<p><strong>Understanding the interquartile range.</strong></p> <p>Complete lesson aimed primarily at students working at intermediate/higher level in KS4 but could also be used in late KS3 with higher groups.</p> <p>The resource helps students understand how the interquartile range differs from the range and why looking at the IQR as a measure of spread can prove to be more useful than the range in certain circumstances.</p> <p>Although this lesson leads perfectly into box plots, the aim here is to establish a secure understanding of what the IQR is and how it is found from a set of numeric data.</p> <p>Teaching this topic over a number of years I have found that despite students showing confidence in calculating the IQR, they often struggle making valid comments as to what this measure of spread is telling them about the data. This lesson also aims to address this common issue.</p> <p><strong>The resource includes:</strong></p> <p>-Key vocabulary<br /> -Fully animated visual representation of what the IQR is<br /> -Warm-up activity getting students to find the median and range<br /> -Fully animated walkthrough showing students how to find the LQ, UQ &amp; IQR<br /> -Class discussion points to develop thinking on range versus IQR<br /> -‘Always True’ activity to deepen understanding on commenting on IQR<br /> -Independent ‘You Do’ practise questions on finding and commenting on IQR<br /> -Answers to the practise questions<br /> -Fully animated walkthrough showing students how to compare using IQR<br /> -Independent ‘You Do’ practise questions on comparing using the IQR<br /> -Answers to the practise questions<br /> -GCSE exam question</p> <p>If you purchase and like the resource, please rate it and let me know as this is one of a series of lessons on data which I will be happy to upload if this one proves successful.</p> <p>Thank you. I hope you enjoy!</p> <p>PazzaMaths</p>

<p>Complete lesson on finding the area of a trapezium. Aimed at students in KS3-KS4 covering the topic for the first time.</p> <p>Students should’ve already been shown how to find the area of a rectangle and parallelogram for this lesson to have the greatest impact.</p> <p>The animated slideshow walks students through the process of finding the area of a trapezium using the ‘Two trapeziums make a rectangle/parallelogram’ method, building students up to discovering the formula (often by themselves).</p> <p>The 25 slide lesson begins with key word definitions and builds up to reasoning and problem solving questions such as ‘Finding the side length given the area’ and ‘Compound shapes’.</p> <p>Resource includes:</p> <ol> <li>Keyword definitions</li> <li>Mini ‘hands-on’ investigation manipulating trapeziums (with printouts)</li> <li>Example questions to demonstrate in front of the class x 3</li> <li>Walkthrough example questions supported by animated visual methods x 5</li> <li>‘We do’ whole class consolidation questions x 2</li> <li>‘You do’ independent practise question covering (applying, reasoning &amp; problem solving x 5</li> <li>Answers to the practise questions</li> </ol> <p>If you purchase and like the resource, please rate it and let me know as this is one of a series of lessons on data which I will be happy to upload if there is a demand.</p> <p>Thank you. I hope you enjoy!</p> <p>PazzaMaths</p>

<p>Understanding Averages &amp; the Range.</p> <p>Full lesson aimed primarily at students working at foundation or intermediate level in KS4 but could also be used at KS3 with higher/intermediate groups.</p> <p>The resource walks students through:</p> <ol> <li>What the 3 averages and the range are</li> <li>Where they might be used in the real world</li> <li>How to work them out, including common misconceptions</li> <li>How to select the most appropriate average in real-life situations</li> <li>How to solve a range of problems involving averages</li> </ol> <p>The resource includes:</p> <ul> <li>Key vocabulary</li> <li>Methods for finding each average and the range</li> <li>Examples of averages in the real world</li> <li>Instructional demonstration questions with common misconceptions</li> <li>Teacher ‘I do’ worked example questions</li> <li>Whole class ‘We do’ guided practise questions</li> <li>Independent ‘You do�� practise questions</li> <li>Answers to the practise questions</li> <li>GCSE exam question</li> </ul> <p>If you purchase and like the resource, please rate it and let me know as this is one of a series of lessons on data which I will be happy to upload if there is a demand.</p> <p>Thank you. I hope you enjoy!</p> <p>PazzaMaths</p>

<p>Factorising quadraic expressions into double brackets.</p> <p>Complete lesson aimed primarily at students working at foundation or intermediate level in KS4 but could also be used in KS3 with higher/intermediate groups.</p> <p>The resource walks students through how to factorise quadratic expressions where the coefficient of x is 1 (including the difference of two squares) using the ‘Which two numbers add to make b and multiply to give c’ method.</p> <p><strong>The resource includes:</strong></p> <p>-Key vocabulary<br /> -A recap on factorisng into single brackets<br /> -2 fully animated ‘I Do’ teacher demonstration examples<br /> -4 fully animate ‘We Do’ whole class examples<br /> -16 ‘You Do’ independent practise questions<br /> -Answers to the practise questions<br /> -GCSE exam question</p> <p>If you purchase and like the resource, please rate it and let me know as this is one of a series of lessons on algebra which I will be happy to upload if this one proves successful.</p> <p>Thank you. I hope you enjoy!</p> <p>PazzaMaths</p>

Adding and subtracting fractions and mixed numbers with different denominators<br /> Aimed at KS2-KS4 students covering the topic for the first time.<br /> <br /> Students should've already been shown how to add and subtract fractions and mixed numbers with common denominators, including those which need to be simplified and those that need to be converted from an improper fraction back to a mixed number at the end.<br /> <br /> Resources includes<br /> - Starter discussion<br /> - Fully animated example<br /> - 3 example questions to demonstrate in front of the class<br /> - 5 questions increasing in level of challenge<br /> - 3 extension questions<br /> - Answers<br /> - Plenary

<p><strong>Trying to figure out how to use your calculator has never been more fun!</strong></p> <p>A single worksheet which helps students practise their skills using the mathematical functions on a GCSE specification scientific calculator (specifically the Casio fx-83GT X or the Casio fx-83GT PLUS).</p> <p>This fun and highly enjoyable activity could be used as a starter, plenary or main activity (in person or remotely) once students have been introduced to some of the key functions on their calculator, including:</p> <p>-Converting between improper fractions, decimals and mixed numbers<br /> -Converting percentages to fractions/mixed numbers<br /> -Entering complex calculations involving roots, indices and fractions<br /> -Time/decimal conversions<br /> -Prime factorisation (FACT function)<br /> -Completing a table of values given an equation (TABLE function)</p> <p>The worksheet also requires students to round some of their answers to 1-2 decimal places and 1-3 significant figures as an added challenge and for some additional practise with rounding.</p> <p><strong>Resource includes:</strong><br /> -Cool Crazy Calculator activity worksheet<br /> -Answers</p> <p>Students have loved using this resource time and time again. We have used it with Y9-Y11 in all kinds of settings, i.e. in our pre-GCSE calculator exam booster, as a starter following the ‘Use of a calculator lesson’, as a skills check at the end of the same lesson or at a later date.</p> <p>I hope you enjoy!</p> <p>PazzaMaths</p>

<p>Adding fractions with common denominators.<br /> Aimed at KS2-KS4 students covering the topic for the first time.<br /> Useful for those students who prefer a more visual approach. A variation of the ‘bar model’ has been used in this resource.</p> <p>Students should’ve already been shown how to simplify fractions and ideally how to convert an improper (top heavy) fraction to a mixed number, although this lesson will show them an animated example of this.</p> <p>Resource includes:</p> <ul> <li>Starter discussion</li> <li>Key vocabulary</li> <li>Fully animated example</li> <li>2 example questions to demonstrate in front of the class</li> <li>5 questions increasing in level of challenge</li> <li>3 extension questions</li> <li>Answers</li> <li>Reflection plenary</li> </ul>