I have been a teacher for over 20 years - all the stuff I upload has been tried and tested in my classroom. I don't mind a discussion on Twitter too where I also share new resources. I now have a personal website: https://andylutwyche.com/
I have been a teacher for over 20 years - all the stuff I upload has been tried and tested in my classroom. I don't mind a discussion on Twitter too where I also share new resources. I now have a personal website: https://andylutwyche.com/
Four screens each with four questions that have the same answer but the question is missing information; can your class work out what information is missing? This is designed to create discussion (some questions have multiple answers possible and can be extended by asking students to find general solutions) and I intend to use these as starters. All these are algebra based questions involving solving equations, inequalities, equations of lines, formulae and more. I use these as starters; I put them on the board and students can get straight on with them upon their arrival.
Three “Crack The Safe” activities on graphs (one on calculating gradient, one on y=mx+c, one on finding coordinates given an equation, one on transforming functions: two quadratics and a trigonometric function). These contain six questions but ten possible answers meaning that students can self-check their answers (are they in the list of possible answers?) whilst the teacher can help those who require it. I use these as starters and plenaries but that is obviously up to you.
Just one “Crack The Safe” activity on differentiation, involving differentiating, finding gradients and turning points. There are six questions with three possible answers for each. The wrond answers may generate discussion as to what has been done, but ultimately this is a self-checking worksheet that allows the teacher to help those who need it whilst others get on. I use these for starters or plenaries but use them how you wish.
Just the one Crack The Safe activity on functions, including substitution, inverses and composite functions. There are six question each with three possbile answers so students can self-check whilst the teacher help those who require it. The incorrect answers might create discussion as to how they came about too. I use these as starters and plenaries but use them how you like.
Two “Crack The Safe” activities on solving linear equations (one on two-step and one on more than two-step, including fractions and brackets). These contain six questions but six possible answers for each question meaning that students can self-check their answers (are they in the list of possible answers?) whilst the teacher can help those who require it. I use these as starters and plenaries but that is obviously up to you.
Three “Crack The Safe” activities on formulae: substituting and two one rearranging (the second one is harder than the first, involving the subject appearing twice). These contain six questions but three possible answers for each question on the rearranging with there being ten possible answers for the six questions on the substitution; this means that students can self-check their answers (are they in the list of possible answers?) whilst the teacher can help those who require it. I use these as starters and plenaries but that is obviously up to you with the wrong answers offering an opportunity for discussion about what I have done in order to get that solution.
Two “Crack The Safe” activities on simultaneous equations: one on linear equations and one involving a quadratic or circle. These contain four questions but three possible answers for each question; this means that students can self-check their answers (are they in the list of possible answers?) whilst the teacher can help those who require it. I use these as starters and plenaries but that is obviously up to you with the wrong answers offering an opportunity for discussion about what I have done in order to get that solution. Typo corrected!
Just one “Crack The Safe” activity on arithmetic sequences involving finding terms and finding the nth term. These are designed to allow students to self-check whilst the teacher helps those who require it by offering three possible answers for each question so if their answer isn’t there, they must check what they’ve been doing. I use these as starters or plenaries but you can use them how you wish.
Three “Crack The Safe” activities on inequalities: on each on using a number line/integers that satisfy, solving and regions. These are designed for students to be able to self-check what they are doing as there are answer options available to them meaning that if their answer isn’t an option they have to go back and check. They also lead to nice discussions about how the incorrect answers were achieved, but ultimately these allow the teacher help those who require it whilst the others get on with some practice. I tend to use these as starters or plenaries but do use them as part of a main task.
Another “Crack The Safe” worksheet containing six questions, each with three possible answers, on algebraic fractions. These allow the teacher to leave those who understand the topic to try some and check that their answer appears in the options, whilst helping those who are less secure. I use these mainly as starters and plenaries.
Twenty seven different algebra “Crack The Safe” activities. These have questions with a choice of potential answers (more than the number of questions to avoid answers by elimination). These are designed to allow students who are confident to get on and self-check answers (if their answer doesn’t appear they have made a mistake)whilst the teacher can help those who require it. These can be used as starters, plenaries or main task and can generate discussions. They are all available individually.
Twenty seven “Crack The Safe” activities (18 geometry and 9 data) where students have the ability to self-check their answers whilst the teacher helps those who require it. These can be used as starters, plenaries or main tasks and can generate discussion regarding the incorrect answers. Each of these is available individually.
Twenty seven separate worksheets (and answers) using the “Crack The Safe” template. These have questions and potential answers (more answers than questions to negate guessing or process of elimination answers). These allow teachers to help those who need it whilst others can self-check (if their solution appears in the set of potential solutions then they are good to go). You can use these as starters, plenaries or main tasks. These are all available individually.
Three “Crack The Safe” activities on solving quadratics, one by factorising, one by completing the square and one by using the quadratic formula; each question (6 on each sheet) has three possible solutions. These allow students to self-check their answers from the possible solutions whilst the teacher can go and help those who require it. I use these for starters or plenaries or as the first task after introducing the topic.
The usual terrible joke once students have done some work on gradients of lines either by finding it from the equation (involves some rearranging) or by calculating it from two points on the line.
Leading students through the skills required for proportion problems at GCSE level including substitution, solving equations and order of operations before asking some proportion questions. I didn’t have room for graphs I’m afraid, but that could be a discussion from the questions.
This set of two worksheets is designed to force students to show their workings and not use a calculator when simplifying surds. There are straightforward simplifying, expanding brackets and rationalising the denominator with space to write working etc.
