I know, it’s strange that I’ve left this one until last. I did the silly thing of assuming that since I taught a high ability year 7 group, that they’d be ace at this, but they weren’t, which I caught during a quiz during a plenary.
I’d made the classic mistake of assuming prior knowledge.
As an addendum, I hate stuff like ‘the chance of it being Sunday tomorrow’ because I feel like that’s not really a probability statement.
Obviously includes the ‘horse race’ game. I did it a bit differently this year. I gave out dice to everyone and a sheet to everyone. I then collated all the results so we could see exactly how many had 7 as their ‘winner’. It worked really well. Especially with a bit of ‘acting’ to sell the idea that the result was interesting and surprising.
Wrote some questions including some moving between relative frequency and frequency.
Discussion. Also a task I’m not sure if I like.
I’ve included this at the end. I have run this task a few times and been dissatisfied every time.
In my head, I imagine students trying to make the die loaded by weighting it, rolling it lots of times to test the relative frequency to see if they have got close, then refining the weight inside their cube. There’s a few reasons I think it’s never gone as well as I would have wished.
It’s quite fiddly to make the net, put a weight in it, fold it up, take out the weight and fold it up again.
It’s harder than it looks!
What MATHEMATICALLY are students thinking about when they’re doing this task? Are they just adjusting weights. I don’t really know if the focus of the task is the MATHEMATICS.
I’ve left it in here (at the end), though, because it’s the first task I ever thought up (in my PGCSE year) and one day I want to run it and make it work.
PS: These are a game changer in terms of noise! Every school should have a set.
I am aware I’m kind of uploading a rag-tag bunch of random resources at the moment.
I’m making lessons for what I’m teaching and uploading the ones I feel are polished enough to be shared.
Started this one with a bit of a brainwave. I’m always astounded by pupil’s lack of knowledge about simple facts I feel they SHOULD KNOW. Like weeks in a year, cards in a deck etc. But this makes no sense. How can I be ALWAYS surprised? Surely by now I’ve internalised it that this is just something a lot of kids don’t know! So rather than get grumpy, I added a little bit of a check at the beginning of this lesson.
Something I’ve been working on for a while. Making this explicit.
Rest of the lesson is pretty standard. Although pretty.
Some example problem pairs come next, and two activities. One on making sure that you can put the steps in the right order, one a simple grid of questions (although thought about and grouped properly). There’s also some mini-whiteboard work.
I should have added more questions on using just a single step, I think. Maybe I’ve moved too quickly. This is on my to-think-about list for the next time that update this resources. Of course, comments on this post or to @ticktockmaths on twitter are highly welcome.
Some stuff on using this with scientific formulae.
Moves on to using factorising including an activity and a ‘write the missing line of working’ activity.
Finally, multiplying across, regrouping, and then factorising.
This section is a tad underdeveloped (it does have a learning check, though), but the PowerPoint was getting quite long.