A series of worksheets for the BBC micro:bit. Each has a task brief, suggested blocks to use and some extension suggestions. Each has been given a nominal difficulty level (based on my judgment).
The idea is not to give step-by-step instructions but present a set of relevant 'Lego blocks' to put together in the correct order. The blocks appear on the sheet approximately in order, but pupils will need to think about the order and may need to edit specific text or values. Where similar blocks are needed (such as strings for 'win' and 'lose'), they may only be shown once.
'Solutions 1' is a set of screenshots of my ideas on how to meet the briefs. It is not comprehensive; in particular, few of the more 'basic' solutions are shown. The solutions may not all be optimal. It is called 'Solutions 1' in the optimistic reckoning that more challenges may yet come!
Example-solutions.doc is NOT a document file. It is actually a Zip of tokenised files for working versions of the worksheets which can be loaded into the BBC's online editor. (To use, download the file and change the extension from DOC to ZIP.) Do bear in mind that there may be more efficient ways to achieve the same result (not least by converting from the Block Editor to Touch Develop). This is something that bright pupils might want to investigate, especially for harder tasks or to change how long images/text display on screen.
[24/5/16 solutions screenshots added.]
Find the coordinates that creates the required shape - some of the problems have more than one answer. Others (assuming you use integer values and stay on the grid) do not. Various triangles, square, parallelogram, rhombus, trapezium.\n\nFinal page to identify given shapes - named, congruent, enlargement.
Qualitative vs quantitative, discrete vs continuous. 1. Cards to sort into two groups - may think of any way to split. 2. Flipchart to structure lesson with links to short videos etc. 3. PowerPoint quiz - identify whether discrete or continuous.
16 percentage increase problems based on 20% VAT. Originally designed as Quiz-quiz-trade cards.
QQT - Everyone has a card. Form pairs. Person A asks Person B what the price of an item is after VAT increase. If Person B unsure, then Person A uses the coaching hints to help guide Person to the correct answer. The Person B repeats process on Person A. (The Quiz-Quiz part.) Now the pair exchange cards and go off to find new victims ;) (The Trade part).
[25/1/16. Grammar corrected!]
First find 10, 20 and 5% of some numbers. Then questions using these values. Finally questions with other values and with guidance on how to get the correct amount. Could be calculator, but sums should be easy enough without.
[3/2/16 Second version added for pupils who need further practice. 12/7/16 Answers uploaded]
Nine sets of cards to match with graph, equation and pair of coordinates. 4 with same gradient, 3 same intercept, two negative gradient. 3/4/14 I've recently uploaded a PowerPoint on the same topic as a separate resource
9 examples of each to show on whiteboard. Pupils write down (on personal whiteboard?) how many lines of symmetry/order of rotational symmetry. Then reveal answer on IWB. Rotations are 'animated'. Revision/plenary exercise?
Dividing fraction by whole number and vice versa; divide v=fraction by fraction. Slide towards end to discuss results so far to try to elicit "invert and multiply" rule. Two examples with diagrams for each.
A set of self-assessment statements with three 'levels' (effectively 'little idea', 'getting there' and 'pretty confident'). Based on the ISEB Common Entrance syllabus for maths but, as this is aligned to the National Curriculum, it should be broadly applicable.
The order of the statements reflects my scheme of work, but of course they can be moved around. I intend to cut them up and paste as a booklet.
For Y7 & Y8 there are two levels, reflecting the fact that CE 13+ has two (main) levels. These might be seen somewhat as early 'foundation' and 'higher'.
There is a need to consider teacher (peer?) validation of self assessments. I will probably ask classes to complete at the end of a unit, perhaps dating their selection. I may initial in the margin if I agree they have reached a reasonable level of mastery. I may also ask for an initial tick before they start a unit.