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For use with your school login

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Sparx Maths Homework - Select your school

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Angles: compass directions Video 27b Practice Questions

Area: quarter-circle Video 47a Practice Questions

Averages: combined mean Video 53a Practice Questions Textbook Exercise

Averages: mode (frequency table) Video 56a

Averages: range (frequency tables) Video 57a

Averages: Quartiles Video 57b Practice Questions

Circles: perimeter - quarter-circle Video 62a Practice Questions

Circle theorems proof: right angle in a semi-circle Video 65a Practice Questions

Circle theorems proof: angles at circumference\centre Video 65b Practice Questions

Circle theorems proof: angles in the same segment Video 65c Practice Questions

Circle theorems proof: cyclic quadrilaterals Video 65d Practice Questions

Circle theorems proof: alternate segment theorem Video 65e Practice Questions

Circle theorems proof: radius and tangent proof Video 65f Practice Questions

Circle theorems proof: Textbook Exercise

Constructions: loci part 3 Video 77 Practice Questions Textbook Exercise

Coordinates: 3D Video 86 Practice Questions

Data handling cycle Video 89 Practice Questions

Dimensional analysis Video 97 Practice Questions

Division: long division Video 98a

Enlargements: ray method Video 109 Practice Questions

Equations: involving fractions Video 111 Practice Questions Textbook Exercise

Equations: x squared Video 116a Practice Questions

Equations: Think of a number Video 116b Practice Questions

Factorisation: splitting the middle Video 119a Textbook Exercise

Factorisation: difference of 2 squares Video 120 Practice Questions Textbook Exercise

Fractions: finding the midpoint Video 141a Practice Questions

Graphs composite bar charts Video 148a

Graphs: dual bar charts Video 148b

Graphs: misleading graphs Video 160a

Graphs: real life linear graphs Video 171a

Linear graphs: real life Video 198a

Money - See Video 400 or click here for collection

Multiplication: grid method Video 199 Practice Questions Textbook 1 Textbook 2

Multiplication: column method Video 200 Practice Questions Textbook 1 Textbook 2

Multiplication: times tables Video 204a Textbook Exercise

Number: odd and even numbers Video 221a Practice Questions

Number: product of primes (squares/cubes) Video 223a Practice Questions Textbook

Percentages: simple interest Video 236a Practice Questions Textbook Exercise

Proportion: unitary method Video 255a Practice Questions Textbook Exercise

Proportion: Graphs Video 255b

Proportion: Time Video 255c

Pythagoras: area of a regular hexagon Video 262 Practice Questions

Quadratic graphs: sketching using key points Video 265 Textbook Exercise

Quadratic graphs: finding turning point Video 265a Practice Questions

Quadratic graphs: line of symmetry Video 265b

Quadratics: solving (factorising) Video 266 Practice Questions Textbook 1 Textbook 2

Quadratics: solving graphically Video 267c Practice Questions Textbook Exercise

Quadratics: solving graphically advanced Video 267d Practice Questions

Questionnaires Video 268 Practice Questions

Ratio: express as fractions or % Video 269a Practice Questions Textbook Exercise

Ratio: given two ratios Video 271a Textbook Exercise

Ratio: difference between Video 271b Textbook Exercise

Ratio: expressing as 1:n Video 271c Textbook Exercise

Ratio: equations/ratios Video 271d

Ratio: solving problems 1 Video 271e Textbook Exercise

Sampling: using samples Video 281a

Sampling: random Video 282 Practice Questions

Scales and maps Video 283 Practice Questions

Sequences: nth term for fractional sequences Video 289 Textbook Exercise

Similar shapes: definition Video 291 Practice Questions

Similar shapes: further Video 294 Practice Questions

Simultaneous equations (substitution, both linear) Video 296 Practice Questions

Simultaneous equations (graphical) Video 297 Textbook Exercise

Surface area: mixture Video 309 Practice Questions

Surface area: other prisms Video 312

Transformations: mixture Practice Questions

Transformations of graphs Video 323 Practice Questions

Transformations of trigonometric graphs Video 324 Practice Questions

Trigonometry: sine rule (ambiguous case) Video 334a Textbook Exercise

Trigonometry: area of a triangle Video 337 Proof Practice Questions Textbook Exercise

Types of data: primary & secondary Video 343a Practice Questions Textbook Exercise

Types of graph: cubics Video 344 Practice Questions

Types of graph: exponential Video 345 Practice Questions

Types of graph: reciprocal Video 346 Practice Questions

Types of graph: mixture

Units: types of metric and imperial unit Video 347 Practice Questions

Units: Converting imperial units for length Video 348a Practice Questions

Units: Converting imperial units for mass Video 348b Practice Questions

Units: Converting imperial units for capacity Video 348c Practice Questions

Units: metric to imperial (length) Video 349d Practice Questions

Units: metric to imperial (mass) Video 349e Practice Questions

Units: metric to imperial (capacity) Video 349f Practice Questions

Vectors Video 353 Practice Questions

Views: front/side elevation and plan view Video 354 Practice Questions

Volume: Frustum Video 360a Textbook Exercise

Additional Topics

Flow Charts Video 364 Practice Questions

Geometric Proof Video 366

Identities: Equating coefficients Video 367 Practice Questions

Identities, Formula, Equations etc Video 367a Practice Questions

Intersecting Chord Theorem Video 368a Practice Questions

Intersecting Secant Theorem Video 368b Practice Questions

Quadratic graph (completing the square) Video 371

Equation of a Tangent to a Circle Video 372 Practice Questions

Iteration Video 373 Practice Questions

Iterative Processes Video 373a

Change of Sign Video 373a Practice Questions

Arithmetic progressions Video 374

Geometric progressions Video 375

Set notation Video 379

Venn Diagrams Video 380 Practice Questions

Shortest distance from point to a line Video 381 Textbook Exercise

Time series Video 382

Population Density Video 384a Practice Questions

Invariant Points Video 392 Textbook Exercise

Simultaneous Equations (3 Unknowns) Video 393 Textbook Exercise

Measuring Lines Video 397 Practice Questions

Drawing Lines Video 397a Practice Questions

Money: Coins Video 400a Practice Questions

Money: Change Video 400b

Money: Buying Video 400c Practice Questions

Money: Regular Payments Video 400d Practice Questions

Money: Bills Video 400e

Money: Discounts Video 400f Practice Questions

Money: VAT Video 400g Practice Questions

Money: Wages Video 400h Practice Questions

Money: Bank Statements Video 400i Practice Questions

Money: Tax Video 400j Practice Questions

Money: Cost per kg Video 400k Practice Questions

Money: Cost per litre Video 400l Practice Questions

Money: Cost per metre Video 400m Practice Questions

Money: Reading meters Video 400n

Money: Profit Video 400p Practice Questions

Money: Greatest/Maximum Video 400q Practice Questions

Money: Estimation Video 400r Practice Questions

Money: Midpoint Video 400s Practice Questions

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Videos, Practice Questions and Textbook Exercises on every Secondary Maths topic

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Alevel and GCSE practise exam questions and teaching ppt

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1. Set and monitor work, either with fixed questions of your choice, an exam past paper, or flexibly adapts to each individual student.

2. Advanced data analytics allow you to identify class misconceptions, see task performance by topic, see student working and provide formative feedback to students.

3. Create worksheets to export to Word.

4. A virtual whiteboard for classroom use allows you to connect with students and import questions.

5. Thousands of downloadable teaching resources, used in tens of millions of lessons worldwide.

Register

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Set and monitor work, either with fixed questions of your choice, an exam past paper, or flexibly adapts to each individual student. Advanced data analytics allow you to identify class misconceptions, see task performance by topic, see student working and provide formative feedback to students. Create worksheets to export to Word.

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All content beyond this point is for the higher tier only.

Copyright © Maths Genie. Maths Genie Limited is a company registered in England and Wales with company number 14341280. Registered Office: 143 Lynwood, Folkestone, Kent, CT19 5DF.

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Free online GCSE video tutorials, notes, exam style questions, worksheets, answers for all topics in Foundation and Higher GCSE. The content is suitable for the Edexcel, OCR and AQA exam boards.

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Gcse papers and mark schemes

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Alevel and GCSE practise exam questions and teaching ppt

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1. Set and monitor work, either with fixed questions of your choice, an exam past paper, or flexibly adapts to each individual student.

2. Advanced data analytics allow you to identify class misconceptions, see task performance by topic, see student working and provide formative feedback to students.

3. Create worksheets to export to Word.

4. A virtual whiteboard for classroom use allows you to connect with students and import questions.

5. Thousands of downloadable teaching resources, used in tens of millions of lessons worldwide.

Register

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Set and monitor work, either with fixed questions of your choice, an exam past paper, or flexibly adapts to each individual student. Advanced data analytics allow you to identify class misconceptions, see task performance by topic, see student working and provide formative feedback to students. Create worksheets to export to Word.

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No login needed for ppt

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Online textbook and linked resources

Search is  e.g. try typing smart and instant. dividing mixed numbers

__

Strand

Topic (click for search box)

Target grades

Other key words

Geometry
Pythagoras, sin, cos, or tan? method selection (right-angled triangles only)
3-5

Trigonometry, sine, cosine, tangent, Right angled triangles, opposite, adjacent, hypotenuse SOHCAHTOA, inverse sin-1 cos-1 tan-1 sin^-1 cos^-1 tan^-1 arcsin arccos arctan arc

Ideas
Knowing the whole without knowing the parts
All

theme, information, limited, not all, total, sum, details, big picture

Manipulative
Algebra discs (with ability to group and turn over groups)
All

Algebra, Number

Manipulative
Double-sided counters (with ability to group and turn over groups)
All

Algebra, Number

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Search is  e.g. try typing smart and instant. dividing mixed numbers Strand Topic (click for search box) Target grades Other key words Geometry Pythagoras, sin, cos, or tan?

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This section was designed and written by Steve Blades to test students understanding of the concepts involved in GCSE topics. Try the challenge and find which answers have been done incorrectly as Steve works through 10 questions in each video. Write your answers down and check them at the end.

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GCSE Foundation Maths Revision for Edexcel, OCR, AQA, WJEC and MEI.

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GCSE Revision

Clicking on the required topic will allow you to view a free revision presentation

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Graphing

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More can be found on TES

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In 2016, I attended #MathsConf7 in Leeds. The outcome? A to-do list longer than my arm as I intended to create a textbook of exercises of increasingly difficult questions to improve upon the standard…

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Category: Number

SSDD/Minimally Different: Sharing in a Ratio

Ratio Sharing SSDD problems (pdf)

Ratio Sharing SSDD problems (ppt)

Adding Surds

Adding Surds (pdf)

Adding Surds (doc)

Multiplying Surds (1)

Multiplying Surds (pdf)

Multiplying Surds (doc)

Percentage of Amounts: Reverse

Reverse Percentage of Amounts (pdf)

Reverse Percentage of Amounts (doc)

Rounding to 1 Decimal Place

Round to 1 decimal place (pdf)

Round to 1 decimal place (doc)

Surds: Rationalising the Denominator (2)

Surds: Rationalising the Denominator – 2 (pdf)

Surds: Rationalising the Denominator – 2 (doc)

Rounding to 1 Significant Figure

Rounding – 1 significant figure (pdf)

Rounding – 1 significant figure (doc)

Surds: Rationalising the Denominator

Surds: Rationalising the Denominator (pdf)

Surds: Rationalising the Denominator (doc)

Rounding to the nearest 10

Round to the nearest 10 (pdf)

Round to the nearest 10 (doc)

Simplifying Surds (2)

Simplifying Surds (2) (pdf)

Simplifying Surds (2) (doc)

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Posts about Number written by fortyninecubed

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Complete GCSE papers online

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MissBsResources

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More information and download

Ski Slope Learning

What is Ski Slope Learning and why use it? Every student learns at different rates and has different strengths. Ski slope learning allows for students to get to the same end result from different starting points.

If you think about ski slopes there are several different degrees of difficulty, with green being the easiest and black being the hardest, however no matter which route you take you always get to the bottom of the slope. Applying this method to a structured lesson environment allows pupils to work at their own individual paces and has differentiated routes to ensure all pupils achieve the learning objective. The ski slope method also provides opportunity for pupils to work independently and allows for rapid progressions.

When it comes to the black slope, it's a place where you can challenge pupils to think outside of the box and apply the knowledge in new ways. This will help stretch and test the most able (G+T) students understanding and comprehension of a topic.

How to introduce Ski Slope Learning

There are two different ways in which I use Ski Slope Learning.

1. PowerPoint Method

The first is through power point. As you can see on the page before there is a list of columns where I break my questions up into the stepping stones to achieve the learning objective.

I allowed the pupils to decide their own route and starting point. However they needed to be in the red column at least by the end of the lesson. It is a good way to clearly show progress in lessons by levelling individual columns.

This took a while to train my classes not to do every question in each column and to also make sure pupils didn't deliberately try to avoid the harder questions. Once the pupils are trained, they are able to take responsibility for their own learning and progress at a pace personalised to their own learning.

2. Worksheet Method

For this second method I created a series of levelled worksheets for a given lesson, some I provide more structure and guidance than others. For example fill in the gap questions to begin with. This can easily be replicated in other subjects when looking at the amount of support you can give a pupil in writing structures.

For this method I don't always have four worksheets, for some classes only two is necessary while other more mixed ability classes' four sheets are necessary.

It is important to note that the difference in this method is that the routes are is pre planned out for the pupils. It allows the teacher to make sure all pupils are challenged appropriately. I try to pre plan who will receive which starting point work sheet before the start of the lesson, however this can often change depending on the success a student has made at the beginning of a lesson.

(If I am getting observed I will often print the different worksheet out on coloured paper to allow the differentiation and challenge to be clearly visible to an inspector.)

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NumberAlgebraGeometryData Handling Maths Murder Investigation A fun and exciting maths task where students have to find who is the murderer by completing a series of algebra and numerical problems to eliminate the 10 suspects. Throughout the activity students have to justify why they are eliminating suspects bringing a strong element of literacy into the task.

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Welcome to Goal Free Problems, a place to find and share goal free problems for use with pupils in class and revision

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ideas and resources for mathematics teachers of 10 to 16 year olds

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Filtered research on mathematics education

Every two months we bring you an Espresso - a small but intense draught of filtered research on mathematics education, expressly designed with teachers in mind. Each Espresso considers one particular issue in mathematics education, and how the latest good-quality research can provide helpful guidance or further reading. Perfect with a biscuit; sip gently and combine with a drop of professional judgement for a benevolent stimulant effect.

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Each month we bring you an Espresso - a small but intense draught of filtered research on mathematics education, expressly designed with teachers in mind.

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Raising levels of achievement in maths, and increasing appreciation of the power and wonder of maths

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Resourceaholic - free resources and ideas for teaching secondary school maths

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Define a mastery approach to teaching maths. That's a tough task. Whilst there are many elements that could be debated, I hope we'd all agree that rigour is a fundamental component. In our maths dept at Wyvern College, we've started focussing recently on understanding strategies and approaches to incorporate high levels of rigour into our resources. We're still in the...

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Define a mastery approach to teaching maths. That's a tough task. Whilst there are many elements that could be debated, I hope we'd all agree that rigour is a fundamental component. In our maths dept at Wyvern College, we've started focussing recently on understanding strategies and approaches to incorporate high levels of rigour into our resources.

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Don't spend hours marking books

Diagnostic Questions is a world leading assessment tool that provides detailed insights into student understanding in a fraction of the time, simultaneously reducing your workload and improving student results and confidence.

Replace homework

In just three steps, assign a year's worth of assessments to your students created exclusively by AQA, OCR and Edexcel.

Learn more

25,000 Questions & Quizzes

Create your own or choose from the thousands created by teachers, awarding bodies and publishers.

Learn more

Actionable Insights

Use our powerful Data Analytics, Feedback and Planning tools to understand your students better than ever.

Learn more

Free forever

We're in the business of helping teachers. We know how tight departmental budgets are, we know the pain of change and we know how frustrating it is when a product you've come to depend upon starts charging. Well, we're giving you, the teacher in the classroom, a promise that Diagnostic Questions will always remain free. It's a small gesture, but we hope it helps.

Supported Subjects

Expected in November 2016, the ultimate GCSE Computing companion, with Scheme of Work and 1000s of questions from OCR and teachers.

750 questions from the Royal Society of Chemistry plus 1000s of others from teachers across the UK covering, Biology, Chemistry and Physics.

We want to support the most popular subjects that you teach. Help us focus on subjects that will make a difference by voting for our next subject.

Resolving misconceptions improves performance

A continuous system of misconception identification provides teachers with the foresight they need to intervene effectively in students' learning.

"Good diagnostic questions encapsulate our best information about what students find difficult, and are an indispensable part of any teacher's repertoire."
Dr. Dylan Wiliam, Emeritus Professor of Educational Assessment @UCL

"...the single greatest step forward in AFL in the maths classroom for years. I think it would be hard to find any better AFL strategy out there."
William Emeny, greatmathsteachingideas.com

"...good questions help us know more about our students' learning and help us to address misconceptions. An outstanding new resource to help us do just that."
Colleen Young, colleenyoung.wordpress.com

"Discover key misconceptions before you teach, track progress, review students explanations and quickly give personalised feedback."
Mohammed Ladak, mathedup.co.uk

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Don't spend hours marking books Diagnostic Questions is a world leading assessment tool that provides detailed insights into student understanding in a fraction of the time, simultaneously reducing your workload and improving student results and confidence. In just three steps, assign a year's worth of assessments to your students created exclusively by AQA, OCR and Edexcel.

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School login required

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JustMaths Online The place for GCSE Maths: Tutorials, revision and support

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Once you have logged in, you will find a whole of host of support for the 9-1 Mathematics GCSE, focusing on the crossover topics for both higher and foundation tiers. Not part of the JustMaths family?

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Member Benefits

ATM brings together nearly 4 000 people worldwide who are concerned with mathematical education in primary schools, secondary schools, colleges, and universities.
Discover more >

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Association of Teachers of Mathematics - ATM

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Join other maths teachers and find a range of materials to challenge your students. ATM seeks to support teachers to explore strategies that will enable learners to enjoy and discover mathematics.

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Mr Barton Maths Podcast

The Mr Barton Maths Podcast consists of long-form conversations with people from the wonderful world of education who interest and inspire me. Links to the show notes of every episode I have recorded are below, and you can also visit the Mr Barton Maths podcast website for collections of episodes and information how to sponsor the show

Happy listening!

#001 Andrew Taylor: Head of Maths at AQA

#002 Graham Cumming: Head of Maths at Edexcel

#003 Neil Ogden: Maths Specialist at OCR

#004 Oxbridge Interview Special

#005 Jo Morgan: Resourceaholic

#006 Mel Muldowney: JustMaths

#007 Bruno Reddy: Times Table Rockstars and MrReddy.com

#008 Charlie Stripp: NCETM and MEI

#009 Dan Meyer: 3 Act Math Desmos TED Talk and more!

#010 Will Emeny: Great Maths Teaching Ideas and Numeracy Ninjas

#011 Stefanie Sullivan: Maths PGCE Tutor from Nottingham University

#012 Mark McCourt: Ofsted, emaths, La Salle Education, NCETM and more!

#013 Jamie Frost: Dr Frost Maths and Teaching High Achievers

#014 Beth Lilley: NQT

#015 Ed Southall - Part 1: SolveMyMaths and Mathematics PGCE Tutor

#016 Dylan Wiliam: Author, Researcher Trainer and Assessment for Learning Expert

#017 John Corbett: Flipped Learning, Videos and Corbett Maths

#018 Tom Bennett: Behaviour Teacher Workload and ResearchEd

#019 Paul Rowlandson: Bar Modelling, Questioning, Shanghai, Tokyo & Training Teachers

#020 Greg Ashman: Cognitive Load Theory and Direct Instruction vs Inquiry-Based Learning

#021 Daisy Christodoulou: Assessment Multiple Choice Questions 7 Myths about Education

#022 Dani Quinn - Part 2: Michaela School, Behaviour, Drills & Culture

#023 Robert and Elizabeth Bjork: Memory, Forgetting, Testing & Desirable Difficulties

#024 Kris Boulton - Part 1: Planning Lessons, Engelmann and Differentiation

#025 Ed Southall - Part 2: Maths Puzzles and Lessons from Japan

#026 Nick Rose: Mindset, Misconceptions & Differentiation

#027 Chief Examiner Trevor Senior: How GCSE Maths exams are written

#028 Primary School Teacher Rachel Webster: How your Year 7s have been taught maths

#029 Andrew Blair: Inquiry Maths

#030 Andrew Blair: prequel: Inquiries and being a Head of Department

#031 Kris Boulton - Part 2: Minimally guided instruction, Understanding & How before Why

#032 Lucy Rycroft-Smith: Cambridge Mathematics, Setting, Times Tables & Anxiety

#033 Peps Mccrea: Planning, Memorable Teaching & Teacher Expertise

#034 Doug Lemov: Teach like a Champion and Top Tips for delivering training

#035 Colin Foster: Mathematical Etudes, Confidence & Questioning

#036 Carl Hendrick and Robin Macpherson: What does this look like in the classroom?

#037 Jane Jones: Ofsted, observations, marking & reasoning

#038 Amir Arezoo: Lean maths departments, deep work & schemes of work

#039 Helen Hindle: Mixed attainment teaching and growth mindset

#040 Anne Watson and John Mason: Variation, questioning, visualising & developing mathematical thinkers

#041 Conference Takeaways: MathsConf14

#042 Oliver Lovell: Planning, running a maths department & Cognitive Load Theory

#043 Conference Takeaways: researchEd Blackpool 2018

#044 Conference Takeaways: BCME: Day 1

#045 Conference Takeaways: BCME: Day 2

#046 Conference Takeaways: BCME: Day 3

#047 Conference Takeaways: BCME: Day 4

#048 Lucy Crehan: Cleverlands

#049 Alison Kiddle and Charlie Gilderdale: NRICH

#050 Dylan Wiliam - the return! Creating the Schools our Children need

#051 Conference Takeaways: Comparative Judgement: with a cameo from Daisy Christodoulou!

#052 Harry Fletcher-Wood: Responsive Teaching

#053 Conference Takeaways: researchEd Rugby

#054 Tom Sherrington: The Learning Rainforest

#055 GCSE Maths Exam special: Graham Cumming and Karen Wilkinson

#056 Conference Takeaways: Festival of Education: Day 2

#057 Conference Takeaways: MathsConf15

#058 Conference Takeaways: JustMaths Conference 2018

#059 Slice of Advice 2018: What did you learn this year?

#060 Greg Ashman: The Truth about Teaching

#061 Slice of Advice: What does the first lesson with your class look like?

#062 Simon Singh: Fermat's Last Theorem and stretching high-attainers

#063 Jeremy Hodgen: Teaching low-attaining students relevance and fingers!

#064 Conference Takeaways: researchED Scotland: September 2018

#065 Conference Takeaways: MathsConf16: Glasgow

#066 Hannah Fry: algorithms, love and being a mathematician

#067 Bernie Westacott: Teaching maths with visuals and manipulatives

#068 Becky Allen: Workload, happiness, expertise, progress & pupil premium

#069 Helen Williams: Early Years teaching and manipulatives

#070 Jo Morgan: 100th Maths Gems Special

#071 David Didau: Making kids cleverer

#072 Chris Smith: Injecting fun into lessons, Resources. Pi Day & Revision Days

#073 Naveen Rizvi: Scripted lessons examples and social media

#074 Jemma Sherwood - Part 1: Sequences of lessons and the importance of silence

#075 Alex Quigley: Closing the vocabulary gap

#076 Conference Takeaways: researchEd Blackpool 2019

#077 Conference Takeaways: Educating Northants 2019

#078 Peter Mattock: Visible Maths, planning lessons & running a department

#079 Conference Takeaways: ATM/MA 2019 Conference: Day 1

#080 Conference Takeaways: ATM/MA 2019 Conference: Day 2

#081 Inside Exams: Episode 1: Language

#082 Mark McCourt - the return! Teaching for mastery

#083 Michael Pershan: Example-Problem Pairs, problem solving & moving schools

#084 Chris McGrane: Task design and changing your mind

#085 Jonny Griffiths: RISPs problem solving and mental health

#086 Conference Takeaways: MEI Maths Conference 2019

#087 Tom Sherrington: Rosenshine's Principles in Action

#088 Slice of Advice 2019: What did you learn this year?

#089 The Science of Learning: 77 Studies That Every Teacher Needs to Know

#090 Rob Eastaway: Estimation, perception of maths & the importance of haha

#091 Multiple Choice Questions on trial with AQA's Zeek Sweiry

#092 Julia Smith: Teaching GCSE resit and the 5Rs approach

#093 Alex Bellos: Puzzles, Perception and Pool Tables

#094 Emma McCrea: Making every maths lesson count and training teachers

#095 Topics in Depth: Indices with Jo Morgan

#096 Tom Francome: Supporting novice teachers and planning lessons

#097 Exam malpractice: Inside Exams with AQA

#098 Kris Boulton - Part 3: Is cognitive science almost useless for designing effective teaching?

#099 Topics in Depth: Angles and parallel lines with Jo Morgan

#100 Daisy Christodoulou: Teachers vs Tech!

#101 Conference Takeaways: MathsConf22: Manchester: March 2020

#102 Special episode: Online learning during the Covid-19 outbreak

#103 Teaching from Home: Ben Rooney: structure, social interactions and experimenting with technology

#104 Teaching from Home: Michael Pershan: Zoom, Assessment for Learning and a careful choice of questions

#105 Teaching from Home: Jo Morgan: Hegarty Maths, family life and why she will not be doing live lessons

#106 Teaching from Home: Dan Pearcy: Google Meets, Poll Everywhere and 5 principles for remote teaching

#107 Teaching from Home: Adam Boxer: retrieval, conducting interviews and staying safe and sane

#108 Teaching from Home: Jon Hutchinson: making videos for primary school students

#109 Paul Kirschner and Carl Hendrick: How learning happens

#110 Teaching from Home: Helen Williams: supporting Early Years students

#111 Teaching from Home: Jules Daulby: supporting students with Special Educational Needs

#112 Teaching from Home: Ollie Lovell and Bryn Humberstone: Checking for understanding, Desmos and lessons learned

#113 Teaching from Home: Jamie Frost: Dr Frost Maths and virtual whiteboards

#114 Robert Kaplinsky: Depth of Knowledge, Open Middle Problems and effective CPD

#115 Mark Healy - Part 1: Cognitive science versus cognitive psychology

#116 Conference Takeaways: MathsConf23 (online!)

#117 Jonathan Hall: MathsBot, teaching visually and behaving mathematically

#118 Adele Bates: Behaviour and relationships

#119 Jemma Sherwood: Part 2: Preparing for September 2020 & being a Head of Department

#120 Mark Healy - Part 2: Sleep, growth mindset and teaching amid Covid-19

#121 Conference Takeaways: MathsConf24 (online!)

#122 Jo Morgan: Teaching Key Stage 3 maths

#123 Peps McCrea: Motivated teaching

#124 Research in Action 1: Language and Dyscalculia with Julia Bahnmuller

#125 Research in Action 2: Parental engagement with Tim Jay

#126 Research in Action 3: Estimation, equals and working memory with Iro Xenidou-Dervou

#127 Research in Action 4: Maths anxiety with Kelly Trezise

#128 Research in Action 5: Fingers and game-based apps with Korbinian Moeller

#129 Research in Action 6: Cognitive Load Theory with Ouhao Chen

#130 Research in Action 7: Designing and interpreting educational research with Matthew Inglis

#131 Research in Action 8: Numbers and space with Krzysztof Cipora

#132 Research in Action 9: PhDs and maths textbooks with Beth Woollacott

#133 Research in Action 10: When to tell and teaching algebra with Dave Hewitt

#134 Ollie Lovell: Cognitive Load Theory in Action

#135 Jo Morgan: tips and resources for teaching online

#136 CLASSIC EPISODE (April 2017): Dani Quinn - Part 1: Michaela School Planning Lessons Low Stakes Tests

#137 Doug Lemov: Tips for the return to classrooms

#138 Michael Pershan: Teaching with worked examples: part 1

#139 Michael Pershan: Teaching with worked examples: part 2

#140 Conference Takeaways: Mathematical Association Conference 2021: Day 1

#141 Conference Takeaways: Mathematical Association Conference 2021: Day 2

#142 Conference Takeaways: Mathematical Association Conference 2021: Day 3

#143 Anne Watson and Kris Boulton in conversation

#144 Christian Bokhove: Coherence, textbooks and research best bets

#145 Research in Action 11: University transition and oral assessments with Paola Iannone

#146 Research in Action 12: Inquiry as a way of being with Barbara Jaworski

#147 Research in Action 13: The self-explanation effect and how experts read maths differently with Lara Alcock

#148 Research in Action 14: Counting in the animal kingdom with Krzysztof Cipora

#149 Research in Action 15: Children's early understanding of number with Francesco Sella

#150 Research in Action 16: Writing a maths curriculum with Colin Foster

#151 Research in Action 17: Executive function with Camilla Gilmore

#152 Research in Action 18: Comparative judgement with Ian Jones

#153 Research in Action 19: Teaching mixed-attainment with Tom Francome

#154 Tom Harbour: engaging parents in their children's learning

#155 Jo Morgan: depth and sequencing of the maths curriculum

#156 Paul Rowlandson: Getting mixed up with interleaving

#157 Dan Draper: Overlearning and conceptual leaps

#158 Adam Boxer: explanations, retrieval and maths & science working together

#159 Introducing... Tips for Teachers!

#160 Ollie Lovell: relations regulation leadership & tools for teachers

#161 The future of the Mr Barton Maths podcast

#162 Beyond survival: a conversation with Jamie Thom

#163 How to observe a lesson with Adam Boxer

#164 How to plan a maths lesson with Craig Latimir

#165 How to be more evidence-informed with Peps Mcrea

#166 Tools and Tips for Teachers: Episode 1

#167 Tools and Tips for Teachers: Episode 2

#168 How to lead a maths department with Femi Adeniran and Matt Findlay

#169 Tools and Tips for Teachers: Episode 3 (with Ollie Lovell)

#170 How to secure 100% student engagement with Pritesh Raichura

#171 Tools and Tips for Teachers: Episode 4 (with Ollie Lovell)

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Mr Barton Maths Podcast The Mr Barton Maths Podcast consists of long-form conversations with people from the wonderful world of education who interest and inspire me. Links to the show notes of every episode I have recorded are below, and you can also visit the Mr Barton Maths podcast website for collections of episodes and information how to sponsor the show Happy listening!

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Making every maths lesson count- Emma McCrea

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Making every maths lesson count- Emma McCrea

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Are you

considering mathematics teaching as a career;

training to teach mathematics;

a newly qualified teacher of mathematics;

a teacher of mathematics with either one or many years' experience;

training/supporting teachers of mathematics?

If you answer "yes" to any of these questions, then this fabulous book is for you and should be an essential purchase.

It is the latest addition to the "Making every lesson count" series with the author applying the framework developed by Shaun Allison and Andy Tharby to the teaching of mathematics. The result is an outstanding contribution to the literature and a rich resource for anyone who teaches the subject at any level.

It is a well-written, authoritative text, and is thoroughly grounded in the realities, expertly drawing out clear principles from the latest research on memory, learning, and motivation. Each chapter contains many references to a wealth of research and literature on teaching and learning mathematics, and more generally.

You can use it to develop an informed and critical stance towards approaches and materials. It is packed full of practical ideas and examples, with many well-thought-through activities and associated tasks. Importantly it encourages readers to reflect on their practice and think about how they can try new approaches in the classroom. You will find yourself returning to it again and again.

The framework advocated is comprised of six pedagogical principles that underpin great teaching and learning. Each is explored in a dedicated chapter alongside a range of evidence-informed, high-impact strategies (52 in total) that are easy to implement.

Alongside these strategies, the author explores some of the big ideas in education:

why getting students to attend to what it is that we want them to learn is so important;

the role that cognitive load plays in learning and how we can use cognitive load theory to streamline our explanations;

how we can use the features of deliberate practice and embed retrieval practice strategies to supercharge the impact of the practice that students do;

how effective questioning can help teachers overcome the "curse of knowledge" and the Dunning-Kruger effect [a cognitive bias in which people mistakenly assess their cognitive ability as greater than it is];

the implications of the idea that when we measure learning in a lesson we are not actually measuring learning, we are measuring performance.

The author acknowledges and discusses the difficulties faced when trying to measure the impact of changes and how to make changes sustainable. Potential solutions include the idea that if teachers try to change more than one feature of their teaching at a time they are likely to fail using the metaphor "if you try to catch five rabbits, you catch none".

This is an excellent handbook offering concise advice on contemporary maths teaching. If you want to make your mathematics teaching count, then look no further then this very welcome addition to the literature. It's indispensable reading.

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Book review: Making Every Maths Lesson Count

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Are you considering mathematics teaching as a career; training to teach mathematics; a newly qualified teacher of mathematics; a teacher of mathematics with either one or many years' experience; training/supporting teachers of mathematics? If you answer "yes" to any of these questions, then this fabulous book is for you and should be an essential purchase.

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How I wish I’d taught maths- Craig Barton

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How I wish I’d taught maths- Craig Barton

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There can't be many maths teachers in the land who have not heard of Craig Barton, either through his resources or the hugely popular Mr Barton's Maths podcast.

If you have been part of the mastery initiative, lots of the ideas won't be new, similarly if you generally keep up to date with the latest maths educational research. However, it is the plentiful examples and practical nature of this book which makes it so appealing - essential reading for both novice and experienced teachers.

When you find yourself talking to strangers on holiday about a maths education book and their eyes don't glaze over, it's a clear indicator that it might be a page-turner!

Barton has no agenda other than trying to improve his own teaching. This book is him sharing, in an accessible and immensely readable style, the changes he has made to his teaching and why.

I appreciated the consistent structure throughout, which follows the format of "what I used to do", "sources of inspiration", "my takeaways" and "what I do now".

Busy teachers will also be grateful for the summary at the end of each chapter

Busy teachers will also be grateful for the summary at the end of each chapter, which Barton calls "if I only remember three things".

"What I used to do" and "what I do now" are self-explanatory.

I am a stickler for research and evidenced-based teaching, so I loved the "sources of inspiration" where Barton lists all the research articles and books that have inspired the changes he has made. As I read this book, my wishlist of other books expanded exponentially.

If you are expecting this book to be a critique of the literature, you will be disappointed - but it does not profess to be that. "My takeaways" is feasibly the most interesting section. Here, Barton reflects on the research and interprets it in a classroom context with lots of practical examples.

What made this book so different from others I have read is the fact Barton is still a classroom teacher.

I could be reading a section and think "where does he get the questions for his low-stakes quizzes from?", then turn over a page and almost immediately find the answer.

Similarly, I have found this with his podcasts; I would think of a question I wanted to ask the guest and almost by telepathy Barton asks the very same question himself! This is in stark contrast to some books and articles written by educational academics who are no longer in the classroom.

The influence of Barton's interview of Doug Lemov ( his podcast in November 2017) is obvious throughout the book.

During this interview, Lemov describes his approach to delivering CPD sessions - "see it, name it, do it". Barton follows the same mantra, trying to give his strategies memorable names, for example: "the goal-free effect", "silent teacher", "example-problem pairs", "supercharged worked examples" and so on.

This is useful as you read the book because it helps you remember previous sections.

A word of warning: my love of this book could be influenced by the fact that our career paths are similar, from our roles to our change of teaching philosophy. Just as Barton cringes at the memory of dressing up as Pythagoras, I cringe at the memory of dressing up as Euclid.

One of the key messages in the book is that "students remember what they think about" and looking back, dressing up as an ancient Greek mathematician certainly won't help pupils remember the fundamentals of Euclidean geometry!

So, in true Mr Barton style, if you only remember three things:

1. This book is essential reading for maths teachers at any career stage.

2. This book is broken down into very practical and useable sections.

3. This book is so readable that it continues to answer your own questions as they inevitably arise.

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Book review | How I Wish I'd Taught Maths

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There can't be many maths teachers in the land who have not heard of Craig Barton, either through his resources or the hugely popular Mr Barton's Maths podcast. If you have been part of the mastery initiative, lots of the ideas won't be new, similarly if you generally keep up to date with the latest maths educational research.

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A compendium of mathematical methods- Jo Morgan

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A compendium of mathematical methods- Jo Morgan

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How many different methods do you know to solve simultaneous equations? To multiply decimals? To find the nth term of a sequence? A Compendium of Mathematical Methods brings together over one hundred different approaches from classrooms all over the world, giving curious mathematicians the opportunity to explore fascinating methods that they've never before encountered. If you teach mathematics to any age group in any country, you are guaranteed to learn lots of new things from this delightful book. It will deepen your subject knowledge and enhance your teaching, whatever your existing level of expertise. It will inspire you to explore new approaches with your pupils and provide valuable guidance on explanations and misconceptions. Woven throughout this compendium are extracts from antiquated maths textbooks. We glimpse into the past to see what has changed, and we marvel at the curiosities we encounter. The following topics are featured: Subtraction; Multiplication; Decimal multiplication; Division; Fraction division; Highest common factor and lowest common multiple; Reverse percentages; Two-step linear equations; Linear simultaneous equations; Expanding double brackets; Factorizing non-monic quadratics; Linear sequences; Quadratic sequences; Equations of linear graphs; Quadratic inequalities; Vertex of a quadratic; Simplifying surds; Angles in polygons; Polynomial division

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How many different methods do you know to solve simultaneous equations? To multiply decimals? To find the nth term of a sequence? A Compendium of Mathematical Methods brings together over one hundred different approaches from classrooms all over the world, giving curious mathematicians the opportunity to explore fascinating methods that they've never before encountered.

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Good for problem solving starters

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FREE mathematical activities, puzzles, problems, visual aids, investigations and lots more. Enter Transum Maths to see how teaching and learning this fascinating subject can be fun.

Cookies are used to personalise ads and to analyse internet traffic. They also used to share information about your use of the site with advertising and analytics partners. Please refer to the Privacy Policy for more information.

You can enter the site by clicking on the apple picture above assuming you accept the policy.

Transum.org [also at Transum.info and Transum.com] developed as an eclectic mix of free webware featuring online activities to help teachers and learners with Mathematics. You can read the latest Newsletter, find out more About Transum or see the other, non mathematical parts of the site.

Contact me at:

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FREE mathematical activities, puzzles, problems, visual aids, investigations and lots more. Enter Transum Maths to see how teaching and learning this fascinating subject can be fun. Cookies are used to personalise ads and to analyse internet traffic. They also used to share information about your use of the site with advertising and analytics partners.

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Known Issues

Known issues which are being worked on:

Web Browsers
If an update breaks the website, try clicking Ctrl-F5 to refresh the page.

Samsung Web Browser shows incorrect colours.

I test the website in Chrome and Mozilla Firefox, try using one of these if you have problems.

If the website is blocked, ask IT to approve it. I'm working on having it approved by default.

If questions do not display, ask IT to enable Javascript.

Question Display
Longer questions may not fit on the page, try using "zoom out" in your browser. I will fix these soon.

Starter questions don't always line up if each topic is a different length.

Some statistics questions need the grammar improving or answers overlay the question.

Features
Timers are placeholders and not adjusted for question difficulty.

Homework questions don't mark themselves if the answer is a diagram or complex algebra.

Missing Topics
Substitution

Bar Charts

Pie Charts

Please contact me if you find anything else!

What can this website do?

I'm a Secondary School Maths Teacher but my undergraduate degree was in Computer Programming. I've been taking a break from the classroom this year so I've used the time to write some resources using my programming skills to try and make some solutions to problems that wasted a lot of my time in the classroom.

The first thing I've made is a set of basic lessons to show on your interactive whiteboard. There's starter tasks on prerequisite skills, a touchscreen writing area, multiple choice questions, matching questions/answers or true/false questions and a worksheet.

My aim is that this makes a complete lesson on each topic, saving planning time for teachers so that they can add to what I've made and produce the more interesting parts of the lesson such as problem solving. Because the questions are procedurally generated, each activity is reusable if a class needs more time on something. The questions change each time so there's a practically infinite set of questions which could appear!

In the future I am going to add more types of activities so that what can be delivered to students using this website is more varied. I've got a few already planned or designed but I'm going to keep it to five activities for now to make bug fixing and implementing feedback easier. I'm also going to look at having a carefully selected set of questions appear first before the random questions start to appear.

The second thing I've made is an app for smartphones with the procedurally generated questions for students to do, an area for them to write their working on and the ability to have the app mark their work.

My aim is that students can use this for homework, revision or even in the classroom, I'm looking at putting it on GooglePlay but you can access it in a web browser.

In the future I want to link YouTube videos to teach each topic and have the ability to download the question/working/answer so that it can be saved or printed, letting teachers see what work has been done.

Coming next is the ability to mix questions from different topics to make user designed starter tasks and assessments for teachers, or track the data of student users to use a form of AI to suggest what they should work on next.

I need to keep the list of features under control if I'm ever going to release anything useable, so before I work on these planned features I'll be busy finishing topics which I don't have any lessons for yet.

Thanks for reading and having a look at my work. If you have any feedback then get in touch, I know there are several display bugs to work on (see the list in the post above) but I'd like to hear about ways I could tweak this to be more useful.

If you like my website then I'd also appreciate it if you share it with other teachers either in your department or online!

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Known issues which are being worked on: Web Browsers If an update breaks the website, try clicking Ctrl-F5 to refresh the page. Samsung Web Browser shows incorrect colours. I test the website in Chrome and Mozilla Firefox, try using one of these if you have problems. If the website is blocked, ask IT to approve it.

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A book explaining what mastery teaching is, and a model for how to implement it, along with many other great bits of information from one of the best experts in mathematics teaching.

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Buy Teaching for Mastery by Mark McCourt (ISBN: 9781912906185) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Reflect, Expect, Check, Explain: Sequences and behaviour to enable mathematical thinking in the classroom - by Mr Barton

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Reflect, Expect, Check, Explain: Sequences and behaviour to enable mathematical thinking in the classroom - by Mr Barton

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Mr Barton's follow up book, giving more details about his ideas around variation theory and intelligent practise

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Craig Barton's new book Reflect, Expect, Check, Explain (#RECE...?) was published today. I'm one of the lucky few who got to read it before its release. It was an absolute honour to write the foreword.

It came as no surprise to me that Craig's second book is just as enjoyable as his immensely popular first book. It is laugh-out-loud funny. And as a maths teacher who is never quite satisfied with her lessons, I can really relate to absolutely everything he writes about.

Having read the first book and seen Craig speak something like a million times, when he told me he was writing a new book I wondered whether I'd learn much from it. Surely by now, with all my experience in the classroom and all the CPD I go to and all the tweets and blogs and books I've read, surely there's not much more to tell me about, right?

But yet, every single page of this book gave me something to think about. There is just so much that I have never even considered - in task design, in the things I say in the classroom, in the way I plan sequences of lessons, and in everything else I do. I feel like I could teach for a thousand years and I still won't have worked it all out myself.

Craig's new book, just like his first one, has made me think. It's what we want students doing, and it's what we want teachers doing.

Take Craig's model of a learning episode for example. He explains each stage in intricate detail, leaving the reader in no doubt of how it all fits together and exactly how it can be delivered.

Nothing is assumed to be obvious here - even the introduction stage of the learning episode. Craig carefully explains what it can look like and what purpose it holds. Craig suggests that this introduction stage could feature links to the big picture, stories, hooks and etymology. But we do all of this with caution - we don't want to overwhelm or confuse students. Craig gives us examples of the words he actually uses in each scenario. This is incredibly useful for teachers. Instead of giving us vague ideas on the kind of things we could include in our lessons, throughout the book Craig is much more direct.

Craig also tells us the point in each element of the introduction stage. I'm a big fan of talking about etymology in lessons, just because I think it's interesting, but I've never thought properly about the part this plays in developing pupils' understanding of the meaning of words. In his book, Craig explains how it all fits together and what purpose it holds. And this is just part of the introduction stage! Every stage of the learning episode is explained in detail.

Throughout the book we see numerous examples of scripts, to help teachers practise their phrasing. Here's another snippet, to give you an idea of how this looks:

As well as loads of guidance on delivering lessons, the book also contains a huge number of tasks and resources, along with Craig's suggestions on how to use them effectively. As ever, everything is explained with an unrivalled clarity.

In this post I've featured just a few examples of parts of the book that I really liked, but there were many more sections I could have chosen because I liked the entire book. I don't want to spoil it for you by revealing too much though! I highly recommend you buy and digest Craig's epic book in full. I know that a lot of maths departments set up a CPD book club based around Craig's last book, where teachers got together in department meetings to discuss each chapter in turn. That's a bloody brilliant idea, and a sign of a high functioning maths department. This would work equally well with Craig's new book (and, incidentally, with my book A Compendium of Mathematical Methods...!). Isn't it fantastic when maths teachers get together to talk about teaching maths? We really should do more of that.

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Craig Barton's new book Reflect, Expect, Check, Explain (#RECE...?) was published today. I'm one of the lucky few who got to read it before its release. It was an absolute honour to write the foreword. It came as no surprise to me that Craig's second book is just as enjoyable as his immensely popular first book.

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Welcome to IXL's year 7 maths page. Practise maths online with unlimited questions in more than 200 year 7 maths skills.

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Solution banks for Alevel maths, past papers

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Revise GCSE/IGCSEs and A-levels! Past papers, exam questions by topic, revision notes, worksheets and solution banks.

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Alevel and GCSE practise exam questions and teaching ppt

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1. Set and monitor work, either with fixed questions of your choice, an exam past paper, or flexibly adapts to each individual student.

2. Advanced data analytics allow you to identify class misconceptions, see task performance by topic, see student working and provide formative feedback to students.

3. Create worksheets to export to Word.

4. A virtual whiteboard for classroom use allows you to connect with students and import questions.

5. Thousands of downloadable teaching resources, used in tens of millions of lessons worldwide.

Register

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Set and monitor work, either with fixed questions of your choice, an exam past paper, or flexibly adapts to each individual student. Advanced data analytics allow you to identify class misconceptions, see task performance by topic, see student working and provide formative feedback to students. Create worksheets to export to Word.

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Solution banks for Alevel maths, past papers

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Revise GCSE/IGCSEs and A-levels! Past papers, exam questions by topic, revision notes, worksheets and solution banks.

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Maths Genie - AS and A Level Maths revision page including revision videos, exam questions and model solutions.

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Notes, videos, papers, exam questions by topic...

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A Level Maths Revision | Revision Courses | Video Tutorials | Past Papers

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We provide free video tutorials, free exam revision questions by topic and Easter revision courses for A Level Maths and Further Maths.

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maths further haberdashers adams "a level"

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We'll stop supporting this browser soon. For the best experience please update your browser.

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Extension problems set weekly, free to sign up

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Additional daily activities to get you thinking

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TLMaths - GCSE to A-Level Maths Bridging the Gap

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You can watch live on YouTube 2pm each day or watch previous editions

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TLMaths - Core Maths Level 3 Certificate

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Padlet with lots of resources for core maths

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Padlet with lots of resources for core maths

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Animated teaching ppt

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Go Teach Maths: Handcrafted Resources for Maths Teachers

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Homepage - Go Teach Maths: Handcrafted Resources for Maths Teachers

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Ready-to-use mathematics resources for Key Stage 3, Key Stage 4 and GCSE maths classes.

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Updated for 2021 - Resources Spreadsheet (based on WR)

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Scheme of learning with resources

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Maths home learning | Home learning | White Rose Maths

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View all of our maths ‘home learning’ lessons and videos for early years through to Year 11. View our Maths resources from White Rose Maths.

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More can be found on TES

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All content beyond this point is for the higher tier only.

Copyright © Maths Genie. Maths Genie Limited is a company registered in England and Wales with company number 14341280. Registered Office: 143 Lynwood, Folkestone, Kent, CT19 5DF.

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Free online GCSE video tutorials, notes, exam style questions, worksheets, answers for all topics in Foundation and Higher GCSE. The content is suitable for the Edexcel, OCR and AQA exam boards.

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Review of Linear Equations - Review of Systems of Equations Factoring by Completing the Square - Parts 1, 2, 3 (Review) Factoring by Completing the Square - Part 4 (Review) Applications of Linear Equations The Pythagorean Theorem Remainder Theorem Nonlinear Systems Arithmetic Sequences Exercises in Symmetry Functions - Definition Graphical Solutions Quadratic Inequalities Updated!

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For staff, login required

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Terms and Conditions | Privacy | Contact Us | Copyright © Mathsbox Limited

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Hypothesis Testing 1 • Intro to Hypothesis Testing • Stats1 Ex7A • 🎲

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About

About Us

Whiteboard.fi is created by Sebastian Laxell and Jaakko Virtanen, and is run by Digital Teaching Tools Finland Ltd - a Kahoot! company. We have experience in teaching and IT-management - so we know the struggle in finding good digital tools.

Certificates

FERPA Certified

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California Student Privacy Certified

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Whiteboard.fi - Free online whiteboard for teachers and classrooms

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Whiteboard.fi is an instant formative assessment tool for your classroom, providing you with live feedback and immediate overview over your students.

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Welcome to Useful Shortcuts, THE Alt Code resource!

If you are already familiar with using alt codes, simply select the alt code category you need from the table below.

If you need help using alt codes find and note down the alt code you need then visit our instructions for using alt codes page.

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ALT Codes - Alt Codes for Maths / Mathematics

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Welcome to Useful Shortcuts, THE Alt Code resource! If you are already familiar with using alt codes, simply select the alt code category you need from the table below. If you need help using alt codes find and note down the alt code you need then visit our instructions for using alt codes page.

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Questions for modelling for I do, we do, you do

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--- PROJECT STORE ---

All projects listed below are completely FREE for educational use:

Launch MWB

Maths White Board

Example pairs, mini white board activities, securing exercises and retrieval practice questions

Launch WSG

Work Sheet Generator

Customise your own Maths worksheets by selecting topics, difficulty and quantity

Launch CS

Class Share

Share content from your screen and view what pupils are doing on their boards

Launch BWB

Blank White Board

Share your thoughts, import images and write over other websites

Launch CP

Class Pads

Quick fire assessment (T or F, ABCD or RAG) that turns any device into an interactive keypad

Launch LWB

Last White Board

Select questions for last lesson, last week, last topic and last term

Launch RWB

Revision White Board

Customise and select pre-made revision packs to display on the board

Read more about these projects and watch training material here

--- KEY THINGS TO KNOW ---

Every aspect of the Maths White Board site is built around 3 things:

Differentiated challenge

Each topic area has been broken up into roughly 6 differentiated concepts to facilitate a greater level of support or challenge for a learner.

Beautifully scaffolded

Each topic has been structured in such a way to lead a user through a desirable teaching sequence or learning journey.

Endless questions

The site has been built with a topic bank at it's core not a question bank. The main aim is for you to never encounter the same question twice.

--- SHAPED BY RESEARCH ---

Below are 3 activities contained in the Maths White Board site born out of research:

Mini White Board activity

A powerful tool to support the use of mini whiteboards during classroom assessment. This part of the website produces a question for a specific topic and displays it full screen for clear viewing. Whilst using this tool, you have access to each of the differentiated levels (stars) and the answers are available for each question providing ease of use. You can generate new questions (but with different numbers) at any level with a simple click of a levelled button. No longer are you limited by the number of questions in an exercise to assess students whilst also being driven to master a specific skill. This tool is available under the main menu of the software and titled "Mini WB".

Recall White Board

Ideal for recapping on the full breadth of a specific skill (starters/revision). The site will produce a question at each of the differentiated levels and arrange them on screen for students to complete. You can then model the appropriate method before selecting the question to reveal the answer. If another question at the same level is required, select the refresh button to generate a new question but with different numbers. Endless opportunities to revise all aspects of a key topic skill over a sequence of lessons. This tool is available under the main menu of the software and titled "Recall WB".

Secure White Board

In order for techniques to be cemented into long term memory, sometimes we need to just give students a few similar questions for them to learn routines. The idea behind this aspect of the site is for students to practice so they learn not to make mistakes. The site will produce 6 questions at any chosen differentiated level and arrange them on screen. Not only will this tool help students to become familiar with techniques, it will also reduce the cost of printing unnecessary 1 time worksheets for classroom based activities. This tool is available under a selected and levelled MWB activity and titled "Secure WB".

--- CHECK ON PROGRESS ---

Click here to view a brief overview of my progress with the Maths White Board question bank.

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PROJECT STORE --- All projects listed below are completely FREE for educational use: Launch MWB Maths White Board Example pairs, mini white board activities, securing exercises and retrieval practice questions Launch WSG Work Sheet Generator Customise your own Maths worksheets by selecting topics, difficulty and quantity Launch CS Class Share

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This resource is from Dan Pearcy. Loads of lovely resources to appreciate the beauty of maths, but this is my particular favourite on there looking at the pedagogy of topics Pedagogy Prompts – Dan Pearcy

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It has some fabulous resources that support the sequencing of teaching topics. I have bought his book on Mathematical task design co-authored with Mark McCourt. https://startingpointsmaths.com/

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Supporting deeper understanding

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Trigonometry is due to be revisited by foundation tier year 11 this week and next. Judging by the attempts at a question involving right angled trig on their most recent mock exams they definitely needed this. It was clear from the responses on the mock that what students could remember varied from absolutely nothing to writing out SohCahToa and not getting any much further.

I know there's a debate about whether memory tools like SohCahToa are the right way to go about approaching trigonometry but with these guys having missed 6 months and it clearly being something they'd been shown in the past I wasn't about to get into the pros and cons of it. Rather I decided my time would be better spent ensuring that they had a better understanding of how the labeling of their triangles was connected to the appropriate ratio by this tool.

This was where my idea came from to work both forwards and backwards on key processes involved in solving a problem involving right angled trig.

First we began with the classic - label your triangles.

We then looked at the reverse. Could the students identify the appropriate angle, given the way I had labeled the triangle?

After this we practiced working on choosing the correct ratio of the 3 based on information given. Once students were happy with this we had a look at creating an equation based on the information given.

This in itself was fine and showed me that the students were able to form an equation based on the information given but to check that they really understood where the equations came from we then looked at the reverse. How would they do when given an equation and an empty right angled triangle?

I was pleasantly surprised that with minimal teaching students were able to adapt what they knew about forming equations to these problems.

I'm not saying this is the correct way to teach right angled trigonometry but today, with this particular class it was what they needed to build on fragments of what they could remember.

Find the resources from this article available for download here:

https://drive.google.com/file/d/1wPFZHOTokOAjE68WLfGeqAzEoDuc_3gB/view?usp=sharing

If you have any thoughts or suggestions message me on twitter @Jshmtn

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Right angled trig - forwards and backwards

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Trigonometry is due to be revisited by foundation tier year 11 this week and next. Judging by the attempts at a question involving right angled trig on their most recent mock exams they definitely needed this.

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Lots of different areas to explore for inside and outside the classroom. There are resources to support y11 teaching and for the students. I particularly like the R^Infinity retrieval grids and the numeracy (tutor?) time activities. There are some excellent quick ideas for different activities to develop deeper thinking in the lessons section that could then be applied to other topics too.   https://www.jaggersmaths.co.uk/

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Amazing ppts for delivery and revision resources at the top.

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Go Teach Maths: Handcrafted Resources for Maths Teachers

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Homepage - Go Teach Maths: Handcrafted Resources for Maths Teachers

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Ready-to-use mathematics resources for Key Stage 3, Key Stage 4 and GCSE maths classes.

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Need to update and add all the books I’ve bought in last 6 months!!

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Need to update and add all the books I’ve bought in last 6 months!!

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Some mathematical hooks to use in delivery

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Padlet with links to online teaching resources 

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Padlet with links to online teaching resources 

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13. Breakout room: the icon for Breakout Rooms is the two square shown. Read more here https://t.co/qmyw3Xip8q

I've all my Teams notes here -> https://t.co/vO0n4h0IZL

My two blogs on synchronous and asynchronoues approaches are here -> https://t.co/FdBZgUKeHX

Any questions, fire away!

@threadreaderapp please unroll my thread

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A thread on teaching live lessons using @MicrosoftTeams Mee...

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Tweets Collection related to: "A thread on teaching live lessons using @MicrosoftTeams Meet Now function where students follow their normal timetable except online - will go into more detail on every point in a blog post later.

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MadAsMaths.com :: Home

I wish you all a Happy New Year full of Health and Creativity!

Unfortunately, due to being hospitalised with Covid-19, it is impossible to reply to your messages as well as to continue

uploading lectures on YouTube. This is a difficulty that will pass and I hope I will soon be back with you all...

Free Resources for Students and Teachers of Mathematics.

In the 32 years of my involvement with mathematics I have produced, collected and accumulated a huge number of resources in many different forms.

I have used these resources with my teaching and lecturing, guiding several students into their mathematical careers.

Most of the material I have created is contained in this website and an overview is shown below.

Mathematical booklets, classified by topic, with a large number of questions and full solutions.

Practice papers with full solutions.

For the latest news click HERE .

The aim of this website is to give away mathematical resources, absolutely free!

It will give me immense pleasure to know that I have contributed to the education of yet more mathematicians, even if I did not personally meet them.

Enjoy !

[... and the homepage would not be complete without answering one of the most frequently asked questions ...

No, I do not post/help in TSR anymore because in my opinion it has little educational value, and is mostly run by talentless immature individuals ....]

SUBSCRIBE ON OUR BRAND NEW YOUTUBE CHANNEL!!!

Unfortunately I cannot put on the website past papers and solutions for examining boards or Universities due to copyright restrictions. I possess past papers for all A level boards and all modules, with some boards going back as far as the seventies. I will investigate ways into sharing these resources in the future.

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MadAsMaths.com :: Home I wish you all a Happy New Year full of Health and Creativity! Unfortunately, due to being hospitalised with Covid-19, it is impossible to reply to your messages as well as to continue uploading lectures on YouTube. This is a difficulty that will pass and I hope I will soon be back with you all...

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Some excellent starters and homework resources to display or print

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"Thankyou for this, they have allowed my classes to get in to a routine when entering in the class. "

Mr Lloyd

"The starters have been very effective with my foundation class, they are now feeling very confident with the basic skills topics "

Miss Thompson

"I use the '7,8,9 starters' at the begining of every lesson with my top set Year 11s, they bring up so many talking points! Amazing resource! "

Mr Hoxworth

"These statrters are phenomenal - so useful - particularly at the moment to settle because staff are coming from all over school - really really helps ease that starter planning "

@ailsacraig24

"I'm loving the site! I have used it in pretty much every lesson this year, just whack them on the screen, no printing, then can just click for a new set. PERFECT! "

@MrMorleyMaths

"I have recently started to use your resources with my students and I have to say they are amazing! I would highly recommend this site. My Year 7 students have been forming and solving to find the perimeter today and your resources were perfect! Happy students - thanks! -   "

@AdeleLeech

"I love using "Maths Teacher Hub". Fabulous website full of useful things. Whenever I need questions on a particularn topic, this is always my first port of call, plus they are differentiated and have answers! Perfect! "

J. Symes

"Loving the new stuff on solving equations and the differentiated sheets. Saved me from photocopying! Brilliant website! "

A. Barnes

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Here at Maths Teacher Hub we are constantly looking for ways to make your time as an educator more efficient. We have created a bank of resources for all abilities, to allow students to be challenged and stretched. Having reliable and up to date content on the board for students to w…

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Real time classroom assessment

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Silver Spring, Md. (Tuesday, July 21, 2020) Discovery Education -the global leader in standards-aligned digital curriculum resources, engaging content, and professional learning for K-12 classrooms-today announced the acquisition of Spiral. Based in the United Kingdom, Spiral provides educators a multiuse platform that supports collaborative learning and formative assessment both in the classroom and the remote environment. Terms were not disclosed.

Discovery Education's acquisition of Spiral supports the company's efforts to keep students connected to learning wherever it is taking place. Spiral's product features compliment Discovery Education Experience's curated high-quality content and existing assessment and student collaboration tools. The addition of Spiral's features to the company's flexible K-12 learning platform will give educators even more ways to facilitate instruction, deepen student engagement, and create high-impact student learning experiences.

"Discovery Education is focused on providing school systems outstanding digital services that connect students to learning in and out of the classroom," said Discovery Education Vice President of Corporate Development and Strategy Philip Nanney. "The acquisition of Spiral aligns with our strategy of adding features to our digital services that save educators time and increase student engagement. We look forward to welcoming Spiral to the Discovery Education team."

Spiral is a past winner of the prestigious Common Sense Education Best EdTech Award. Recognized for empowering teachers to create interactive learning experiences either in advance or on the fly, Spiral also enables teachers to probe class understanding in real time through digital multimedia content.

Spiral is the latest acquisition by Discovery Education. In August of 2019, Discovery Education announced the purchase of Inspyro, a provider of leading virtual reality and augmented reality content also based in the United Kingdom.

"Spiral's team is incredibly excited to join Discovery Education," said Hamish Kennedy, Spiral's Founder and CEO. "Discovery Education shares our commitment to connecting students to learning no matter where they are, and we look forward to working closely on that mission with our new colleagues."

For more information about Discovery Education's digital resources and professional learning services, visit www.discoveryeducation.com, and stay connected with Discovery Education on social media through Facebook, follow us on Twitter at @DiscoveryEd, or find us on Instagram and Pinterest.

###
About Discovery Education
Discovery Education is the global leader in standards-aligned digital curriculum resources, engaging content, and professional learning for K-12 classrooms. Through its award-winning digital textbooks, multimedia resources, and the largest professional learning network of its kind, Discovery Education is transforming teaching and learning, creating immersive STEM experiences, and improving academic achievement around the globe. Discovery Education currently serves approximately 4.5 million educators and 45 million students worldwide, and its resources are accessed in over 140 countries and territories. Inspired by the global media company Discovery, Inc., Discovery Education partners with districts, states, and like-minded organizations to empower teachers with customized solutions that support the success of all learners. Explore the future of education at www.discoveryeducation.com.
Contact:
Discovery Education
Stephen Wakefield
Email: swakefield@discoveryed.com
Phone: (202) 316-6615

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Discovery Education Acquires Award-Winning Interactive Learning Platform Spiral

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Discovery Education Acquires Award-Winning Interactive Learning Platform Spiral

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Support for students and teachers

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Youtube videos of papers and book exercises

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Youtube videos of papers and book exercises

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Tayyub Majeed

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Differentiated worksheets

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Every teacher recognises that every subject is mediated by reading skill, but it matters in some more than others, right? Does it really matter that much in maths?

When I speak to teachers, or those school leaders responsible for aspects of literacy whole school, the refrain they often relate is that reading simply doesn't matter so much in maths. Perhaps maths teachers - beleaguered by past experiences of being led down the path of generic reading and writing approaches - are simply defending their hard-won teaching ground?

Reading does matter to maths, of course, but how exactly?

Reading skill and mathematical vocabulary

Everyone recognises the unique language of mathematics that is separate to the everyday talk of pupils.

Maths is clothed by polysemous vocabulary (words that have multiple meanings) that can foster ambiguity and unhelpful misconceptions. Just a few include:

Not only that, some maths words are homophones (words having the same pronunciation but different meanings, origins, or spellings) with more common words e.g. pi and pie, and sign.

Even simple mathematical operations, like subtraction, is described in lots of ways in typical talk, such as ' subtract', ' minus' or ' take away'. Then you add in words like ' decrease', ' reduce' and ' take off '. Teachers are constantly translating the language of maths - not unlike a German or French teacher.

Researcher, Andrew Rothery, helpfully defined three categories of mathematical vocabulary:

1. Words which are specific to mathematics and not usually encountered in everyday language (e.g. hypotenuse, coefficient).
2. Words which occur in mathematics and ordinary English, but involve different meanings in these two contexts (e.g. difference, volume).
3. Words which have the same or roughly the same meaning in both contexts (e.g. fewer, between).

A further translation challenge is how mathematics is represented in multiple ways. And so, when you read or write...

The equivalent sentence in words to be read is...
'The sum of the squares of two consecutive positive even integers is 340.'
( Schleppegrell, 2007)

Of course, many maths problems combine these representations, so that reading is a tricky, multi-faceted act for pupils. Careful, slow reading, and re-reading, is often necessary to actually unpack the mathematical operations required by pupils.

In US research, perhaps unsurprisingly, it found that ' 'nationally, children perform 10% to 30% worse on arithmetic word problems than on comparable problems presented in numeric format."

Teachers of maths will testify to the challenge of multi-step word problems. We can be confident then that reading in maths *really* does matter. Precision with mathematical talk will matter. Explicitly teaching on ' how to read like a mathematician ' could prove beneficial for those pupils struggling with word problems.

What other solutions can help? Explicit vocabulary instruction is likely one useful strategy. Keeping a glossary of mathematical terms, along with accompanying diagrams and representations could help ( this may be particularly beneficial for EAL pupils too).

Being explicit and strategic about how you read - and re-read - maths problems is likely to help many pupils who are grappling simultaneously with learning the mathematics and the language of mathematics.

The deft interplay, flipping between everyday language to mathematical terms, and back again, by expert maths teachers, will of course prove vital when teaching maths and the reading of mathematical problems or textbooks. ' Maths talk' will prove crucial for young children, whilst continuing to be vital at every key stage.

Reading matters in maths, more than most teachers, and pupils, may assume.

Related resources:

ACER, from Australia, have produced an excellent digest on language in mathematics - HERE.

Maths mastery have produced a handy vocabulary list - HERE.

A new resource from the EEF on addressing misconceptions - 'REACT to Misconceptions' - is a useful approach to consider in relation to language being a barrier to mathematical understanding - HERE.

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Does reading *really* matter in mathematics?

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Every teacher recognises that every subject is mediated by reading skill, but it matters in some more than others, right? Does it really matter that much in maths? When I speak to teachers, or those school leaders responsible for aspects of literacy whole school, the refrain they often relate is that reading simply doesn't matter so much in maths.

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The Advanced Mathematics Support Programme is a government-funded initiative. It is led and delivered by MEI, with Tribal as a key partner. It aims to increase participation in Core Maths, AS/A level Mathematics and Further Mathematics, and improve the teaching of these level 3 maths qualifications.

The programme provides national support for teachers and students in state-funded schools and colleges in England. Additional support is offered in areas of low social mobility so that, whatever their gender, background or location, students can choose their best post-16 maths pathway and have access to high quality teaching.

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The Advanced Mathematics Support Programme is a government-funded initiative. It is led and delivered by MEI, with Tribal as a key partner. It aims to increase participation in Core Maths, AS/A level Mathematics and Further Mathematics, and improve the teaching of these level 3 maths qualifications.

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Improving Language Use in Maths | LUMEN | Loughborough University