An opportunity to explore expected value through two way tables ( a potential examination combination). You'll find a modelling question, open task to explore, investigate and question as well as a extension question to really put the mathematics to good use. Enjoy!
Another attempt to put knowledge organisers to good use. This time with inequalities.
Check you http://www.greatmathsteachingideas.com/2016/01/17/knowledge-organisers-better-than-learning-objectives-and-great-for-building-retention/ for the inspiration.
From angles on a straight line through to isosceles triangles with a straight line.
Answers at the bottom. They can be chopped of or used to self assess with a focus on correctly justifying your answer as opposed to simply correctly answering.
Lesson crafted to enable all students to draw quadratics with the outcomes:
To substitute values into quadratics.
To draw quadratic graphs.
To find solutions to quadratics graphically.
Easily adaptable to more difficult quadratics.
A quick and simply way to implement Isabella Wallace and Leah Kirman's idea of landing and boarding passes from their book Talk Less Teaching. The activity provide simple feedback to the teachers about prior knowledge, self assessment and where additional support is required.
My first attempt at a knowledge organiser for a top set Year 10 group tackling the a two week module on the new GCSE on proportionality. The idea comes from: http://www.greatmathsteachingideas.com/2016/01/17/knowledge-organisers-better-than-learning-objectives-and-great-for-building-retention/
The idea is to provide this to the students as a clear framework for the learning that will take place hoping that this is more impactful that success criteria and lesson objectives.
You'll also find a blend space lesson here: https://www.tes.com/lessons/hlLoaruDcmplVA/direct-and-inverse-proportion
All feedback welcome.
Students run a school canteen.
1. They select 2 recipes to produce in their canteen.
2. They survey the class for demand for each dish using a tally chart.
3. They calculate the quantities required for each it recipe item in grams.
4. They round and convert into whole kg units to then cst each item.
5. They calculate profit by calculating total revenue and total cost.
This activity worked well just before Easter as a competitive challeneg completed in pairs with a middle attaining year 7 group.
A tarsia puzzle designed to develop students' use of trigonometric identities. Useful for both initial teaching and revision and recap for C2.
Involves numerous problems all requiring the application of the two most basic trigonometric identities.
Exploring sequences through a series of big problems that encourage students to find multiple methods. There are additional questions to promote deeper thought and understanding around a new method or technique. We begin at finding the nth term and conclude with ‘is a term part of a sequence?’.
I’ve removed resources used to practise and consolidate methods due to restictions but all content is freely available from corbettmaths.com and variationtheory.com
I wasn’t quite happy with what was out there so created these 3 files. One blank, one complete(potentially a knowledge organiser for quadrilaterals) and a third for a quick quiz.
Bonus resource on Always, Sometimes, Never related to quadrilaterals.
Prime factor decomposition is an deal opportunity to build it something a little different with an Optimus Prime factor decomposition relay. In pairs or teams students receive the first piece of the puzzle and are instructed to write the number as the product of its prime. On successful completion they receive the second piece and so on.
It culminate with a race to build the transformer that then leads to the ultimate conclusion that prime factorisation is simply about transforming numbers from one look to another without changing who they truly are!
PDF attached for ease and a word document attached so that you can edit the difficulty and create your own. The lesson that I typically accompany the activity with is also included.
A selection of problems around interior angles for students to solve. Follows on from the investigation into how side lengths link to angle sums. Leads into exterior angles and other problems.
EDIT: The first 4 slides for part of an Always, sometimes, never questioning session that I haven't obviously highlighted. I am fully aware that trapezium's don't have right angles. The task is designed to illicit misconceptions! Apologies for forgetting to signpost!
An opportunity to recap and revise simultaneous equations with a versatile resource.
Idea 1 -
Roll the dice to select the question and then race in pairs or small groups to gain the answer. Counters can be used to award point for the team with the first correct answer.
Idea 2 -
Connect 4. In pairs answer the question of your choice with the aim of forming 4 in a row.
Idea 3 -
In pairs take it in turns to roll a pair of dice and complete the question. A correct answer and you control the square, otherwise you partner has a turn to steal. Winner has the most squares.
Lesson designed to teach the following objectives in a high pace, clear progress and differentiated manner to a KS3 group.
To identify integer values of inequalities.
To show inequalities on a number line.
To read inequalities off a number line.
The first power point contains all worksheets, progress checks, extension tasks and quiz quiz trade cards. The second is edited just to include the slides that are presented to the students.
Use the mix of 3 resources to introduce maximums, minimums and points of inflection. Students are encouraged to refer to graphs drawn via the free Desmos Graphing Calaculator and complete the set of rules they need to go on to tackle the chapter exercises or past exam questions. They'll also have a model answers to annotate and analyse for a method.