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Maths resources. Working on Project-A-Lesson. A full lesson in a PowerPoint. For busy teachers who still want outstanding engaging tasks and learning checks

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Maths resources. Working on Project-A-Lesson. A full lesson in a PowerPoint. For busy teachers who still want outstanding engaging tasks and learning checks
Shade in the fractions to order them
richardtock

Shade in the fractions to order them

(3)
Pupils shade in visual representations of fractions to order. The shapes have guide lines to create fractions of different denominators next to them, so they can compare them. The sheet then moves on to asking students to order without the pictures. This is designed to follow on from the teachingimage.com visual equivalent fractions worksheets.
Maths Pointless - V4.1
richardtock

Maths Pointless - V4.1

(39)
Changelog: 2 new sections. Changed some answers to address more misconceptions. Completely redone version of maths pointless. The countdown is now much, much quicker (as requested). New questions will also be coming in an update over the following weeks. Play over numerous rounds and keep score on the board. All credit to Paul Collins.
Maths: Endangered Animals - Bar Graphs worksheet
richardtock

Maths: Endangered Animals - Bar Graphs worksheet

(3)
Extremely scaffolded sheet for a low ability class on drawing bar charts. The worksheet starts off with a half-complete bar chart that students must finish from a table of data. Students must then draw a bar chart, given axis and a half-complete tally chart. Finally, they must complete a bar chart from scratch using a half-complete tally chart that they can complete.
Comparing fractions and percentages
richardtock

Comparing fractions and percentages

(2)
Scaffolded sheet that asks students to shade in 10x10 grids to see which is bigger, a given fraction or percentage. The last question deliberately gives students a fraction which does not fit nicely into a 10x10. This is useful for a discussion/plenary, and provides an opportunity for students to see an advantage of more formal methods. The IW resource introduces students to the idea of colouring in the grids. (This works best if pupils come up to the board and colour in themselves) The worksheet uses the free Quicksand font. Please download this if it does not display correctly.
Regular Shape?
richardtock

Regular Shape?

(3)
Students measure sides of shape to determine if it is regular or not. As always, please comment if you found this useful, have an idea on how to improve it, or want something changed.
Simple Sequences
richardtock

Simple Sequences

(1)
Simple KS3 sequences worksheet. Find the next two terms in the sequence. Find the rule for the sequence. Create the sequence from the rule.
Drawn Correctly? - Angles in a triangle
richardtock

Drawn Correctly? - Angles in a triangle

(2)
Students are shown 8 triangles. They have to assess if the traingles shown are mathematically valid. Some of the triangles do not add up to 180 dregrees. Some triangles have clear acute angles lables as obtuse angles. As an extention, some pupils can give written reasons WHY some of the traingles are not correct. NOTE: These are not drawn to scale, and are not to assess students ability to measure angles with a protractor. They are as a test of student's knowledge about the internal angles of a triangle.
Time Travel - Compound interest
richardtock

Time Travel - Compound interest

(7)
This is a lesson I did about compound interest. It has a clip from the movie Idiocracy on the powerpoint (please comment if this works!). In the movie Luke Wilson discusses a plan to put some money in a bank account, use a time machine, and become a billionaire due to the interest. My question to students was: how many years would you have to go back to earn £1million, assuming a fixed interest rate. As always, please comment if you found this useful or helpful.
Vary and Twist: Dividing in a ratio
richardtock

Vary and Twist: Dividing in a ratio

(1)
A worksheet attempting to combine Craig Barton’s ideas on variation theory (only changing one part at a time) and Dani and Hunal’s ideas around making students make choices. I’ve tried to build up to that. Maybe by trying to combine both I miss the point of each. Would love criticisms and thoughts.