<p>Multiplication Array worksheets for the 2, 3, 4 and 6 times tables.</p> <p>The arrays allow students to develop a pictorial representation of times tables whilst encouraging the transition towards learning them as abstract concepts.</p> <p>The second side of the worksheet encourages students to illustrate four different ways they can do their times tables.</p>

<p>Multiplication Array worksheets for the 2, 3, 4 and 6 times tables.</p> <p>The arrays allow students to develop a pictorial representation of times tables whilst encouraging the transition towards learning them as abstract concepts.</p> <p>The second side of the worksheet encourages students to illustrate four different ways they can do their times tables.</p>

<p>Worksheet on calculating complementary and supplementary angles.</p>

<p>Worksheet on identifying types of angles and drawing certain types of angles.</p>

<p>This Notebook presentation covers six lessons;<br /> 1. Adding and Subtracting past 0<br /> 2. Adding a negative<br /> 3. Subtracting a negative<br /> 4. Multiplying negatives<br /> 5. Dividing negatives<br /> 6. Mixture of the four operations</p> <p>Each concept is introduced through pattern spotting and backed up through direct instruction, focused practice and then a diagnostic question and/or a Craig Barton Venn diagram.<br /> Answers are included in the presentation.<br /> There are also active learning suggestions, including games and challenges.<br /> The direct instruction slides follow my “Education Scotland friendly” adaptation of Craig Barton’s example problems pairs.<br /> I have also included my own diagnostic questions in the presentation.</p> <p>If you want more questions of a similar style; Maths bot and Dynamic Maths are excellent websites where endless questions can be generated.</p>

<p>This Notebook presentation covers more than 15 lessons.</p> <ol> <li>Equivalent Fractions</li> <li>Ordering Fractions</li> <li>Simplifying Fractions</li> <li>Identifying if fractions can be added or subtracted</li> <li>Adding and subtracting fractions with the same denominator</li> <li>Adding and subtracting fractions where on denominator is a multiple of another</li> <li>Adding and subtracting and two proper fractions</li> <li>Convert improper fractions to mixed numbers</li> <li>Convert mixed numbers to improper fractions</li> <li>Adding and subtracting mixed numbers</li> <li>Multiplying fractions</li> <li>Dividing fractions</li> <li>Finding a fraction of an amount</li> <li>Finding a percentage of an amount</li> <li>Converting between fractions decimals and percentages</li> </ol> <p>Each concept is introduced through direct instruction, focused practice and then a diagnostic question and/or a Craig Barton Venn diagram.<br /> Answers are included in the presentation.<br /> There are also active learning suggestions, including games and challenges.<br /> The direct instruction slides follow my “Education Scotland friendly” adaptation of Craig Barton’s example problems pairs.<br /> I have also included some of my own diagnostic questions in the presentation.</p> <p>If you want more questions of a similar style; Maths bot and Dynamic Maths are excellent websites where endless questions can be generated.</p>

<p>Worksheet on Naming angles.</p>

<p>This Notebook presentation covers four lessons.</p> <ol> <li>Rounding to decimals places</li> <li>Identify how many significant figures a number has</li> <li>Identifying a certain significant figure</li> <li>Rounding to a given number of significant figures</li> </ol> <p>Each concept is introduced through pattern spotting and backed up through direct instruction, focused practice and then a diagnostic question and/or a Craig Barton Venn diagram.<br /> Answers are included in the presentation.<br /> There are also active learning suggestions, including games and challenges.<br /> The direct instruction slides follow my “Education Scotland friendly” adaptation of Craig Barton’s example problems pairs.<br /> I have also included my own diagnostic questions in the presentation.</p> <p>If you want more questions of a similar style; Maths bot and Dynamic Maths are excellent websites where endless questions can be generated.</p>

<p>A collection of over 130 Diagnostic Questions on various mathematical topics.</p> <p>I have created the vast majority myself however some I have taken from Craig Barton’s “How I wish I’d taught Maths” and rewritten in smart notebook.</p> <p>For all questions I have tried to follow his “Five Golden Rules” for what makes a good diagnostic questions.</p> <ol> <li>They should be clear and unambiguous</li> <li>They should test a single skill or concept</li> <li>Students should be able to answer in less than ten seconds</li> <li>You should learn something from each incorrect response without the student needing to explain</li> <li>It is not possible to answer the question correctly whilst still holding a key misconception.</li> </ol> <p>I will repost this resource various times as I write new questions.</p>

<p>Confidence weighted multiple-choice quizzes allows practitioners to know something about the level of confidence students have in their responses. The negative scoring brings about an emotional response which is needed for the hypercorrection effect to occur.</p> <p>Confidence weighted multiple-choice quizzes have been found to be more beneficial for long term learning than regular multiple choice quizzes.</p>

<p>Worksheet on forming equations from words and then solving. All equations are one step.</p>

<p>Start in the green square, make your way to the red square.</p> <p>You can only move to a larger number and you cannot move diagonally.</p> <p>This develops into an activity where the desired route through the maze is shown. Fill in the missing values so that you are only moving onto a larger number.</p>

<p>Confidence weighted multiple-choice quizzes allows practitioners to know something about the level of confidence students have in their responses. The negative scoring brings about an emotional response which is needed for the hypercorrection effect to occur.</p> <p>Confidence weighted multiple-choice quizzes have been found to be more beneficial for long term learning than regular multiple choice quizzes.</p>

<p>Representing decimals on decimats to develop an understanding of the size of decimals to be able to order them.</p>

<p>Worksheet which goes through various representations of decimals to develop an understanding of the structure of decimals.</p>

<p>** This is my first attempt at interleaving. The practice questions include topics covered in previous slides, increasing retrieval strength.</p> <p>This Notebook presentation covers more than 12 lessons.</p> <code>1. Volume by counting cubes 2. Volume of Cuboids 3. Volume of composite objects 4. Suface area of Cuboids 5. Cross sectional area of Prisms 6. Volume of Prisms 7. Volume of a Cylinder 8. Volume of a Cone 9. Volume of a Sphere 10. Volume of composite objects 11. Suface area of a Triangular Prism 12. Surface area of a Cylinder </code> <p>Each concept is introduced through direct instruction, interleaved practice to increase retrieval strength and then a diagnostic question and/or a Craig Barton Venn diagram.<br /> Answers are included in the presentation.<br /> There are also active learning suggestions, including games and challenges.<br /> The direct instruction slides follow my “Education Scotland friendly” adaptation of Craig Barton’s example problems pairs.<br /> I have also included some of my own diagnostic questions in the presentation.</p> <p>If you want more questions of a similar style; Maths bot and Dynamic Maths are excellent websites where endless questions can be generated.</p>

<p>Worksheet starting with pictorial representations of adding to bridge 10. Progressing onto abstract questions and then challenges.</p>

<p>This interactive National 5/GCSE resource enables students to draw connections between the information that can be extracted from a trigonometric equation and its graph.</p> <p>It also develops the students’ understanding of the trigonometric graph, domain, frequency, period and amplitude.</p>

<p>Worksheet progressing from pictorial representations to abstract for bridging 10 when adding.</p>

<p>This is my first resource which incorporates backwards fading worked examples and pictoral representations before introducing the concept in an abstract nature.</p> <p>Each concept is then introduced through direct instruction, focused practice and then a diagnostic question and/or a purposeful practice activity.<br /> Answers are included in the presentation.<br /> There are also active learning suggestions, including games and challenges.<br /> The direct instruction slides follow my “Education Scotland friendly” adaptation of Craig Barton’s example problems pairs.<br /> I have also included some of my own diagnostic questions in the presentation.</p> <p>If you want more questions of a similar style; Maths bot and Dynamic Maths are excellent websites where endless questions can be generated.</p> <p>This Notebook presentation covers more than 10 lessons.</p> <p>Solving 1-step equations by adding or subtracting<br /> Solving 1-step equations by multiplying or dividing<br /> Solving 2-step equations<br /> Solving equations with brackets<br /> Solving equations with one fraction<br /> Solving equations with two fractions<br /> Solving equations with variables on both sides<br /> Representing inequations on a number line<br /> Solving inequations which require dividing by a negative<br /> Solving 2-step inequations</p>

<p>Matching activity to highlight the different ways numbers between 1 and 99 can be represented. Focusing on a pictoral representation and deconstructing the number into tens and ones.</p>