# Flibit's Shop

Creating Maths resources that are hyper-engaging, relevant, accessible and thought-provoking (at least that is always my aim!).

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Creating Maths resources that are hyper-engaging, relevant, accessible and thought-provoking (at least that is always my aim!).

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Creating Maths resources that are hyper-engaging, relevant, accessible and thought-provoking (at least that is always my aim!).

Lesson on function machines aimed at a KS3 group, highly differentiated with plenty of challenge.

A mini-whiteboard activity where students are asked to draw several force diagrams for a single situation involving connected particles (in this case, a man in a lift).
It is something my students have struggled with in the past, and I couldn’t find much else online, so I created this so that students can become more confident with this topic.
Contains a similar MWB quiz for pulleys.
Both resources worked really well as revision/consolidation tools.

This worksheet is my attempt to force students to use the equals sign correctly. Students use BIDMAS on the calculations on both sides of an equals sign to prove that they are equivalent.
Differentiated in to three levels.
Because of the matching element, this exercise is ideal for self-checking.
Answers provided

This lesson encourages students to use Maths that they know to try to solve a real world problem: Who wrote an anonymous document. The lesson is set up as an intriguing mystery and is solved in small groups, your students should be hooked from the start.
There are many mathematical skills which students can employ to solve the mystery, and as students have the choice, there is natural differentiation baked in to this rich task. The powerpoint does suggest two possible avenues for students who struggle to come up with an idea. These use:
averages
relative frequency
One extra note - this lesson is best used with larger classes, as no single technique is particularly accurate in isolation. The magic happens when each group compares their results and their combined solution becomes a lot more convincing.

A task designed to help students see the connections between different parts of Maths.
Pupils start with direct proportion questions that they have to answer.
Students then add different representations of each question, including:
- Formulae
- Ratio
- Table
- Graph
Finally, to make the connections more visual, students colour-code the poster where connections are found.

Introduces integration as the reverse of differentiation. Includes:
- Examples and exercises involving basic integration of polynomials
- Examples and exercises invcolving calculating the constant of integration
- Answers to each exercise
- Extra puzzles

Graphs are an ideal place to look for cross-curricular links and in this resource I've tried to emphasize the importance of statistics and statistical awareness for everyone. This is achieved by looking at the 2016 US election and Brexit.
In this lesson, students write down guesses for important guesses about the world, they then check their guesses by interpreting real world guesses.
Comes as a complete lesson with worksheet

Students first group the cards in to the four types of transformations. This will promote discussion of how to spot each type.
Then students match each card to a description. Many of the descriptions are similar, promoting discussion of common misconceptions.
There is also one extra description of each type of transformation. This is to stop students from not checking the last of each transformation, but also allows students to draw each type of transformation.
This activity would be an ideal way to lead in to 'Describing Transformations' after covering 'Drawing Transformations'.

Use circle theorems and other angle rules to find all the missing angles in this single page puzzle.
Ideal as a consolidation or group task on circle theorems.

Students factorise and expand quadratics to fill in the blanks on the table, including some non-monic quadratic expressions and the difference between two squares.
This makes an engaging and challenging task, as it includes:
- Finding common factors in different quadratics
- Self-checking as the answers are given and students only need to find which position they go in.
- All the different types of quadratics students could be asked to factorise/expand at GCSE.

I have designed this pack of 6 lessons in the style of the Maths Assessment Project from the Shell Centre. Because of that, they contain many opportunities for AfL built in, opportunites for active and constructive discussion, and rich, open tasks.
Here is a brief overview of the content and activities:
Lesson 1:
- Initial Assessment (test) – marked to diagnose prior knowledge and set specific tasks for improvement.
- Video demos on constructions of triangles. Pause and explain the videos as students follow the steps.
- Class discussion about an impossible triangle.
Lesson 2:
- Set DIRT tasks from marking Initial Assessment or discuss common misconceptions as a group
- Triangles Card Sort - students have to construct the triangles and sort them in to three groups: Impossible, Unique and Multiple possible triangles.
- Discuss questions based on A03 Reason and Explain problems as a group. Emphasise different approaches and answers the students may have.
Lesson 3:
- Starter: Find a point exactly between A and B. Find two points that are 5cm from both A and B.
- Perpendicular and Angle Bisectors, Point to a line video demonstrations. Students copy the steps from the demonstration videos then repeat the steps on their own.
- Open construction challenges
- Plenary – Discussion of strategies for difficult parts of the challenge
Lesson 4:
- Starter: Mark at least 10 points that are 5cm away from X.
- Group discovery task designed to find the four main types of Loci seen at GCSE
- Card Sort – Some found here:
o https://www.ncetm.org.uk/resources/10771
o https://www.tes.com/teaching-resource/loci-and-construction-review-6342861
o https://www.tes.com/teaching-resource/locus-of-a-point-matching-exercise-11190166?theme=3
- Plenary: Group Discussion of Exam Q involving a combination of Loci
Lesson 5:
- Starter: Construction skills practice worksheet
- Exam Questions done on Mini WhiteBoards
- Exam Questions done on sheet – Recommend this booklet - https://www.tes.com/teaching-resource/loci-booklet-questions-and-answers-11379556?theme=0
- Plenary: Create your own question for a shape
Lesson 6:
- Starter: Create a loci question for your partner; answer your partner’s question
- Progress check - Similar to Initial Assessment, designed to demonstrate progress as well as identify any remaining misconceptions
- Students Peer Mark with helpful comments
- Show of hands on Learning Objectives.

TES PICKS

This is an adaptation of the activity given in the standards unit - Improving Learning in Mathematics (S6). There are some frequency graphs and some pre-drawn box plots that match each CF graph in that pack, which you should be able to find online.
I wanted to make it fit exam requirements more accurately, and I wanted students to get lots of practice drawing box plots, without getting bogged down in plotting CF graphs.

Ideal for use in election years, particularly when things happen like Trump becoming president, despite not winning the popular vote. This is a differentiated lesson looking at the use of different voting systems, their advantages and disadvantages.
In this lesson, students will:
- Look at the mechanics of different voting systems including: First past the post, alternative voting, BORDA count, weighted BORDA count and a two-round system.
- Try out the voting systems to see who would win in a hypothetical situation
- Think about how they would vote tactically in each voting system to block someone from getting in
- Consider the advantages/disadvantages of each.
- Reflect on their learning
To really 'show' that there is no perfect system, the votes have been designed so that using each voting system produces a different winner!

Multi-Lesson project where students create nets of different 3d shapes and work together. Each group makes a city block complete with different decorated buildings. Highly differentiated by outcome.

Cross-curricular lesson looking at how probability can be used and misused in criminal court cases.
The aim is to represent probability as something vital that needs to be understood by everyone (including juries) and something memorable.
Looks at expected frequency, but could just as easily be adapted to cover conditional probability as well.

I wanted an activity where students started plotting straight lines before introducing formal algebraic notation.
I couldn't find it so I created this lesson.

Students practice their spatial awareness by visualising, predicting and checking reflections. This is all achieved with the fun Christmassy theme of making paper snowflakes. Ideal for an end-of-term activity.
Differentiated for different levels of ability.

An activity that aims to help students understand different representations of equivalent expressions, including:
- Algebraic notation (with simplified terms)
- Unsimplified equivalent expressions (involving Collecting Like Terms and Expanding Brackets)
- Algebra Tiles
- Substituting values in to expressions
- Written word problems

Puzzles for simplifying, adding, subtracting, multiplying and dividing algebraic fractions.
Highly differentiated with single bracket factorization, double bracket factorization and questions with no factorization required.
Ideal for consolidation of the topic or for extending higher ability students.
Answers provided.

Set of activities I made for our whole-school STEM day a couple of years ago. As such it is suitable for a wide range of abilities and learning styles.
Skills practiced include:
- Co-ordinates and map references
- Map Scales
- Spotting patterns and drawing conclusions
- Sequences (including linear, quadratic and exponential sequences)
- Calculating Speed/Distance/Time
- Time Series Graphs
- Functional skills problem solving
The activities are set in Bristol but could be adjusted by replacing the map.

Students are asked to plot quadratic, cubic and reciprocal graphs.
Students are asked to find the turning points of graphs and describe other features.
All this work is wrapped in an engaging murder mystery.
Contains answers