Having reviewed the examiners reports for functionals skills (key quotes included) for the last 12 months and noticing common misconceptions in class I have put together 17 Functional Skills Maths revision questions. They are functional skills questions answered incorrectly . The learners have to answer correctly and explain why Mandy was wrong. This has worked really well to promote higher order thinking to identify errors. Original idea is from the excellent Clumsy Clive range from alutwyche https://www.tes.com/resources/search/?q=clumsy clive Please see my shop lets get functional for loads more functional skills resources. https://www.tes.com/teaching-resources/shop/jonesk5/Math Including revision guides at L1 and L2 included in a bundle with extras for just £5 https://www.tes.com/teaching-resource/functional-skills-maths-l1-and-l2-revision-bundle-11906889 Images from pixabay for commercial use.
We are starting to see more and more questions at GCSE asking students to spot and correct the mistake made. Clumsy Clive and Erica’s errors problems by @andylutwyche for are a perfect way to tackle this and I have edited and collated them togther. “Erica has made some silly mistakes on her homework. Your students’ task is to find the errors, correct them and explain what Erica has done incorrectly. This should generate discussion in class.”
Dounble homework this week for Clive as he tackles algebraic fractions; he's having a complete nightmare to be honest. Can your class help him out and explain where he's gone wrong? These are designed for starters or plenaries and encourage discussion in class. The second sheet is at a higher level (quadratics etc) than the first.
Clive is tackling a bit of substitution but making mistakes again. Your students' task is to help Clive sort out his errors and explain to him what he's done so that he doesn't make the same mistakes in the future. Ideal for starter or plenaries and encourages discussion.
Clive is having a go at simplifying expressions, without complete success. Your task (or more accurately, your class' task) is to help Clive correct his homework and explain where he's gone wrong. Good for starters or plenaries and encourages discussion.
Clive is doing some homework involving error in measurement and is getting a bit confused. He has made some mistakes that you need to correct and explain to him where he's gone wrong; the homework contains just stating bounds as well as calculations that require thinking more carefully about. This really makes students check their explanations and generates good academic discussion in my experience as well as allowing students to demonstrate the depth of their knowledge.
Clive is having more issues, this time with decimals, and a little bit of fractions and percentages. This involves ordering, adding, multiplying, dividing and recurring decimals. Clive needs someone to explain what he's got wrong. This should encourage students to demonstrate their understanding.
Clive is having issues with percentages, including "of a number", percentage change, repeated change and reverse percentages. Please help Clive correct his work and explain what he's done wrong. Designed to create discussion and allow students to demonstrate their thinking/understanding.
Clive is getting confused with fractions, fraction of an amount, adding, subtracting, multiplying and dividing. This designed to get students to explain their reasoning and should encourage discussion.
Erica is taking A level mathematics but is making silly errors in her homework. Can your students spot and correct the errors, explaining what Erica has done wrong. These are designed to create discussion and reinforce understanding of the topics. This is thefirst A level version of "Clumsy Clive" which covers the GCSE curriculum.
These are all available for free individually but if you don’t have the time then this is for you. Clive makes common mistakes, mistakes you’ll have seen in class. Your students need to find the mistakes, correct them and explain where Clive has gone wrong so that he doesn’t do the same thing again. These activities are designed to create discussion in class and can be used to assess understanding.
These are all available for free individually but if you don't have the time then this is for you. Clive makes common mistakes, mistakes you'll have seen in class. Your students need to find the mistakes, correct them and explain where Clive has gone wrong so that he doesn't do the same thing again. These activities are designed to create discussion in class and can be used to assess understanding.
Clive is still struggling to get his homework right, this time rearranging formulae being the issue. Your task, or more likely, your students' task (should they choose to accept it) is to check, correct and explain where Clive has gone wrong. Designed to create discussion in class and to check understanding.
Clive is doing some vectors work this time and is confused once again. Can you check all his answers, correct them and explain where he's gone wrong. He's made some typical mistakes which should get everyone (students and teacher) talking.
Clive is attempting to get to grips with tree diagrams, but he is making mistakes again. Please check his work, correct it and explain what he's done wrong. Designed to create mathematical discussion.
Clive is tackling a new topic on the GCSE curriculum, but predicatably is struggling. Four questions getting increasingly difficult requiring you to check as Clive has made mistakes. These will hopefully generate discussion in class.
Clive has a bearings homework this time and as usual missed some important bits in the lesson. Find Clive's mistakes, correct them and explain what he's done. Designed to create discussion in lessons.
Clive has two homeworks to tackle but is making mistakes once again. The first homework involves right-angled triangles, the second a question in 3D and non-right-angled triangles. Spot the mistakes, correct them and then explain what Clive needs to do in the future.
Clive is tackling a simultaneous equations homework but as per usual is making errors. There are three sets of linear simultaneous equations to correct and a linear/quadratic to look at. I have tried to cover regular errors for students to spot, correct and discuss.
New on the GCSE syllabus, Clive is struggling with function notation icluding inverse and composite functions. Can your students check, correct and explain what Clive has done wrong in the four questions? This should encourage discussion.
Clive needs your help again - he's struggling on his upper and lower bounds homwork. Designed to create discussion in class and get students thinking about the question. I have used typical errors in Clive's workings.