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/
Four slides each containing four inequalities questions where students are given the answers but are missing parts of the question; their job is to fill in the blanks. This should allow students to demonstrate their understanding as well as encouraging discussion as some of the blanks could be filled with numerous different values. This involves solving, satisfying (number lines etc), regions etc.
This is four sets of four questions on statistics, mainly involving statistical graphs including pictograms, bar charts, pie charts, frequency diagrams, scatter graphs, cumulative frequency, box plots and histograms. They get increasingly more difficult as you work your way through them. The answers are given but elements of each question are missing in each case and students are required to fill in the blanks so that the questions work. This is designed to create discussion and allow students to demonstrate that they can interpret statistical graphs.
This is a variation on a codebreaker; unfortunately the software (PowerPoint) won’t let me reflect words, but it will let me rotate them. The shapes fit together when transformed correctly and the words should form a cheesy joke.
This was born out of an exam question that asked students to work the quadratic formula backwards (ie. from simplified quadratic formula to original equation). I have hopefully scaffolded this appropriately. The second page, a matching activity, asks students to link a quadratic function to it’s roots/solutions. I’m rather hoping that the link will become obvious to the students, but who knows?! Either way it should lead to some discussion about quadratics. Typo corrected!
Clive is having a go at quadratics questions now; these involve expanding two brackets, plotting graphs, factorising and solving on test 1 before moving on to more solving, using the roots, completing the square and using the quadratic formula. Clive is prone to making mistakes so your class has to spot these and explain what his mistakes are so that he learns from them.
Clive is having a go at some revision tests on some basic algebra, including simple algebraic fractions, like terms, expanding brackets, solving linear equations (including with variables on both sides), expanding two brackets and substitution. He has made a mistake on each question; your class needs to spot the error, correct it and then explain what it is. These are designed to encourage discussion in class and develop deeper understanding using common errors.
Four slides each containing four questions; the answer is known but the questions are incomplete. These are designed to create discussion and many questions have multiple possible blanks.
Two vectors codebreakers with cheesy jokes having answered some questions. My classes like these and I’ve been using them whilst remote learning as they are easy to mark and the students know whether they are right or not straight away or almost straight away.
Clive has a homework on function notation involving domains, ranges, inverses and composite functions. He has, as per usual, made errors that your class can find, correct and explain so that Clive learns from his mistakes. These are designed to create discussion in class and this one could be used as a transitional activity between GCSE/IGCSE and A level.
The name of these was born out of a typo (obviously) but it’s the usual format: do some maths (solve equations in this case) to find the punchline to a cheesy joke about fish, hence the “codbreaker”. Good for a starter, main activity or a plenary in my experience and the students enjoy finding the punchline, especially being the first to do so. This involves anything from two-step equations to variables on both sides including fractional parts. Number 2 is more challenging than number 1.
I did a worksheet on the quadratic formula where questions build up from entering values into the formula to working in reverse from formula to original quadratic equation and I was looking at some completing the square questions and thought I could do the same with this. I have put 10 increasingly challenging questions initially with blanks to fill in before moving on to a “Challenge” section where the coefficient of x squared is not 1.
Clive is having a go at a couple of ratio and proportion tests but making mistakes as per usual; he desperately needs your help to set him straight.
These are designed to create discussion in class using common mistakes. There are two tests, the second being more challenging than the first. The first concentrates on ratio whilst the second concentrates on proportion.
This is an activity designed to et students thinking about ratio but changing one value in a ratio to get another ratio. There are four ratios on each slide which get steadily more challenging and should create discussion. This also brings multiples and factors into play as well as simplifying/equivalent ratio.
Clive is tackling number in these two tests, including properties of number, HCF, LCM, prime factors, Venn diagrams and the product rule for counting. As ever he is making mistakes and needs help from your classes to help him correct his errors and then explain what he did wrong so that he (hopefully) doesn’t make the same mistakes again. This is designed to create discussion.
