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

Earliest recommended Year group: Year 12. Projectiles. You want to shoot a monkey hanging in a tree. But he's a cheeky monkey and at the exact moment you fire, he lets go and falls to the ground. Knowing this, where should you aim to be sure of hitting your target? 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

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 nice set of follow-me cards for negative numbers.

Another nice set of follow-me cards for negative numbers.

In this video tutorial we take a look at the third of Autograph's wonderful Extras pages - Trigonometry. Ideal for GCSE and A Level. The 39th in Mr Barton's Autograph Video tutorial series.Here we see where the graphs each of the trigonometric ratios comes from using the unit circle, and observe the effect on the graphs where we manipulate some constants. 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.

A video tutorial on graphing quadratic equations. Ideal for KS3 and GCSE maths lessons. The 43rd in Mr Barton's Autograph Video tutorial series. We are going to be looking at graphing on Autograph for the next few weeks, and what better way to start than by looking at some of the different ways we can represent quadratic equations graphically. This includes tables of values, factorising, completing the square and equations from three points. Clicking on the web-link you can see all the videos in this series.

The 27th in Mr Barton's Autograph Video tutorial series. Following on from the last couple of weeks where we have looked at straight line graphs, this time we take a look at Autograph's excellent Gradient Function. We see how useful it can be for studying straight lines, and as a way of introducing older students to the joys of differentiation and calculus. 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.

The 2nd in Mr Barton’s Gapminder World Video series. Here we look at how the world has developed over the last two hundred years by focusing on the relationship between a country’s life expectancy and the average income of the country’s inhabitants. For the analysis we look specifically on three countries: China, Rwanda and the UK. 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

The 7th in Mr Barton's Gapminder World Video series. Which country in the world is the highest emitter of C02 per person and how has this changed over time? As ever, there is only one way to find out and you might just be surprised at the results! 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