My time zone and your time zone may be the same time zone.
Maybe midnight for you and midnight for me are the same.
Your month and my month could be the same month.
But they could be different. Not every day. Not all the time. Not everywhere.
But some times in some places on some days.
Perhaps even on the day this was written.
My time zone and your time zone may be the same time zone.
Maybe midnight for you and midnight for me are the same.
Your month and my month could be the same month.
But they could be different. Not every day. Not all the time. Not everywhere.
But some times in some places on some days.
Perhaps even on the day this was written.
An entry wordsearch with an associated card sort. Use Adobe's own .pdf viewer to print the card sort at two pages per sheet if you want it on A5 (remember to exclude the first, wordsearch, page if you do). Other sizes you can select for yourself.
This resource forces pupils to realise the limits of particular types of data: primary and secondary.
It also enables them to take a few first steps towards working out how they might estimate a mean if they cannot calculate one precisely.
As a bonus it also allows them to think of how they might find a mode and a median from secondary data.
Print the .pdf using the multiple pages per sheet option; or create GIANT WHOLE CLASS card sort by printing each page on A4. Several ways to sort these effectively. Be inventive!
Begins with two separate types of one-step equation to solve. Approaches each with varying levels of difficulty (Shanghai style). Then to the two-step equation. All can be approached with function machine approach if necessary.
Extension/Next lesson: unknown on both sides of the equation.
A gentle hint as to why a squared x is not the same as an x. With an associated homework to assess learning. Might conclude by asking which value(s) of x allow mathematicians to add the coefficients of x's and squared x's with gay abandon; and how one could ever guarantee such a value of x will occur.
Units follow English DfE National Curriculum. The value added here is the additional detail supporting each unit objective: progression through "Consolidation", "Development", "Securing" and then "Mastering" elements for each objective [n.b. where objectives did not immediately lend themselves to stepped progression for some stages, elements were shared between them on as reasonable a basis as possible].
Why do/use/buy this? Because different pupils (and classes!) have different starting places and ending places and often they and their parents like to know what each objective entails so they can apply "flipped learning" or similar.
Folllowing the year 7 timeline for the Summer term I have provided elsewhere on this website, this breaks each objective into four steps: "Consolidating", "Developing", "Securing", "Mastering". Each objective is taken directly from the "new" UK National Curriculum for Key Stage 3 [where an objective is given for each bullet point (from page 5): https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf ] .
"Consolidating" - is generally pitched for the weakest pupils: who are revisiting key stage 2 material that may have been first taught before year 6.
"Mastering" - will generally pitched to stretch at or beyond expectations for key stage 3.
Problem solving exercises will need to be set within and around material each week. Three hours per week has proven enough to deliver the material to the very most committed and able pupils (when accompanied with sufficient homework); however, five hours per week (and some looping back to earlier objectives if/when later objectives prove inaccessible) may suit pupils who would benefit from such an approach.
Folllowing the year 8 timeline for the Summer term I have provided elsewhere on this website, this breaks each objective into four steps: "Consolidating", "Developing", "Securing", "Mastering". Each objective is taken directly from the "new" UK National Curriculum for Key Stage 3 [where an objective is given for each bullet point (from page 5): https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf ] .
"Consolidating" - is generally pitched for the weakest pupils: who are revisiting key stage 2 material that may have been first taught before year 6.
"Mastering" - will generally pitched to stretch at or beyond expectations for key stage 3.
Problem solving exercises will need to be set within and around material each week. Three hours per week has proven enough to deliver the material to the very most committed and able pupils (when accompanied with sufficient homework); however, five hours per week (and some looping back to earlier objectives if/when later objectives prove inaccessible) may suit pupils who would benefit from such an approach.
Folllowing the year 8 timeline for the Spring term I have provided elsewhere on this website, this breaks each objective into four steps: "Consolidating", "Developing", "Securing", "Mastering". Each objective is taken directly from the "new" UK National Curriculum for Key Stage 3 [where an objective is given for each bullet point (from page 5): https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf ] .
"Consolidating" - is generally pitched for the weakest pupils: who are revisiting key stage 2 material that may have been first taught before year 6.
"Mastering" - will generally pitched to stretch at or beyond expectations for key stage 3.
Problem solving exercises will need to be set within and around material each week. Three hours per week has proven enough to deliver the material to the very most committed and able pupils (when accompanied with sufficient homework); however, five hours per week (and some looping back to earlier objectives if/when later objectives prove inaccessible) may suit pupils who would benefit from such an approach.
Folllowing the timeline for the Spring term I have provided on this website, this breaks each objective into four steps: consolidating; developing; securing; mastering. Each objective is taken directly from the "new" UK National Curriculum for Key Stage 3 [where an objective is given for each bullet point (from page 5): https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf ] .
Consolidating - is generally pitched for the weakest pupils: who are revisiting key stage 2 material that may have been first taught before year 6.
Mastering - will generally pitched to stretch at or beyond expectations for key stage 3.
Problem solving exercises will need to be set within and around material each week. Three hours per week has proven enough to deliver the material to the very most committed and able pupils (when accompanied with sufficient homework); however, five hours per week (and some looping back to earlier objectives if/when later objectives prove inaccessible) may suit pupils who would benefit from such an approach.
Folllowing the timeline for the Autumn term I have provided on this website, these break each objective into four steps: consolidating; developing; securing; mastering. Each objective is taken directly from the "new" UK National Curriculum for Key Stage 3 [where an objective is given for each bullet point (from page 5): https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf ] .
Consolidating - is generally pitched for the weakest pupils: who are revisiting key stage 2 material that may have been first taught before year 6.
Mastering - will generally pitched to stretch at or beyond expectations for key stage 3.
Problem solving exercises will need to be set within and around material each week. Three hours per week has proven enough to deliver the material to the very most committed and able pupils (when accompanied with sufficient homework); however, five hours per week (and some looping back to earlier objectives if/when later objectives prove inaccessible) may suit pupils who would benefit from such an approach.
Takes a bit of effort to imagine when simultaneous equations may come in handy.
Partly inspired by the new fashion of publishing the tax returns of persons in "positions in influence" (with a view to identifying enemy agents: with "foreign" income sources), these questions will hopefully awaken pupils' interest in simultaneous equations and how/when/why they might (just might!) become useful in "real life"... [now with, step-by-step, solutions]
