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/
This idea is from Craig Barton and is an excellent one (check them out his at website); essentially it is four questions based on the same information. There are four here which use perimeter, area, Pythagoras, equations of lines, coordinates, vectors, equations of circles, expanding brackets, solving equations as well as other topics. This really should create discussion and a deeper understanding of the topics covered on top of ensuring that students actually read the question. I hope these are worthy! I will be using these as starters or plenaries.
This is designed to get students thinking rather than just blindly following a mathematical recipe. There a four sets of 4 problems which all have the same answer (given in the centre of the screen). Each question has a blank for the students to fill in and sometimes there is more than one answer for the blank. This particular one covers probability, percentages, fractions, ratio, angles, equations, equations of lines and other topics. I will be using these as starters to get students thinking from the off and will produce more if they work!
The students are given the answer and asked to fill in the gaps in the question. Topics used involve probability, algebra, fractions, percentages, ratio, speed, distance, time and many others. Some of the questions allow for multiple answers so discussion could be had. Designed to be used as starters/plenaries to get the grey matter moving. The Easter theme runs through every question and is a tad tenuous at times but there you go.
Another in the series taking students through the skills required to solve equations, including simplifying expressions, expanding brackets and reading the question carefully!
This takes students from fairly straightforward area and perimeter questions (trapeziums, circles etc) through compound shapes and on to cones, frustums and hemispheres including finding the height in terms of the radius for a cone. I have tried to cover all bases with it including density and capacity problems.
This leads students through basic angle facts through parallel lines, polygons and then onto forming and solving equations or writing angles using algebra.
A student gave me the title (pun on 'The Hunger Games' - original was 'The Number Games'), I did the rest. Five different sets of questions in a functional style for students to work through either individually or in pairs/teams.
Another set of four "spiders" to encourage discussion regarding shapes. It starts with naming polygons, moves on to triangles, quarilaterals and finally 3D shapes.
Practice on the function notation (new to GCSE!) involving substituting into a function and finding the value of x given what f(x) equals. This also involves composite functions. This should hopefully encourage your class to talk about their answers and understanding of the topic. Now includes an extra "find the inverse" slide!
This covers adding and subtracting vectors and multiples of vectors before moving on to describing journeys using vectors. This is essentially a load of questions on vectors but they should encourage discussion in class. Typo corrected
Four sets of four problems where students have the answer but there are blanks in the questions which require filling in. This is designed to create discussion in class and hopefully provided natural differentiation (find the general solution where possible compared to finding a single solution). I will be using these as starters or plenaries as I believe they will develop deeper understanding of topics, but feel free to use them as you like (you will as you don’t need me to hold your hand). Typos corrected (hopefully).
Four sets of four problems where students have the answer but there are blanks in the questions which require filling in. This is designed to create discussion in class and hopefully provides natural differentiation (stretch the “top end” by finding the general solution where possible compared to finding a single solution). I will be using these as starters or plenaries as I believe they will develop deeper understanding of topics, but feel free to use them as you like.
The students are given the answer and asked to fill in the gaps in the question. Topics used involve probability, equations, simultaneous equations, fractions, percentages, ratio, speed, distance, time and many others. Some of the questions allow for multiple answers so discussion could be had. Designed to be used as starters/plenaries to get the grey matter moving. The Christmas theme runs through every question and is a tad tenuous at times but there you go.
Five slides each with five questions that students must decide whether the given answers are correct or not, explaining their reasoning. There are questions on equivalence, fraction/percentage of an amount, calculations, percentage change etc. These are designed to create discussion in class.
Six slides each containing five questions where students need to decide if the answer given is correct and explain how they have arrived at their conclusion. Topics include whether a coordinate lies on a line given its equation, y=mx+c, equations of curves (quadratics, cubics, reciprocals), gradient, These are designed to generate discussion in class.
There are four trees where students can work from bottom to top, choosing an appropriately challenging start point if they wish. This is “introduction to algebra” stuff, I will do expanding and factorising on a separate file but these could offer nice starters or plenaries. It contains adding/subtracting as well as multiplying variables and collecting like terms.
This is an attempt to relate algebraic questions that children struggle with to worded questions they can all do. It is designed to start you off, building up from 'I think of a number' to a full blown linear equation.
