<p>Templates to show visually what pattern is created with the last digit of each of the times tables. Each times table has its own circle and the final page has one large circle on which your students can put all of them (in different colours!) I have added an example that I made to show you what it looks like. Questions will come up - what is the same, what is different eg 2s and 8s make the same pattern but the arrows go in the opposite direction! and 1s are the same as 11s. A beautiful visual way of showing the patterns in numbers.</p> <p>I saw this on a Waldorf maths site a while ago and found another quick clip to show how it works, so now I’ve made some circle templates to use with my students.</p> <p><a href="https://www.youtube.com/watch?v=N1ALx5q6jO4" target="_blank" rel="nofollow">https://www.youtube.com/watch?v=N1ALx5q6jO4</a></p>

This activity is a variety of cubic graphs which students have to match with the correct equation. Basic graphs such as y=x^3 through to y=x(quadratic factor with no real roots) for a super challenge! There is also half centimeter graph paper if you want to make a class set of the graph questions and have students create their own mini graph to stick in their books.<br /> <br /> Note I found one error in the answers! If you downloaded this before 20/4/16 the answer for equation y=(2-x)(x+1)(x+3) is also -(x-2) not -(x+2) as I had. Sorry. C

A number expander is a great way to show children how regrouping works i.e. 45 tens is 450 (45 tens and 0 ones). These files are made student size (not teacher demo).We printed them on normal paper and then used packaging sticky tape (the wide stuff) to &quot;laminate&quot; them as using real laminate is too thick to make the folding easy. Pre-fold the valleys and mountains before covering with sticky tape. To really flatten place under heavy book over night. Use whiteboard markers to draw numbers.<br /> Check out this one minute video for an explanation. <br /> http://www.drpaulswan.com.au/resources/videos/videosonplacevalue/place-value-number-expander/<br /> We use Linear Algebra Blocks to teach decimals; the pictures of pipe and washers are LAB, delete if not needed. An easy way to mimic this is to give students straws: one whole, one cut into tenths to give a sense of size. http://www.mathsheroes.com.au/2015/01/lab-linear-algebra-blocks/

We don't do KS in Australia so I am not exactly sure where this belongs - it is suitable for primary students and high school students. This activity is designed to show students that reading a maths sentence from left to right doesn&'t always produce a correct answer - the order is important. The context is buying tables for our cafe/restaurant and being able to represent this on a think board as picture, words and maths sentence.

It's not about taking out of or putting into brackets or FOIL or a rainbow of arrows! It's about going from add to multiply or multiply to add. Do it with numbers first and then the algebraic representation is the next logical step. <br /> <br /> Please leave a comment if you want anything added or changed, thanks Christine

A general formula sheet which has all the basics on it as well as index laws, arc length, Heron's rule, quadratic formula, straight lines, expanding &amp; factorising.

<p>A little booklet to reinforce fractions - 2 per page, (print on A4 = 2 booklets of A5 size). Fractions from whole to twelfths with space on the piece to either write the fraction (eg 1/3, 1/3, 1/3 not 1/3, 2/3, 3/3) or draw a picture to represent the various fractions (eg 1 day is 1/7 of the week). Use to show fraction sizes (1/2 &gt;1/3), equivalent fractions …</p> <p>The front page is blank so that students can make their own front page and decorate it!</p> <p>The other document (fractions flip book) is to show my version (photo left) and the other photos show where the inspiration came from.</p>

<p>This is a fraction wall with a decimal marker ruler across the top so that students can easily see the decimal equivalent of fractions (put their ruler vertical to lineup numbers)<br /> 09/11/21 Added in percentage markers across the top - don’t know why I didn’t think of that earlier! :) C<br /> 26/03/22 Included blank fraction wall, with and without decimal markers at the top and also an empty wall as a set of strips that students can cut out to make their own wall.</p>

<p>These cards are designed to give students quick practise on numbers 0-20 (or whatever range you are working with). Print and laminate so you or your students can use with each other/class maybe as exit ticket or warm-up. They are designed to fold in half whether you cut them out or not. If you photocopy each set onto different coloured paper you can have multiple sets.<br /> There are prompts so that if you want to do more than recognise the number, you can put up the card that says 10 more or double… or use the blank to make up your own.<br /> If you look at the card the right way up, it will be the right way up for the person on the other side.<br /> Dots are coloured or in black.<br /> No computers required :)</p> <p>8/10/18 realised in coloured cards, 15 wasn’t coloured correctly so I have updated.</p>

Students have sheet with 4 strips. Blank to start with - they begin with known fractions/decimals eg 1/2 (= 50/100, 5/10), 1/4 (25/100), 3/4 etc and the decimals that go with the fractions 0.5, 0.25 and 0.75, then write the remaining decimals on the first strip ( 0 to 1). Join two strips together, markings from 1 to 2, so students can see that 2 shared between two (ie halved) is one, two shared between 4 is half. Join three strips together and see what three shared between two is as a decimal! Finally four strips are labelled and 4 shared between three which equals 4 thirds=1.3 can be seen.

Guides students through process of calculating, in multiple ways, the number of days in a year. Various challenges are included building up to ones such as are you a million seconds old? I have used this with my Year 7 class here in Australia.

This is a document which you can edit (we do problem solving &amp; LAF (Learning Assessment Framework) and it is used as a resource by our students to write up their reports. It's got problem solving strategies on one side and on the other strategies for addition, subtraction, halving and doubling, an explanation of factors, multiples, odds and evens, equivalent fractions, buddy numbers (eg6+4= 10) and units of time. <br /> <br /> Please review it so others can see what you think :) C

These are questions I wrote on the board and used as revision of basic concepts factorising quadratics, perfect squares, difference of two squares, completing the square, using the quadratic formula, sketching graphs, remainder theorem, long division, factorising cubics.

<p>To encourage our children to think of doing 9 + 3 as 10 + 2 I have made a set of cards (2 per page) - the big idea that making a friendly number is a good strategy and to stop counting by ones. It also doesn’t matter what the group size is (ie what each dot is worth) eg 90 + 30 = 100 + 20 or what the value of the other digits are eg 39 + 3 = 40 + 2</p> <p>Some options are to choose to look at the cards which make a friendly 10 (6 + 4, 9 + 1…), or you can keep the number in the frame constant and look at what happens when you add different numbers (9 + 3, 9 + 5, 9 + 7) or look at keeping the number outside the frame constant and the number inside the frame changes (9 + 5, 6 + 5, 7 + 5)</p> <p>I hope the cards help your students with their being able to picture the numbers they need to add. Thanks C :)<br /> 29/01 double of 6 + 9 removed.<br /> 17/10 cards with formatting adjusted.<br /> 19/03/22 added in single digits eg to see that 7 is 4 + 3, 5 + 2, 6 + 1</p>

<p>This is targeted at showing students the relationship between parabolas and straight line graphs (I have included graphs, tables of values and equations so you can pick and choose). The straight line graphs show where the parabola will intersect the x-axis and the symmetry comes out beautifully in the table. Students can think about why the parabola is below the straight line until 1 unit across left or right (think about: half x half = quarter, ie multiplying by a number 0&lt;x&lt; 1 produces an even smaller number)<br /> Blanks have been included if you want to make your own or have students make their own.<br /> Inverse functions - put x in the column where the function for y is and work backwards.<br /> 7/11/18 Added same sheet with (x-2)^1 instead of x-2, to focus the shift of a straight line (which can be left/right or up/down) to left and right for the parabola.<br /> Any feedback is welcome - I am going to try this activity later this week.<br /> Answers on the last page :)</p>

<p>A fun way to practice probability and place value, suitable for multiple levels: decimals, 1-100 or 1-1000. Roll dice and strategically decide where to put your answer so that there is a spot for any other numbers you roll!</p>

These are the an add on to the times tables bar diagrams, this time with % above the boxes eg 25% on the divide by 4 because when working with a student doing the basics (50% 10%, 25%) and I drew boxes with 25% above it and went I need this is what I need a template for!<br /> <br /> Please send me feedback on any improvements.

To enable students to see the relationship between 2, 4, 6, 8, 10, 20, 40, 60, 80, 100, 200, 400 etc I have set each one out in a table so that each row is a times table and each column is x10 the row above (take a look and you will see what I mean). The many patterns are highly visible and allow for great discussion or can be used as a support for whichever times tables you are practicing eg print out strip of 3s for each student to stick on their desk. The colours match a system I use where each digit has a specific colour - if you don't like it CRTL-A and change the font colour to black and turn off highlighting :) Any feedback is always appreciated. Thanks C

<p>The mathforlove website provides a beautiful visual (see included images) for displaying prime numbers (there is also a game called Prime Climb). I wanted my students to make their own, hence template, and I have included a few questions on page 2 to get you started.</p>

Christine is saving for a holiday. She is able to save some money per month. To get started Christine's grandparents are going to put in $500. <br /> <br /> This is the starting scenario - look at saving $50 per month and then two other options. Looking at the relationship between graph, table and equation of the data in the tables and investigate the link to gradient and y-intercept. <br /> A starting place for a unit on linear graphs (if students don't know gradient, teach it in context or skip that part)

This is how I introduced the concept of difference of two squares to a Year 8 class in Australia. I started with numbers and then went on to the algebra. I don't pretend every student got this (you will see from their answers!) but it certainly was more successful than how I have previously taught it. Feel free to ask questions, thanks Christine :)