Lots of practice. A problem solving task that’s worth printing off and spending a good while on.
A nice (if I do say so myself) activity on identifying which angles in an isosceles triangle are equal. Could do with a little algebra task to extend this.
NOTE : I update my PowerPoints all the time, but don’t always get around to reuploading them. The latest version of this PowerPoint can always be found at this link.
Big focus on correct language, including a little task that asks students to say if something is an expression, a formula, an equation or an identity.
Lots of practice, worded questions etc. Recommend mini-whiteboards for this (and all) lessons.
NOTE: I change my PowerPoints often, but don’t always get around to uploading the latest version here. The latest version of this file can always be found at this link.
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.
Massive resource. 3/4 lessons. Covers 1-step, 2-step, factorising, multiplying then factorising. All with learning checks and activities. 37 slides.
NOTE : I update my slides a lot, but don’t always update them on TES. You can always find the latest version of this PowerPoint here.
Trying to use variation theory
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.
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.
A resource that took me 5 lessons to go through. So there’s a unit here.
(Adding in a few little worksheets I found online for some extra questions)
Introduces sin and cos separately, using similar triangles.
Then moves onto trig tables, so students aren’t just pressing a ‘magic’ button on their calculator.
Then a little exercise choosing between them.
Then choosing sin/cos/tan.
Lots here. Lots of questions, lots of examples.
No challenging or problem solving questions. This was meant as an introduction.
A really quick example problem pair and activity. Not a whole lesson. Just wanted to be more explicit about teaching addition of surds, rather than having it as an after thought when I multiplied them.