documented as shown in the example on the right.

This department activity could easily be adapted for any subject area. I have provided three examples of “How do you teach yours” to help get you started. Download it for free here.

imageDepartment Reading
This can be done with any text or report which you feel will aid discussion. With a pre-determined focus direct the department towards the book/report, or even better provide a paper copy in their tray. Department should read this in preparation for the meeting.

Nix the tricks
As described on the website this book is “filled with alternatives to the shortcuts so prevalent in mathematics education and explains exactly why the tricks are so bad for understanding math”.  I would highly recommend providing each member of your department with this book. This makes for both a great discussion point and a handy resource for alternative methods. I have also found it useful as a point of referral when during work samples I have observed potential teaching of tricks and not of understanding.  This book can be purchased online or downloaded as a pdf for free from the Nix the Tricks website here

I hope this has provided some ideas of how to promote continuous professional development rooted around the effective teaching of mathematics!

Thank you for reading! Get in touch @numberloving and follow our Facebook NumberLoving Page

Check out our free and premium resources in our TES NumberLoving Store.

Lessons in Love- Number Love

7 Feb

‘<3’ Is a HEART, composed of two parts.

In Mathematics,  this means “less than three”.

Because in real life, LOVE has no space for a third,

Love is only you and me!

It is that time of year and both NumberLoving authors are feeling the love with two weddings to plan, so here are some more math Valentine’s Day activities!

geometry valentine poems-001Mathematical Valentine Rhyme Challenge

Challenge your pupils to write a mathematical rhyme including a set number of mathematical terms. This is a great idea I found on Craft Moms share blog here and the example on the left is taken from their blog and includes 7 maths terms. I will be challenging my pupils to come up with their rhymes for homework! Check this one out, not by a pupil but still a great poem!

We have a number of Valentine and love themed mysteries, in which pupils use the clues to solve the question. Mysteries are a thinking skills activity;



parallel linesAlso not to be missed;

Check out these blogs for great valentines maths ideas;

Googol power bring a wide variety of activities, I like this activity finding the area and perimeter of hearts. Pupils estimate and for extra challenge ask them to calculate. Even better get pupils to use Desmos as described in Colleen Young’s blog here to create their own heart, math-o-gram. Then ask pupils to find the area and perimeter.

One of my favourite activities making heart shaped mobius strips and other great ideas in our blog “Valentine’s Day, send Mobius Hearts Our Way” for other valentine maths activities. valentines

Make Sierpiński sieve pop heart with instructions from 360 (don’t be put off by the dinosaur).

Speed dating with data collection in this blog we describe how to set up a speed dating activity allowing for data collection.

So who will be your math-en-tine?

Get in touch @numberloving and follow our Facebook NumberLoving Page

Check out our free and premium resources in our TES NumberLoving Store.

Bells for BIDMAS and More

16 Nov

Hi there! We haven’t blogged in a while as we are busy behind the scenes bringing you some changes to the website and a lot of great new resources, please watch this space!

UntitledBIDMAS Bells

The class is split into eight groups and each group is given a bell. Each bell is numbered, if the answer to the question is the same as their group’s bell they should ring the bell. At first the pupils are likely to be too slow to recognise the tune and therefore you may need to go back the beginning and repeat to here the tune. It is an ideal activity for a short plenary.

In this version of the game the order of the questions is important and should follow the same numbers as the tunes provided on the tun sheet. You set some of the pupils a challenge to come up with questions relevant to the topic studying which give the answers to follow one of the tunes provided with the bells.

This bidmas-bells-twinkle-twinkle resource contains questions which if played in the correct order will play the tune “twinkle twinkle little star”.

Other Ideas

Another adaption would be to group pupils and give each group a bell. All pupils will be given an answer card, and for each answer card there is a question. The order of the questions is again important. Use the interactive display board to pose a question to the class, if pupils have the answer to the question the ring the bell. The trick here is to first make the questions and answers, one for each note of the tune. Then assign each question card to the corresponding bell by numbering the question card. Then group all the cards for each bell, mixing them up so the order isn’t clear.For example if the tune was 1, 2, 2 (the numbers on the bell) a pupil from the group with bell one would need the answer to question 1 and pupils from the group with bell 2 would need the answers to question 2 and 3! This is slightly more complicated to prepare but worth it. My top tip is to label the back of the answer cards with which bell number it belongs to!

They can also add fun to quizzes or team games, not as tuneful but great fun!

About the Bells

The bells are called handbells and are sold in sets. You can buy them from here and many other places, always check that they come with a handy tune sheet.

We hope you find the ideas useful and we would love to hear your feedback on how the ideas work for you. Get in touch @numberloving and check out our free and premium resources in our TES NumberLoving Store.

Thanks for reading!

NumberLoving’s 1st Birthday!

26 Oct

Wow over 160, 000 visitors this year! Myself and Laura are made up to be celebrating the success of Number Loving in its first year!

Our Top Ten Posts

1) Mathematical Fortune Tellers; using this childhood game to practice Maths

2) Do or Die with Dice; Many games to play with dice, my favourite practising place value by playing Nasty.

3) Nets to Catch Angry Birds; Studying nets, volume or surface area by making these 3D shapes in the form of angry birds.

4) Treasure Hunts; Get pupils up and out of there seats

5) Pimp your classroom; Looking for inspiration then look no further for ideas on interactive displays

6) The Author; here I am, I have worked hard to build up our website and appreciate all the great feedback I have received! Laura Rees-Hughes also co-authored NumberLoving from 2012 to 2016.

7) Maths Top Trumps and Other Games; The Top trumps, one of most successful resources for spicing up practising a skill.

8) Numeracy Coordinator Making the Role Count; Our ideas on how to successfully build the numeracy role and raise the profile of numeracy in your school.

9) Dance Maths; Every department needs a set of numbered dance mats, great for plenary or even open evening.

10) Cooperative Learning; Tools and resources; Ideas and resources built around the Kagan approach to cooperative learning.

Here are some of favourite posts that haven’t made the top ten but are definitely worthy of a mention;

1) Tick or Trash; Our latest resources added to the TES store, tick one answer and trash the other.

2) Outdoor Learning; Using the school building and trigonometry skills out and about the school site.

3) Teaching Loci; Using outside spaces and the pupils themselves to teach loci

Get in touch @numberloving and check out our free and premium resources in our TES NumberLoving Store.

%d bloggers like this: