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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

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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

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

*/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)

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

Functional Maths Activity: Application of Algebra. This adapted from Mr Barton's fantastic choosing mobile phone contract powerpoint. Cheers Mr B!
What I've done is create a worksheet that has 4 different points of differentiation. Levels T and S have the same numbers and give students differing guidence on things like the output table along with some literacy prompting.
Sheets C and E cut down the scaffolding and make the numbers a little tougher.
NOTE: Now edited to correct the error in graph scale and include the font I&'ve used (not having this font may make things look funny)

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

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.

Massively based on @Dooranran 's stuff.
Speed distance time
Nets
Areas of circles/volumes of spheres
Symmetry
Pie charts
Equations of lines
Proportion
Reading graphs
Misleading graphs.

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

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.

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.

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&'

An attempt at some variation theory
This one was hard. I spent ages rearranging questions and looking at what should be added. Specifically, I had a massive dilemma when it came to introducing fractions. I was trying to point out the ways in which simplifying fractions and simplifying ratio were similar, but I’m not sure that I haven’t just led students down the wrong path thinking they’re equivalent. For instance 5 : 6 is 5/11 and 6/11, not 5/6. Hmmmm.
The variations I used for section A.
An example where you can use a prime divisor
The opposite way around. What happens to our answer. Order is important!
Half one side. 8 : 5 becomes 4 : 5
One that’s already as simple as possible. Time for some questioning? How do you know you can’t simplify it?
It’s not just reducing the numbers down. Here you have to multiply up. Deals with what simple is. I have changed this from the picture to make only one number vary from the previous question.
Needs a non prime divisor. This isn’t really a variation, though. It has nothing really to do with the previous questions!
Again, double one side
Double both. Our answer does not double!
Adding a third part of the ratio. Changes the answer significantly.
Doubling two parts here. Our parts don’t double in our answer!
If you amend this and it works better, please let me know.

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

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.

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

Some examples and non examples
a task
some example problem pairs
another task
a problem solving task
a learning check

ppt on collecting like terms.
Includes:
Discussion on what a like term is
Some basic questions
Questions about algebraic perimeter
Questions on algebra pyramids
A problem solving task involving an algebraic magic square
Two learning checks.

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.

Trying to use variation theory
My thinking
A question to start
Reversing the terms. Does balancing still work?
A subtraction. How does this effect our balance.
Does reversing the terms still lead us to the same answer
Increasing the constant by one. What happens? Also: a decimal answer.
We can have a negative answer
Divide x, instead of multiplying it.
Increasing co-efficient of x by one. What happens to our answer?
Doubling co-efficient of x. Not sure about these last two. I think they may be a step back from question 7. This is the problem with presenting these in a linear format. These questions are variations on question 1, not question 7. I might experiment with some kind of spider diagram.
Doubling the divisor from 7. Again, maybe the linear way these are written is a bit rubbish.
Don’t know how I like the order of these questions, but there’s lots to think about and something to tweak.
I have found the transition to asking ‘why have they asked you that question? What are they trying to tell you?’ has been difficult for some students, but I think it’s worth devoting time to it. If students are inspecting questions for things like this, maybe they’re more likely to read the question thoroughly and pick out it’s mathematics. Big hope, I know.