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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
Does it change?
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Does it change?

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Simple one-sheet of questions. The aim of this one is to explicitly talk about doing calculations that do not change the result. ie : multiplying by one, and explicitly linking something like 5/5 to the concept of one.
Expanding Single Brackets
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Expanding Single Brackets

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Changelog 9/11/2021 Updated some answers on the second exercise. Starts numerically, looking at rules for multiplying. Lots of practice Problem solving question Learning check at the end
Vary and Twist : Two Step Equations
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Vary and Twist : Two Step Equations

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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.
Rounding to 10,100, 1000
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Rounding to 10,100, 1000

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Simple ppt. Some example problem pairs, an exercise, a quick learning check and a link to a blooket for practice. CHANGELOG : 9/15/22 : Added a miniwhiteboard task
The Order of Operations
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The Order of Operations

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Two example problem pairs, covering both ‘regular’ examples but also examples where you need to do order of operations within a fraction. Three exercises and a learning check.
is this 1 needed?
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is this 1 needed?

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A simple little slide to put up for discussion. Is this 1 needed? Ignore the preview, it looks fine when downloaded.
Mean from a list
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Mean from a list

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Work out the mean from a list Work out a missing number given a mean No median, no mode. Deliberately. Includes a starter, two example problem pairs, two exercises, a quiz and a learning summary.
Vary and Twist: Simplifying Ratio
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Vary and Twist: Simplifying Ratio

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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.
Circumference of circles
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Circumference of circles

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An example problem pair A nice set of questions where students have to decide why two problems have been paired (a bit variation theory-esque) Lots of questions, including a big set of questions on moving between radius/diameter and circumference. Some whiteboard work A problem solving question I came up with A learning check NOTE : TES is annoying for keeping stuff up to date. I often change my powerPoints to add stuff and make them better, or simply to correct errors in maths and presentation. The latest version will always be found here.
Arcs and sectors
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Arcs and sectors

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Example problem pair Some exercises Learning check Not massively exciting. Open to suggestions on how to inject a little more zip. NOTE: TES has pretty rubbish versioning. I tend to update my PowerPoints every time I teach with them, adding more stuff or correcting errors in presentation and math. The latest version can always be found here
Areas of sectors
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Areas of sectors

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Some prior knowledge stuff Example problem pairs Exercises involving finding the area, but also finding the radius/angle, although when I reteach this at a later point I think I’ll add more of these in A learning check NOTE: I don’t want to reupload to TES every time I add or change a resource (which I do often). The latest version of the file can always be found here.
Angles around a point
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Angles around a point

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Finding/Using algebra/vertically opposite NOTE: I update stuff often, but don’t always get around to changing the file on TES. The latest version of this resource can always be found here.
Find the hypotenuse
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Find the hypotenuse

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Simple finding the hypotenuse worksheet, but I’ve made sure the triangles are rotated. There’s a few little tricks (1-3 are the same to emphasise rotation)