Daniel Rodriguez-Clark kindly shared this Differentiation/Calculus rich activity using my Build an Army format. “Build an Army” is a fun, strategy game that can be used to consolidate understanding of key mathematical concepts. After students have played the game and described their strategy, there are opportunities for differentiation via various lines of inquiry and probing questions for the students to investigate. Full instructions are provided in the “General Rules” PowerPoint. To find more Build an Army activities, just visit: http://www.mrbartonmaths.com/buildanarmy.htm

This is a practice just to see if Tarsia jigsaws can now successfully be uploaded to TES.If this works (I have my fingers crossed!), then stay tuned for hundreds of the best Tarsias coming to TES over the next few weeks and months. Oh, and in case you haven't spotted it, this Tarsia is on adding, subtracting, multiplying and dividing!

Have a play around with this task, and please share any questions, extensions, simplifications, modifications, or lines of inquiry in the comment box below. The idea is to collect loads of suggestions that can then be used for effective differentiation. The full set of these tasks, along with additional notes, can be found here: http://www.mrbartonmaths.com/richtasks.htm

A Collective Memory PowerPoint activity on Laws of Indices. This one contains missing answers. Thanks to Joe Ellis for this one! For more information and ideas about how to use this resource, and links to my full index of Collective Memory resources, please visit http://www.mrbartonmaths.com/collectivememory.htm

A video tutorial from the Autograph team on conic sections. A step by step guide on how to create a plane and a cone in Autograph and investigate the intersections. Clicking on the web-link below takes you to all the videos in this series.

A video from the Autograph team. In this activity we will demonstrate a link between the graphs of trigonometric functions and the unit circle. Clicking on the web-link below takes you to all the videos in this series.

A tutorial video from the Autograph team on iteration at Post 16 level. Many equations cannot be solved using conventional methods. In such cases we need to use numerical methods to find solutions. Clicking on the web-link below takes you to all the videos in this series.

A Collective Memory activity on Transformations. For more information and ideas about how to use this resource, and links to my full index of Collective Memory resources, please visit http://www.mrbartonmaths.com/collectivememory.htm

A video from the Autograph team. The Central Limit Theorem tells us that regardless of the parent distribution, the distribution of the sample means will have a Normal distribution. Clicking on the web-link below takes you to all the videos in this series.

A video from the Autograph team. In this investigation into a strange property of cubics, students would normally first be introduced to a special case, for example y = (x -2)(x + 3)(x + 4), and then asked to look at this more general case. Clicking on the web-link below takes you to all the videos in this series.

The 8th in Mr Barton's Gapminder World Video series. What percentage of males aged 15 to 64 are employed in countries across the world? What regions have the highest levels of employment? Is it to do with wealth or tradition? How about if we look at females aged 15 to 64? Lots of questions that need answering by Gapminder World! Below the video you will find an option to download it and play it on a larger screen, or by clicking on the web-link you can see all the videos in this series

Have a play around with this task, and please share any questions, extensions, simplifications, modifications, or lines of inquiry in the comment box below. The idea is to collect loads of suggestions that can then be used for effective differentiation. The full set of these tasks, along with additional notes, can be found here: http://www.mrbartonmaths.com/richtasks.htm

Have a play around with this task, and please share any questions, extensions, simplifications, modifications, or lines of inquiry in the comment box below. The idea is to collect loads of suggestions that can then be used for effective differentiation. The full set of these tasks, along with additional notes, can be found here: http://www.mrbartonmaths.com/richtasks.htm

Have a play around with this task, and please share any questions, extensions, simplifications, modifications, or lines of inquiry in the comment box below. The idea is to collect loads of suggestions that can then be used for effective differentiation. The full set of these tasks, along with additional notes, can be found here: http://www.mrbartonmaths.com/richtasks.htm

An Autograph Player activity where students must figure out how 6 vectors have been created. You can use this activity on the interactive whiteboard, or for your students to investigate on their own. Autograph does not need to be installed to use this activity (so your students can even use it at home), but you will need to install the free Autograph Player add-on (instructions given after clicking the link). For a full list of Autograph Activities, please click on the other web-link.

This is a “Tarsia: Convince Me” activity on operations with negative numbers Unlike standard Tarsia activities, here you only need to print out the solution (included on the PowerPoint), and students must: 1. Find (at least) 5 incorrectly matched up elements, convince you that each one is incorrect explaining the mistake that has been made, and then decide what the answer should have been 2. Replace the ? with the correct answer 3. Come up with a question to replace ?? that could give the answer. A selection of these questions can then be given to other students to use as a rich, challenging, pupil-created homework. To access all my updated Tarsia jigsaw activities, including the Convince Me series, as well as teacher notes and more, please visit http://www.mrbartonmaths.com/jigsaw.htm

This is a “Tarsia: Convince Me” activity on operations with surds including rationalising the denominator and simplifying. Unlike standard Tarsia activities, here you only need to print out the solution (included on the PowerPoint), and students must: 1. Find (at least) 5 incorrectly matched up elements, convince you that each one is incorrect explaining the mistake that has been made, and then decide what the answer should have been 2. Replace the ? with the correct answer 3. Come up with a question to replace ?? that could give the answer. A selection of these questions can then be given to other students to use as a rich, challenging, pupil-created homework. To access all my updated Tarsia jigsaw activities, including the Convince Me series, as well as teacher notes and more, please visit http://www.mrbartonmaths.com/jigsaw.htm

This is a “Tarsia: Convince Me” activity on solving linear equations. Unlike standard Tarsia activities, here you only need to print out the solution (included on the PowerPoint), and students must: 1. Find (at least) 5 incorrectly matched up elements, convince you that each one is incorrect explaining the mistake that has been made, and then decide what the answer should have been 2. Replace the ? with the correct answer 3. Come up with a question to replace ?? that could give the answer. A selection of these questions can then be given to other students to use as a rich, challenging, pupil-created homework. To access all my updated Tarsia jigsaw activities, including the Convince Me series, as well as teacher notes and more, please visit http://www.mrbartonmaths.com/jigsaw.htm

Earliest recommended Year group: Year 12. Skew lines in 3d space in vector form. How close do they get? This is from the “Something in Common” collection of resources by John Burke. They allow consolidation of key skills, prevent students from copying each other (as all the questions are different), make marking and assessing easy for the teacher (as all the answers are the same!), and provide a lovely extra challenge for students as they try to figure out exactly what is going on! To access the full collection, and read John’s background notes, please visit: http://www.mrbartonmaths.com/common.htm

Earliest recommended Year group: Year 10. Imagine you needed to remove one metre depth of topsoil from a new building plot. What volume does this represent? How many wagons will you need, etc? By approximating this area to a polygon (where you know the coordinates of the vertices) makes the task very easy (even easier with a spreadsheet). This is from the “Something in Common” collection of resources by John Burke. They allow consolidation of key skills, prevent students from copying each other (as all the questions are different), make marking and assessing easy for the teacher (as all the answers are the same!), and provide a lovely extra challenge for students as they try to figure out exactly what is going on! To access the full collection, and read John’s background notes, please visit: http://www.mrbartonmaths.com/common.htm