An experienced Primary & Secondary Maths teacher. Enjoying promoting and sharing my resources on TES. I embed problem solving, Maths Mastery and Magenta Principles into my lessons. I love fun and interactive elements which help engagement as long as challenge and assessment is built into this. Please do leave reviews if you find my resources useful. Thank you.
An experienced Primary & Secondary Maths teacher. Enjoying promoting and sharing my resources on TES. I embed problem solving, Maths Mastery and Magenta Principles into my lessons. I love fun and interactive elements which help engagement as long as challenge and assessment is built into this. Please do leave reviews if you find my resources useful. Thank you.
If you like this then please check out my many other Maths activities listed on my TES Resources shop and pages including many Premium resources which may be able to save you lots of time and give you some useful ideas. If you find this helpful then please do leave a constructive review so that others can benefit from your experience. Thank you.
If you like this then please check out my many other Maths activities listed on my TES Resources shop and pages including many Premium resources which may be able to save you lots of time and give you some useful ideas. If you find this helpful then please do leave a constructive review so that others can benefit from your experience. Thank you.
This is simply four basic expectations which was used in a school in a Behaviour for Learning Focus week. I adapted them lightly for my Maths Lessons and I found them very useful to refer in lessons.
If you like this then check out my many other activities listed on my TES Resources Shop (Stewsterthebear) which includes many free and Premium resources which will save you lots of time and give you some useful ideas.
https://www.tes.com/teaching-resources/shop/Stewsterthebear
If you find this resource useful then please do leave a constructive review so that others can benefit from your experience. Thank you.
A series of activities to consolidate (Master!) understanding of how to work out the circumference of a circle given the radius or diameter. It is designed to be used after we've investigated how PI comes from C / d and we've introduced the idea of C = PI x d.
There are three sets of cards which are ready to be printed out on different coloured card. Each card activity has a matching work sheet done as a sticker so that there is a record of the activity in the pupils exercise book.
Each activity card set is designed to be given to be a mixed ability table of four pupils. They discuss and (hopefully!) develop their understanding!
Card set 1 is given out as 20 cards where the pupils "Diamond Nine" (or any other valuing/ranking/ordering layout) the cards discussing which are the most useful facts for finding the circumference. There are few wrong answers as most of the points are right for most questions. The sticker backs this up into the books.
Card Set 2 is given out as 16 cards where the pupils again rank which are the most important to remember when doing their working. Again they all are correct so it's a discussion and learning activity. The sticker is then just a check list to go in their books. I will always ask them to use a highlighter pen to indicate the key phrases etc.
Card Set 3 is given out as a set of 9 cards. (Print out one card as an answer sheet for you) and the pupils simply have to put the cards in order. The sticker then requires them to back it up in to their books.
This activity uses some of the ideas which our school has been made aware of in recent courses - a) Magenta Principles by Mike Hughes and b) Achieving Mastery in Mathematics.
Simple idea....Make sure the student have everything they need to do the work. Make sure you have prepped them and given them opportunities to discuss it and ask questions. Check everyone understands what to do and how to do it. Then give them the task and insist on five minutes of "Successful silence". During this time they are absolutely not allowed to talk - even the students with TA's. That way they are given the chance to work quietly. This is something the students have said they want - quiet time to work in.
This was done as a "Action Research Lesson Study" with the North East Teacher Development Trust Network. See attached
If you like this then please check out my many other Maths activities listed on my TES Resources shop and pages including many Premium resources which may be able to save you lots of time and give you some useful ideas. If you find this helpful then please do leave a constructive review so that others can benefit from your experience. Thank you.
Lots of questions for practice of finding solutions using trial and improvement. Some realted to solving algebraic equations some related to finding square roots of number s and some related to finding the lengths of rectangles given the area.
If you like this then please check out my many other Maths activities listed on my TES Resources shop and pages including many Premium resources which may be able to save you lots of time and give you some useful ideas. If you find this helpful then please do leave a constructive review so that others can benefit from your experience. Thank you.
Set of cards for sharing out to the whole class. They work out the answers for their cards. You show the PowerPoint which gives the prompts and the students have to hand back their cards as theirs come up. Pretty simple but the kids love it. It wouldn't take much to edit the cards docx to turn it into a back up worksheet so that something can be put into their book.
Getting the students to discuss possible errors and decide on the difficulty of questions is good for improving understanding and good for you to assess misconceptions and progress.
There are eight incorrect expansions of algebraic brackets - the students have to identify the errors
A lesson built around the objective: Develop further understanding leading to mastery of scatter graphs.
The idea is that after a starter exercise the class move around in tables of four attempting each of the circus activities. Then they are given a written exercise to back it up and then a whole class plenary activity. See the attached lesson plan.
The good points noted by an observer of this lesson were:
*Collaborative learning in mixed ability groups
*Pupils could explain the decisions they made
*Use of subject specific vocabulary buy the pupils
*Opportunities for Mastery
*Use of Magenta Principle - Arrange
*Encourage pupils to challenge answers.
Not all the resources listed in the plan are located here. Some come from other TES contributors, but as long as you get a collection of activities which each take about the same duration you can set up a good Circus of activities.
Starter comes from Scatter Graph Matching Cards by "john_speight"
The "Six Cards Discussion" is the attached PPT. This is excellent for prompting discussion. Some of the slides are copied from some other Contributors resources.
The True/False is my TES free resource "11307990". This is the activity which has the most discussion
The Correlation match posters come from Scatter graphs and best-fit lines by "frickard". This was quite short so needs extra added otherwise this group finishes too quickly.
The draw LOBF worksheet is one part of Scatter diagrams / scatter graphs by "jsteingold"
The L7 & L6 questions are some good scatter questions from KS3 Testbase.
The written questions are for sale as a Premium resource from my TES shop. It is simply a list of 14 questions laid out on a sheet of A4 stickers so that students can choose which question to answer.
The plenary is just a series of knowledge recall questions on a PowerPoint to do as a class Q&A.
If you like this then please check out my many other Maths activities listed on my TES Resources shop and pages including many Premium resources which may be able to save you lots of time and give you some useful ideas. If you find this helpful then please do leave a constructive review so that others can benefit from your experience. Thank you.
Activity designed to reinforce, consolidate and master understanding of scatter graphs.
Attached is a list of 25 statements (25QTrueFalseScatterGraphsQuestions.rtf) which are either true, false or something in between. The questions are graded where the first 5 are the roughly the easiest, next 5 are harder and so on. Each has a suggested answer, a explanation and a tip for giving the student a little bit more to think about (25TrueFalseScatterGraphsQ-A).
How can you use this?
a) Give the set of 25 cards (25QTrueFalseScatterGraphsCards) to each table and then ask them to sort them into the categories of true, false, etc . (using the header cards - 4 versions to choose from). Discuss their choices and justify them. You could easily reduce the number of cards for lower ability tables or if in ability tables only given them just the easier cards. (You can see that I have done this with a subset of just 12 questions) but you may wish to pick off your own selection.
b) Give each student a TrueFalseScatterGraphsQQT.docx card and allow them to roam the room choosing a partner to "Quiz Quiz Trade" with. i.e. they read the statement to their partner. Their partner then suggests the answer and then is given the solution after a little discussion. Then they do the same for the other partner and then swap cards and then go and find someone else. you can give all the cards out according to ability and then say that you can only pair up with another student who has a same grade question (1 to 5) or a question of a grade one higher or one lower than you.
c) Display the statements on the projection screen (25QuestionsTrueFalsePPT) and have the class discuss the answers together.
This could be followed up by the students picking one statement and writing their explanation and justification into their exercise books. You can further extend the activity by asking students to choose a false statement and then writing it again so it becomes true.
If you spot any errors then please let me know asap. This is based on the work from lauramathswilson - another valued TES resources contributor - thank you to her for sharing it. I liked her idea and decided to develop it slightly to make it a collaborative table activity. I had actually seen the idea of doing true false for scatter graphs on a KS3 SAT paper (it's the last part on a L6 question on a non-calculator paper about Poplar trees) but lauramathswilson has taken it much further nicely.
If you like this then please check out my many other Maths activities listed on my TES Resources shop and pages including many Premium resources which may be able to save you lots of time and give you some useful ideas. If you find this helpful then please do leave a constructive review so that others can benefit from your experience. Thank you.
Simply a sheet of notes and worked examples for working out the Mean Median Mode and Range. Two versions. The harder version is useful for finding missing values in sets of numbers when given the averages.
If you like this then please check out my many other Maths activities listed on my TES Resources shop and pages including many Premium resources which may be able to save you lots of time and give you some useful ideas. If you find this helpful then please do leave a constructive review so that others can benefit from your experience. Thank you.
See the PNG file first for the original question....
You are given two numbers on a number line. You know that that there are two numbers between them. The gaps between the four numbers are all equal. Find the missing numbers.
You can do lots of practice on this together as a class. The worksheet attached just allows them to get on with something on their own.
You can use the generator Excel file to create more sheets.
If you like this then please check out my many other Maths activities listed on my TES Resources shop and pages including many Premium resources which may be able to save you lots of time and give you some useful ideas. If you find this helpful then please do leave a constructive review so that others can benefit from your experience. Thank you.
Two worksheets (One with more thoughtful harder questions on it).
One SMART Notebook to help introduce and explain the activity.
If you like this then please check out my many other Maths activities listed on my TES Resources shop and pages including many Premium resources which may be able to save you lots of time and give you some useful ideas. If you find this helpful then please do leave a constructive review so that others can benefit from your experience. Thank you.
Two mixed review WS
Includes explaining questions to help toward Maths Mastery
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Objective: Be able to find the percentage of a quantity (such as money amount) using a non calculator method.
Real simple starter. Display the PowerPoint on the whiteboard. Print out the Starter worksheets onto A6 sized sheets or even 2 x 2 Label Sheets and the students come in, see the displayed slide and know to get straight onto their "bell task". Great way to settle them down. Use as a recap for last lesson or like I did to push them onto a harder example that just whole numbers.
Use the enclosed Answers to check their working and so understanding.
I call this method "Percentage by Quick Routes".. Usually taught via "bubble" or "spider" charts. See my other resources for more examples.
If you like this then do check out my many other Maths activities listed on my TES Resources shop and pages including many Premium resources which will save you lots of time and give you some useful ideas. If you find this helpful then please do leave a constructive review so that others can benefit from your experience. Thank you.
Objective: Know common equivalents between Fractions, Decimals and Percentages.
10 simple questions which they should know (rather than have to work out).
10 Questions on a PowerPoint. Ready to show. Just give the class a small slip of paper. Ask them to write down 1 to 10 and then show them the questions. Once done swap the papers and then continue through showing the answers - asking the students to share how they did it or knew it.
If you like this then check out my many other activities listed on my TES Resources Shop (Stewsterthebear) which includes many free and Premium resources which will save you lots of time and give you some useful ideas.
https://www.tes.com/teaching-resources/shop/Stewsterthebear
If you find this resource useful then please do leave a constructive review so that others can benefit from your experience. Thank you.
Objective: Convert between common fractions, decimals and percentages and know common equivalents
A simple table collaborative group activity worksheet where the students fill in as many sets of fractions decimals and percentage equivalents that they can remember. It is a good settling starter activity or a good recap plenary exercise to end with.
Once they have done several minutes or so, start reading out sets of answers like "1/2 = 0.5 = 50%", etc. Then when you have exhausted your list ask the students to read out any more they have. Then award points to the most unique ones a table has. Most points = winning table.
It's a good activity which gets them communicating as they try to get unique sets of equivalents.
If you like this then check out my many other activities listed on my TES Resources Shop (Stewsterthebear) which includes many free and Premium resources which will save you lots of time and give you some useful ideas.
https://www.tes.com/teaching-resources/shop/Stewsterthebear
If you find this resource useful then please do leave a constructive review so that others can benefit from your experience. Thank you.
