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 have, again, tried to avoid inspection by using slightly annoying numbers. I would suggest that calculators are a must for this resource.
I also added the following page, which I really like.
Hopefully questions 9 and 10 provoke a good discussion. I love a bit of direct instruction, but I also love a bit of debate and discussion. I think there’s a little misconception that direct instruction is just dull lecturing. As with anything, it’s about the mix and variety.
I’m still thinking of a good way to share these. In the summer term, when I have more free time, I’m going to a proper evaluation of what I have that is good enough to show people, and how I can present stuff so that it’s useful and findable. There isn’t any current reason for this stuff to all be consigned to this site, I think it would be better to bring disparate resources together.
Please tell me if you can’t download from the above link. Hopefully you can also see a preview of the PowerPoint above. (Clicking the ‘book’ icon should open a menu that will allow you to download a copy for yourself)
Been meaning to update this one for a while. The old ones were not good.
Firstly, I’ve gone for FRESH NEW LOOK
I am trying to do some more etymology stuff this year, so I’ve got a dedicated bit talking about it. Mainly, I’ve got rid of the big picture and the learning objective (which was usually just the title anyway). I’ve also tried to minimise my use of dark bits as you’ll see.
These animate in. I think it’s really interesting to be specific. Talk about what is and isn’t standard form. In my early teaching career I definitely rushed through stuff and it makes me cringe a bit.
Obviously before you do this, you need to tell them what standard form is!
Then we do an example problem pair and then this
I love moving between different forms and having to think backwards. Blocking out the tables is always good. I also like getting students to write out the full expanded form.
I do the same for negative indices and then I added this
I think it’s important that we don’t lose the point of standard form, which is easy comparison of numbers and scale. All that stuff like Scale of the Universe (https://htwins.net/scale2/) which makes this topic cool!
Please hit me up on Twitter if you have feedback or comments!
This is basically a lot of ideas knicked from Resourceaholic. Sorry @mathsjem! Quite happy with this, though. I have used this with my year 9 class this year and I think I’ve taught trig better than I ever have before.
Starts with sine. Talking about similar triangles.
Not using the calculator yet. I want them to appreciate that these are ratios, not just buttons on a calculator!
Then it moves onto two example problem pairs. I introduced the button on the calculator at this point.
Then some questions.
I went through the same process for cosine. I really spent a lot of time talking about just sine and just cosine this year. I think it really helped understanding.
Then, picking between (Don’t worry. The highlights animate in).
Then I introduced tan in the same way.
Some more practice on just tan, very much like the sin practice.
Then a mix of everything.
That was 2.5 lessons. And we didn’t even talk about finding the angle.
Trying to take the time and teach it right first time.
I think there’s possibly more to add here. I think I could have written something about answers or questions when you’re given a ratio like cosx.
Obviously there’s no problem solving AT ALL here.
There’s no mention of SOHCAHTOA. Good.
I think I’m going to write a separate trigonometry problems PowerPoint.
So, I’ve been unhappy with my adding fractions lessons for a while. They were always ‘good enough’ but not actually good. This year, I decided that good enough wasn’t good enough. I needed to finally attack them. Flesh them out, make them interesting, build in opportunity for students to really test their skills.
As I’ve gone through a lot of my older slides, I’ve removed a lot of ‘narration’. That’s true of these slides, too. Out with the clicking through written talk and animated examples, in with example problem pairs.
I thought about what I really wanted students to do. I wanted them to calculate properly, not take shortcuts. Hence :
I wanted them to get a sense of what fractions where. Not just mindless calculate, but think and interrogate their answers. Hence:
I added a little thinky thing about diagrams.
I would have added more, but I think that’s best done with something likes mathsbot.com and not with PowerPoint.
I wanted more puzzly and interesting ways to get students practicing those core skills.
I hope now you’re starting to get a sense of how big this one is!
I also wanted some good old fashioned SLOP.
I actually had these questions in the slide before. But I have tidied them up significantly. They look a lot nicer now!
What about a question where we simply have to identify WHEN we should add fractions.
I just thought of this format this week and I’m already in love with it.
I wanted to add a little mini-investigation, also.
I HAVEN’T EVEN GOT TO MIXED NUMBERS YET.
Let’s do some practice with them.
How about some practice but in a different format to change things up a bit?
What about continued fractions? Those are interesting. Maybe have a chat about those.
We could even play a game!
I don’t think I’ve put together a more comprehensive lesson.
There maybe too much here, but you can always skip the bits you don’t wanna do. I don’t think you could say there’s too little.
Probably won’t have another lesson for a while. It’s half term and then I don’t quite know what to make a start on next (rounding?)