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
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
Examples of when it’s easy to multiply up, when you need to reduce then multiply and when you need to use a calculator.
Then loads of questions, including some whiteboard questions.
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.
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
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.
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
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.
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.
A resource for P Level maths.
Created this because I have a nurture student who finds it difficult to tell the difference between both, all and other directional statements.
Will do more if people want. This area of maths interests me.
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.
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.
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
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.
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.
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)