I created this for my class. There’s quite a lot here.
A starter, some example problem pairs, some activities etc. The usual.
The main activity is a total rip off of an activity I saw on Jo Morgan’s resourceaholic, though (although there’s a strong argument to be made that the activity there is better). I love how Jo points out the simple things. I am loving forwards-backwards worksheets at the moment. They force pupils to make decisions and get rid of that automatic thinking they can slip into where they are doing, but not thinking.
I also stole the ‘what is a surd’ intro from a Mr Barton session. It’s always important, I think, to be strict with your definitions. I had a bit of a nightmare today because I tried to teach significant figures, without defining what a significant figure was. A bit of thinking needed there…
You probably need to add a bit more practice to this lesson, but that’s where those websites that can generate a trillion random questions come in. I don’t just use these PowerPoints to teach, they are just a useful basis and structure.
The words I used in the TES description were ‘simple but comprehensive’. That’s what I’ve tried to aim for here. I’ve started with divisions that produce a decimal answer, which isn’t technically decimal division but I think is an important intro.
Again, there’s not much to this, but what is there made a nice lesson with some good discussion.
It’s a double bill today. Not mind blowing stuff, but my old slides were in desperate need of an update. I think that’s most of solving linear equations done now (bar working with fractions which is going to be a biiiiiiiiiiig job).
I wasn’t sure about what to add to this resource. I couldn’t find many ways to jazz up the topic. If anyone has some really nice questions for this topic, hit me up at @ticktockmaths and I’ll add some stuff for this.
I took the exercise format from a book called Maths with Pizzazz, which is a 1990s Australian textbook that’s full of codebreakers and nice exercises. I think the drawings and style have a really nice, friendly look.
I only did ‘one side’ here. I figured it would be better to leave the two sides until later.
Contains a lot of discussion slides.
And some ‘correct the work’ slides. I don’t normally do ‘correct the work’ because I’ve had limited success with it in the past, but I’ve always asked students to work out which are wrong, rather than telling them that work is definately wrong and asking them to find the mistake. When I did this, the task went much better than it has before.
I’ve massively overhauled my previous bounds PowerPoint, which I think was pretty poor and needed updating.
Loads of stuff here.
One of things I did was screenshot some of this and put it into mathigon’s Polypad, and use that website’s number lines to really try and dig into the understanding.
There’s no using bounds here. That’s a whole other massive project.
I’ve been reading Michael Pershan’s Teaching Maths With Examples this week. It’s really good. I recommend it. Quick, simple and easily digestible. Great stuff.
In the book, Michael describes using Venn Diagrams to give an overview of what, exactly, we mean when we talk about systems of equations. This really made me sit up, because I think students often don’t quite know what systems of equations ARE. They can procedurally solve them, but sometimes struggle to get a big picture of what they’re doing.
This resource aims to give the big picture, the WHY, before moving onto the HOW to solve.
So we do this by trial and error, then you swoop in and show students a more formal, better method for finding these answers.
Find the some coordinate pairs to fit in the Venn diagrams. Designed as a starter to introduce the idea of what systems of equations are before moving onto more formal methods. Idea credit : @mpershan buy his book https://t.co/KMrXMZ6ylHpic.twitter.com/r6VMlY0SNx
We’re back learning from home this week, and it’s given me a bit of impetus to clean up some old resources and make some new ones. Everything here is quite short and simple, but hopefully it saves someone a bit of time.
I’ve recently found out you can save a PowerPoint as filename.gif. So cool!
I found when I was doing compound measures that my students needed extra practice on this. It was holding them back from answering speed questions correctly. So here is a quick lesson on converting time.
I delivered this digitally, sharing my screen over Google Classroom and using my iPad pencil to write my modelling over the example problem pairs. I added the PDF of the questions into the Google Classroom and gave them ten minutes to complete the questions either in their books or digitally on the PDF.
We then came back after these ten minutes to go through the answers. I then made sure they could not leave the lesson until they had handed in their work on Google Classroom. This a routine I go through pretty regularly and I find it works really well. It means I get a log of what they’ve done and there’s accountability as their work is checked then and there.
Really simple lesson. Really simple questions. However, I also added a little slide of 9 multiple choice questions. I like this format. It did require over 150 animations, though!
It was really nice to show this and go through the questions one-by-one discussing why I had chosen the wrong answers. I am not 100% happy with the question set, though. If you’ve got any good suggestions for questions, please tweet me @ticktockmaths.
A really simple starter. I made this because I did a Kahoot online with my year 10s and a large proportion of them got question 11 wrong. They knew how to do speed, but they instinctively didn’t really want to get a half as an answer. I made this as a starter for the following lesson to really hammer home the point.
Quite a productive week. It’s easy to make stuff when you don’t put yourself under pressure to make 1000 slide behemoths, but just simple, quick and easy resources that don’t reinvent the wheel.
I did the Sine Rule ages ago but never got around to doing cosine rule stuff. I think because the Mathspad activities are so good!
I didn’t go much into labelling the sides (which maybe I need to in future) or putting it all together. I think I’m going to do a resource called ‘Trigonometry : Putting it all together’ where several rules are used. Maybe with some exam questions and a bit of goal free stuff.
No posts for the next two weeks. I’m off on holiday.
