# Richardtock's Shop

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

Home feed

My list

Groups
Courses
My Jobs
Job alerts
Career profile
Resources
Author dashboard
Settings

Edit account
Log out
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

49Uploads

172k+Views

97k+Downloads

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

Simple worksheet that covers index laws, following through to negative and fractional powers.

TES PICKS

*/Note/* This powerpoint is designed as a spine to a lesson, not a complete one. It is deliberately designed to omit explanations (this is your job!) and exciting resources. It is designed to give you something to work from.

TES PICKS

*/Note/* This powerpoint is designed as a spine to a lesson, not a complete one. It is deliberately designed to omit explanations (this is your job!) and exciting resources. It is designed to give you something to work from.
ANSWERS FOR THE SEQUENCES QUESTIONS
S (first letters of the numbers)
TCW (The Clone Wars, Star Wars films in order of release)
8766 (Hours in a year)

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.

TES PICKS

Made these as a way of drilling into my students useful facts that they should commit to memory (ie 1/5 = 0.2).
Made to be used like old spelling tests. Give out the facts. Students use memory techniques like covering up etc to remember them,
Then they can be given a follow up test (included) to see how much they’ve remembered.

TES PICKS

Some graphs
Are they bad?
Why are they bad?
What could be improved?
Updated 11/5/17

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.

Simple KS3 sequences worksheet.
Find the next two terms in the sequence.
Find the rule for the sequence.
Create the sequence from the rule.

Loads of shapes. Measure them. Add up the angles in each shape. What do you notice?

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.

Colour in the boxes to make a little picture.
Includes lots of misconceptions, lots of negatives and some fractional practice.

Really simple powerpoint on index laws (multiplication, division, brackets).

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.

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.

A lesson on solving quadratics by factorising
Includes rearranging to find roots.
Three sets of problems
A problem solving task
A learning check

Card sorts on multiplying decimals.
Two answers the same to really trip students up in building the card sort.
One card sort has missing answers for students to fill in themselves.

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.

A worksheet for simple sequences, both generating from a written rule, and finding the missing number.
Students start at T. They then answer the question at the bottom of the letter, to find the answer at the top of their next letter. And so on.
If they complete this it should spell out the punchline 'Tyrannosaurus Wrecks&'

Not sure how I feel about some of the decisions here. I’ve introduced a bit of index laws towards the end of the sheet. Is this madness? I thought I would add it to reinforce the difference between simplifying powers and simplifying regular expressions. Maybe it’s too much.
As usual here’s my little justification for the first 10 questions.
A simple one to start
If you change the letter, it’s the same process
You can have multiples of terms
And it doesn’t matter where in the expression they occur
You can have 3 terms
And it doesn’t matter where in the expression they occur
Introducing a negative for the first time. At the end to make it easier
But the negative can occur anywhere! Here it actually makes you use negatives unless you collect the terms first
Introducing terms like bc. It’s not the same as b + c
We can do some division
Later questions cover stuff like ab being the same as ba.
I quite like the last question

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.