I have been a teacher for over 20 years - all the stuff I upload has been tried and tested in my classroom. I don't mind a discussion on Twitter too where I also share new resources. I now have a personal website: https://andylutwyche.com/
I have been a teacher for over 20 years - all the stuff I upload has been tried and tested in my classroom. I don't mind a discussion on Twitter too where I also share new resources. I now have a personal website: https://andylutwyche.com/
Six questions and ten possible answers on bearings; this allows students to self-mark as if their answer does not appear then they need to check their work. I would tend to use these for starters or plenaries but obviously you have your own choice.
Six questions on Pythagoras with ten possible solutions. This allows students to check their own work to an extent; if their answer does not appear in the “possible answers” section then they need to check. Designed to be used as a starter or plenary.
Another “Crack The Safe” activity but on congruence and similarity this time. This enables students to self-check answers as their answer needs to appear in the options. It should generate a bit of discussion too, but the intention for me is to use these as starters or plenaries. Amended question 2.
Two “Crack The Safe” activities to test students on their trigonometry knowledge, and with a selection of possible answers they can self-check their solutions. These have been designed to be used as starters and plenaries and should create a bit of discussion in class as well.
Six questions on circle theorems with ten possible solutions. This allows students to check their own work to an extent; if their answer does not appear in the “possible answers” section then they need to check. Designed to be used as a starter or plenary.
Six “Crack The Safe” activities where there are more possible answers than questions thus avoiding students guessing or answering by process of elimination. These are designed to be starters or plenaries but obviously the choices is yours. There is a symmetry (both reflective and rotational) activity, plus one each on reflection, rotation, translation and enlargement before a final sheet on mixed transformations (not including enlargement however as this proved problematic in the format!).
Four screens each with four questions that have the same answer but the question is missing information; can your class work out what information is missing? This is designed to create discussion (some questions have multiple answers possible) and I intend to use these as starters. Topics include gradient, equations of lines, probability, solving equations, indices and many more.
Four lots of 4 average and range problems where the students are given the answer but need to find the blanks in the question. Some have one possible solution and some have many solutions which automatically builds in differentiation as you could task students with finding the range of possible solutions. I use these as starters/plenaries but use them however you like (assuming you like them).
Three different “Crack The Safe” activities taking students through calculating average and range from raw data, then through frequency table and finally to grouped frequency and estimating the mean etc. These are designed to create a bit of discussion but also allow students to self-mark as answer options are given. Good for a starter or plenary.
Four sets of four problems where students have the answer but there are blanks in the questions which require filling in. This is designed to create discussion in class and hopefully provided natural differentiation. I will be using these as starters or plenaries as I believe they will develop deeper understanding of topics, but feel free to use them as you like (you will whatever I say).
A student asked me to do a resource involving Harry Potter; we are doing unit conversion soon so this is what occurred. There are two tasks, one converting metric units (including a challenge involving areas and volumes) and a second converting between metric and imperial. I downloaded a font from dafont.com for free so if you want to edit the worksheets (I have included the Word versions so you can do so) you will have to download the font too.
The usual activity on these but with vectors this time. Students can check that they are doing the right sort of thing as possible answers are on the sheet. Designed to be a starter/plenary.
Two “Crack The Safe” activities, one on reading Venn diagrams and the other using set notation. These are designed to be used as a starter or a plenary and allow students to self-mark as possible answers are shown but more that they require to avoid guessing.
This is a set of questions finding upper and lower bounds using a technique given to me by a colleague in calling the number you are finding the bounds for a house and working out where the fences are. I have found this technique really popular with children and better than anything I was doing before. I hope you like it too.
I was asked to help some students (Years 9 and 10) who massively lacked confidence with number, so I came up with this set of questions working through general calculations, calculations with brackets, powers, fractions, percentages and decimals. In each case the student must balance both sides of the equation; it is designed to encourage discussion and thinking rather than just running through a set of similar questions. I hope you find it useful.
Four sets of four problems where students have the answer but there are blanks in the questions which require filling in. This is designed to create discussion in class and hopefully provided natural differentiation (find the general solution where possible compared to finding a single solution). I will be using these as starters or plenaries as I believe they will develop deeper understanding of topics, but feel free to use them as you like (you will as you don’t need me to hold your hand). Typos corrected (hopefully).
Having been asked to help some students (Years 9 and 10) who lacked confidence in class I decided to write these four sheets that we will go through together; the questions are designed to get increasingly difficult and to encourage questions and discussion. There are also various answers for some of the questions, another chance for a mathematical discussion. Topics covered include simplifying expressions, indices, expanding brackets (and therefore factorising) and basic algebraic fractions. The questions are varied in the hope of not allowing students to get into a rut and answer without thinking carefully. I have also introduced the word and symbol “identity”. I hope it is useful.
On a trip around my local record and charity shops I found the 7 inch single of the Fraggle Rock (a popular 1980s children’s TV show featuring muppet-like creatures) theme tune. Having posted a picture of my find on social media it was suggested that I should write a maths resource involving them and this is what occurred. It is essentially fractions, decimals and percentages (you probably guessed that from the title) and involves finding the fraction of an amount, comparing fractions, equivalent fractions, decimals, percentages, percentage of a number and repeated percentage change. The presentation includes links to the theme tune and uses the characters from the show. The last video link now updated.
Four “Crack The Safe” activities on fractions: adding/subtracting, multiplying/dividing, mixed numbers and fraction of an amount. Each contains six questions and ten possible answers. The reason behind this is to allow students to check their own answers whilst the teacher can spend time with anyone who requires more help. I find these work nicely as starters or plenaries but obviously you can use them however you like.
Four sets of four problems where students have the answer but there are blanks in the questions which require filling in. This is designed to create discussion in class and hopefully provides natural differentiation (stretch the “top end” by finding the general solution where possible compared to finding a single solution). It focuses on the more “challenging” aspects of indices including negative and fractional. I will be using these as starters or plenaries as I believe they will develop deeper understanding of topics, but feel free to use them as you like.