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/
Essentially students must use y=mx+c to answer questions then reveal the punchline to a joke. There is a grid and five lines from which to refer to, but this includes parallel and perpendicular lines and their equations as well.
Another one of the “answer the questions, reveal the joke” classics (the joke is a cracker by the way). This is an attempt to force students to solve equations rather than try numbers as I am seeing some of this with some students.
The usual "do the Maths, find the punchline) thing; find where the coordinates have moved to after the transformation. I particularly like this joke, by the way.
Four spiders which are easiest at 12 o’clock then get harder clockwise; they also allow for debate about what function fits the coordinates given. These are designed to stop students just following a set of rules and to get them thinking; I hope it works!
Three headings: centre/radius or diagram, workings, equation.
There are blanks in some parts of the table which students an fill on, working forwards and backwards.
This does what it says on the tin regarding domain and range. Answer the questions to find the punchline to what is a terrific joke, even if i do say so myself. Ideal for an online activity or in school/homework.
Ten “trees” of increasing difficulty, each with three or four questions also of increasing difficulty. Answers are provided on separate slides and this is designed to allow students to choose their start (and end?) point or to be used as a plenary in each case.
This came about after a colleague of mine (a Spurs fan) was moaning about a VAR decision that prevented Spurs from winning a Champions League match. Another colleague (a Brighton fan this time) suggested we check the errors in measurement and this was born. It is a bit of an experiment and I am aware that error is built in to the systems but I thought it was a nice practical use of something we cover in GCSE Maths. There are four scenarios: one tennis, two cricket and one football; questions are quite wordy but need to be to explain the laws of the sports in question.
Eight trees that students can climb based on their knowledge of indices. The idea is to continually ramp up the difficulty and allow students to choose their start point. They start from the most basic writing using powers, laws of indices up to simplifying using fractional and negative indices.
Two jokes to find by multiplying matrices and finding multiples of matrices. This is designed for AQA Further Maths GCSE. These should not cause too many problems for students but might be a good opportunity to do some…
Designed for the AQA Further Maths Level 2 Certificate, it struck me as we were covering matrices that a “fill in the blanks” sheets would (should?) work nicely with them. Hopefully I have come close to hitting the nail on the head… it involves multiplying and transformations.
Solve the quadratic inequalities to work out the order in which to cut the wires. I find these sheets useful as the answers appear on the sheet and therefore students can check quickly (without asking the teacher) whether they are on the right track; this means that the teacher can help those who genuinely require it.
Students must work out from the written transformations the transformation matrix in each case to reveal a punchline to a joke. This is designed for the AQA Further Maths Level 2 Certificate qualification.
Designed to be used in the AQA Further Maths Level 2 Certificate but could be used at A Level too. Answer the questions, reveal the punchline to a cheesy joke… the usual nonsense.
This is designed to get students thinking rather than getting in to a rut with this. There are columns for questions, factorising, a sketch of the curve and the solution; some are missing in each case.
Three sheets of increasingly difficult questions regarding parallel lines and their angle properties. On a couple of questions the students have to draw a diagram given the answer.
