Here are a series of C4 Integration questions taken from the Heinemann book. They are differentiated into 3 categories. I used this on my year 13 group for revision purposes. The duration of this activity 25min with 5 min feedback.
Here is a Year 12 Integration revision activity on the area between 2 curves. This is a smartboard resource, which consists of 6 graphs from previous C2 exam papers. Students were asked to put the shaded regions in order of difficulty, this was a good feedback session. They continued to discuss their strategies of calculating the shaded regions. Duration - 45min. Please rate this resource!
Here I have 4 differentiated questions on solving logarithmic equations. I used it in my year 12 lesson (weak ability group) as a starter activity - great effective questioning! Please rate this resource!
Here are 4 differentiated simplifying trigonometríc identities. This worked very well with my current year 12 group in an observation lesson. The task lasted 10min with a 7min feedback session on mini-whiteboards. Enjoy and please rate this resource!
Here are 4 differentiation questions to be used as a starter or plenary session. The first three questions are on increasing functions and the final one is a decreasing function. The increase in difficultly for every question should highlight a few major concerns in algebraic processes and graphical interpretations . Enjoy and please rate this resource!
Here I have 4 differentiated questions on solving the trigonometry equations. I used it in my year 12 lesson (weak ability group) as a starter activity - good effective questioning took place! Please rate this resource!
This is lesson 3 of 3. Objective: TO be able to solve and graph modulus inequalities. Although, this is mainly an FP2 topic, it did appear on the June 2014 R paper. Our starter, was to review C1 inequalities of a quadratic. Learners were asked to sketch 6 modulus equations and then use them to shade the regions. Plenary: 3 exam questions (Main, Challenge and Killer questions)
This is 1 of 3 90min lessons on the modulus functions. This was an observation lesson with worksheets (easy,medium and hard). We started off by drawing y = |x|, and discussed how it compared to the y=x. Slide 4 : a couple of examples using transformations of modulus graphs (recap of C1 transformations on the same slide). Students worked on the easy1 sheet. Slide 6: They had to draw the transformation from the equations and complete medium2 worksheet. Extension: Complete the hard1 sheet - as it contains 2 transformations. Slide 8: Is an activity to distinguish between |f(x)| and f|x|. This lesson was pitched very well and we managed to reach slide slide 9, with 10min to spare for plenary.
This is lesson 2 of 3. Objective: To solve equations of modulus functions using graphical techniques. Differentiated equations from Type 1-5 worksheet. The lesson ended with learners having to complete 4 exam questions. This lesson lasted for 60min and was an inspection lesson.
Given that all exam papers are available on-line I had to make this paper for my further maths group. They are a little bit over-confident at this stage of year 13 and I am pleased to say they found this paper quite challenging., especially the 1st order differential equation, transformation and complex number questions.
This was an activity I prepared for my year 12 maths group. This smartboard presentation contains a series of expansions taken from previous past papers. They start off by categorising the expansions into different groups of their choosing, they discuss this in pairs (it may well be something as simple as there is a '1' inside the bracket). Feedback moment. Then continue deciding which formula they wish to use for each category...I should have saved this one for an observation moment! They worked on mini-whiteboards and I took photos of their work and send it via email. Very productive lesson. Enjoy and please rate this resource!
This is a smartboard resource which I put together using the standard units. I followed the instructions and produced this document. The students seemed being invited to the board and moving objects around . Objectives: To understand what is meant by the term "amplitude" and "period". To describe trigonometric graphs using the "period" and "amplitude". To describe the transformations involving trigonometric graphs
I have put together a series of C3 and C4 questions taken from the Soloman papers. It includes some alternative questions; proofs of a^x, knowledge of the cosec x graph and proving the C3 identity cosP - cosQ...This was designed for my further mathematicians. Please rate this resource.