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.

Full lesson Lots of whiteboard work Three exercises. Concentrating on writing the inequality. No manipulation.

Introduction to vector geometry. Includes examples and two exercises. One on simple questions where you just have to add the vector ‘routes’ and one that throws in some mid point stuff. NO PARALLEL LINES, COLINEAR POINTS OR PROOF HERE

Areas of circles lesson. Includes Example problem pairs Lots of activities Links to some mini whiteboard random questions A learning check. Probably two lessons. Quite in-depth. NOTE : Version management on TES sucks. Sometimes I update my PowerPoints to resolve errors or make them better. I keep the latest, updated version of the PowerPoint here.

CHANGELOG 22/09/2021 - Corrected the second exercise Covers a few cases eg -Root 8 = 2 root 2 -2Root8 = 4Root2 -Simpifying with fractions and canceling a common term. A not huge. A starter. A little activity on what is a surd. A good amount of example/problem pairs. Two question sets. Some exam questions and five quick questions at the end. Included worksheet is merely a copy of what’s on the PowerPoint.

Full (couple of) lesson (s). Lots of stuff.

Just the cosine rule. Finding the side Finding the angle Example problem pairs (see https://berwickmaths.com/ for an explanation of this) and some questions. Not much of putting it all together but a quick exercise in picking which rule to use. There is an exam question included, a hard one that involves using cosine and then basic trig to find an angle. I did this over two lessons. Finding the side was one lesson, finding the angle the next lesson

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.

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.

Not sure how I feel about some of the decisions here. I’ve introduced a bit of index laws towards the end of the sheet. Is this madness? I thought I would add it to reinforce the difference between simplifying powers and simplifying regular expressions. Maybe it’s too much. As usual here’s my little justification for the first 10 questions. A simple one to start If you change the letter, it’s the same process You can have multiples of terms And it doesn’t matter where in the expression they occur You can have 3 terms And it doesn’t matter where in the expression they occur Introducing a negative for the first time. At the end to make it easier But the negative can occur anywhere! Here it actually makes you use negatives unless you collect the terms first Introducing terms like bc. It’s not the same as b + c We can do some division Later questions cover stuff like ab being the same as ba. I quite like the last question

Deals with simplifying two part, three part ratios. Also includes a simplifying ratio colouring in puzzle, with loads of odd and weird ratios to discuss.

PPT with example problem pairs for estimating square and cube roots along with three small exercises covering squares, cubes and using estimation to find the side length of shapes.

Example problem pair and an exercise to do. Plus 5 quick questions, two exam questions and some multiple choice shenanigans aimed at hinting at the skills needed to rationalise the denominator.

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.

Includes a worksheet that I think is really good (not blowing my own trumpet) and some random whiteboard questions, along with the usual stuff (example problem pair/questions/answers/learning check). Got some variation theory stuff in there, too. You should check out this resource by @edsouthall to use alongside this PowerPoint. It’s really good NOTE : I change my stuff every time I teach. I add new stuff and correct errors. But I don’t always have time to reupload them to TES. The latest version of the PowerPoint can always be found here.

Loads of stuff here. (But no rearranging that requires factorisation) Example problem pairs. At least 5 different activities. A discussion about what it means for something to be the subject of an equation. An activity just asking pupils if the first step is correct (I think this is quite important). Some mini whiteboard work. A stardard exercise. An activity where they have to rearrange scientific formulas (is SMSC still a thing?)

What is the hypotenuse? Finding the hypotenuse Finding the shorter side Mixed Questions I taught this over two lessons. There’s no fun questions here at all. This is all practice, practice, practice. I want my students to get the skills down before applying them.

Designed to be used as a starter to get students to understand what a system of equations IS. Place in the Venn diagram pairs of coordinates that fit each section. Hopefully the pupils think it takes ages by trail and improvement. Then you say “Well, I have a method for solving these much more easily” You introduce the substitution or elimination method and they all look on, enraptured by the mathematical knowledge you’re imparting and the ‘short cut’ to doing these questions you’re showing them. No answers are provided as there is a infinite set of answers either side of the intersection.

Not much here. A starter, an example problem pair set, a good exercise and some questions to do some AfL at the end.

Simple powerpoint covering an example problem pair, an independant task with some expect, check, reflect, explain questions and a plenary.