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Credit: Twitter @hannahLSmithE

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AQA Level 2 Further Maths Resources including Practice Questions and Video Explanations.

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Course Support. Past Paper Questions by Topic. For Free.

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Including homework sheets

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Hello and welcome! I am a maths teacher who has taught for 2 years in the UK, 5 years in an international school in washington DC, and is now teaching in an international school in new york. i teach…

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Download the PowerPoint here

I apologise for the over branding 🙂

Final resource of this half term.

I've packaged together some of the starters that I've been putting on Twitter challenging misconceptions I've seen in lessons. Stuff that I see a lot but doesn't necessarily have a place in a SoW.

Stuff like the difference between a half and two

Or when we need to write trailing and leading zeroes.

I haven't included the answers deliberately. These are meant for discussion. For instance, 12 here could be a currency.

I did the same with 1s.

I would do these with any class that have had algebra introduced. Even doing it with my 11 Higher class caught some misconceptions.

I would maybe only do this with lower years, though. I am trying to get at the idea that the digits stay in the same arrangement. I have found that I have two groups this year who find multiplying and dividing by 10, 100 and 1000 really difficult. On a recent assessment more than a few tried to do 2401/100 using the bus stop method.

I've reinforced it and reinforced it, but there are about 2 or 3 that still lack the skill and I'm running out of ways to address it. Any ideas to @ticktockmaths on twitter.

There's also some that struggle with halving and doubling quickly. Again, really struggling to embed this.

This one tries to get at the unitary thing. It was interesting hearing student responses, especially as the answer depends so much on what x is. There's a version with 3 if you want something more concrete.

The last one is identifying if the answer is a quarter (like half or two. I was kinda losing steam by this point.)

Also this page isn't editable because of some stupid saving between computers bug 🙁

Right, that's it for this half term.

I've managed to fill quite a lot of gaps.

Behind the scenes I've also got a lot of PowerPoints half started, ready to be finished up and polished up for uploading here. The goal of covering most things seems achievable, if still long way away.

No resource next week. It's half term and I want a rest.

Richard

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GCSE Exam Questions By Topic - June 2017 - Nov 2020

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Printables Print

Worked solutions to previous day (similar questions) on one side, questions on the other.
Saves paper with 4 grids per page. Don't want worked solutions? Just print the 2nd page.

Worked solutions

Project these while students mark their answers. Then allow time for discussion.

Worked solutions to previous day

Part of the printables. Suggest that students refer to these if they're struggling.

How I use these maths starter grids

I created these as a way to super-charge the start of my maths lessons - what I consider to be the most important part of the lesson.

Often I use the same 6 'skills' all week with a class, with the questions tweaked slightly from day to day. Solutions are gradually faded away as the week progresses, with the stakes lifted for the last lesson of the week, where students are expected to score 5 or 6 correctly.

At the start of the week I choose 6 skills, and bookmark the link. Then before each of the 4 days of lessons I click the tab for the correct day, copy the 3 images to my lesson PowerPoint (previous solutions; current questions; current answers) and print the 'printables'. Because it prints 4 grids per page (with solutions on the back), that's just 8 double-sided sheets of A4 for a class of 32.

Students arrive at class, the projector is off, books stay in bags - just pens and starter grids. Students immediately and in silence work through the questions. After ~5mins the students are encouraged to spend 2mins discussing their solutions on their tables, changing their answers if they can be convinced they're wrong. Sometimes I use 'tracker' books which are distributed and the grids stuck in.

Solutions are read out then projected. Students mark, giving themselves a score out of 6. If using the tracker books, students record their scores on a tracker sheet at the front of these books, which can also be used for exit tickets and reflections in the last 10mins of each lesson.

We often spend a few minutes as a class going over one or two of the questions. For the last lesson of the week, I sometimes collect grids to mark myself instead. I might check and record student's scores on a spreadsheet every week or two, intervening where necessary.

I'm @JakeGMaths for any feedback, suggestions etc

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Worked solutions to previous day (similar questions) on one side, questions on the other.Saves paper with 4 grids per page. Don't want worked solutions? Just print the 2nd page. Project these while students mark their answers. Then allow time for discussion. Part of the printables. Suggest that students refer to these if they're struggling.

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Printable resources for teaching numeracy / Maths from Entry 1 to Level 2 (also see our separate Functional Skills links).

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Foundation and Higher
Number Structure and calculation
1. order positive and negative integers, decimals and fractions; use the symbols =, ≠, <, >, ≤, ≥

2. apply the four operations, including formal written methods, to integers ( adding integers, subtracting integers, multiplying integers, dividing integers), decimals ( adding decimals, subtracting decimals, multiplying decimals and dividing decimals) and simple fractions (proper and improper) ( adding fractions, subtracting fractions, multiplying fractions and dividing fractions), and mixed numbers (adding - all both positive and negative; understand and use place value (e.g. when working with very large or very small numbers, and when calculating with decimals)

3. recognise and use relationships between operations, including inverse operations (e.g. cancellation to simplify calculations and expressions; u se conventional notation for priority of operations, including brackets, powers, roots and reciprocals ( why BIDMAS?)

4. use the concepts and vocabulary of prime numbers, factors (divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation theorem

5. apply systematic listing strategies including use of the product rule for

6. use positive integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5; estimate powers and roots of any given positive number

7. calculate with roots, and with integer and fractional indices

8. calculate exactly with fractions, surds and multiples of π; simplify surd expressions involving squares (e.g. 12 = 4× 3 = 4 × 3 = 2 3 ) and rationalise denominators

9. calculate with and interpret standard form A x 10n, where 1 ≤ A < 10 and n is an integer.
Fractions, decimals and percentages
10. work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 7/2 or 0.375 or 3/8 ); change recurring decimals into their corresponding fractions and vice versa

11.identify and work with fractions in ratio problems

12.interpret fractions and percentages as operators.
Measures and accuracy
13.use standard units of mass, length, time, money and other measures (including standard compound measures) using decimal quantities where appropriate

14. estimate answers; check calculations using approximation and estimation, including answers obtained using technology

15.round numbers and measures to an appropriate degree of accuracy (e.g. to a specified number of decimal places or significant figures); use inequality notation to specify simple error intervals due to truncation or rounding

16. apply and interpret limits of accuracy, including upper and lower bounds
Algebra Notation, vocabulary and manipulation
1. use and interpret algebraic notation, including: ab in place of a × b;  3y in place of y + y + y and 3 × y;  a2 in place of a × a, a^3 in place of a × a × a, a^2b in place of a × a × b;  ab in place of a ÷ b;  coefficients written as fractions rather than as decimals;  brackets

2. substitute numerical values into formulae and expressions, including scientific formulae

3. understand and use the concepts and vocabulary of expressions, equations, formulae, identities inequalities, terms and factors

4. simplify and manipulate algebraic expressions (including those involving surds and algebraic fractions) by:  collecting like terms;  multiplying a single term over a bracket;  taking out common factors;  expanding products of two or more binomials;  factorising quadratic expressions of the form x^2 + bx + c, including the difference of two squares; factorising quadratic expressions of the form ax^2 + bx + c ;  simplifying expressions involving sums, products and powers, including the laws of indices

5. understand and use standard mathematical formulae; rearrange formulae to change the subject

6. know the difference between an equation and an identity; argue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct arguments and proofs

7. where appropriate, interpret simple expressions as functions with inputs and outputs; interpret the reverse process as the 'inverse function'; interpret the succession of two functions as a 'composite function'.
Graphs
8. work with coordinates in all four quadrants

9. plot graphs of equations that correspond to straight-line graphs in the coordinate plane; use the form y = mx + c to identify parallel and perpendicular lines; find the equation of the line through two given points, or through one point with a given gradient

10.identify and interpret gradients and intercepts of linear functions graphically and algebraically

11.identify and interpret roots, intercepts, turning points of quadratic functions graphically; deduce roots algebraically and turning points by completing the square

12.recognise, sketch and interpret graphs of linear functions, quadratic functions, simple cubic functions, the reciprocal function y =1x with x ≠ 0, exponential functions = x y k for positive values of k, and the trigonometric functions (with arguments in degrees) y x = sin , y x = cos and y x = tan for angles of any size

13.sketch translations and reflections of a given function

14.plot and interpret graphs (including reciprocal graphs and exponential graphs) and graphs of non-standard functions in real contexts, to find approximate solutions to problems such as simple kinematic problems involving distance, speed and acceleration

15.calculate or estimate gradients of graphs and areas under graphs (including quadratic and other non-linear graphs), and interpret results in cases such as distance-time graphs, velocity-time graphs and graphs in financial contexts

16.recognise and use the equation of a circle with centre at the origin; find the equation of a tangent to a circle at a given point.
Solving equations and inequalities
17.solve linear equations in one unknown algebraically (including those with the unknown on both sides of the equation); find approximate solutions using a graph

18.solve quadratic equations (including those that require rearrangement) algebraically by factorising, by completing the square and by using the quadratic formula; find approximate solutions using a graph

19.solve two simultaneous equations in two variables (linear/linear or linear/quadratic) algebraically; find approximate solutions using a graph

20.find approximate solutions to equations numerically using iteration

21.translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or two simultaneous equations), solve the equation(s) and interpret the solution.

22.solve linear inequalities in one or two variable(s), and quadratic inequalities in one variable; represent the solution set on a number line, using set notation and on a graph
Sequences
23.generate terms of a sequence from either a term-to-term or a position-to-term rule

24.recognise and use sequences of triangular, square and cube numbers, simple arithmetic progressions, Fibonacci type sequences, quadratic sequences, and simple geometric progressions ( r n where n is an integer, and r is a rational number > 0 or a surd) and other sequences

25.deduce expressions to calculate the nth term of linear and quadratic sequences.
Ratio, proportion and rates of change
1. change freely between related standard units (e.g. time, length, area, volume/capacity, mass) and compound units (e.g. speed, rates of pay, prices, density, pressure) in numerical and algebraic contexts

2. use scale factors, scale diagrams and maps

3. express one quantity as a fraction of another, where the fraction is less than 1 or greater than 1

4. use ratio notation, including reduction to simplest form

5. divide a given quantity into two parts in a given part:part or part:whole ratio; express the division of a quantity into two parts as a ratio; apply ratio to real contexts and problems (such as those involving conversion, comparison, scaling, mixing, concentrations)

6. express a multiplicative relationship between two quantities as a ratio or a fraction

7. understand and use proportion as equality of ratios

8. relate ratios to fractions and to linear functions

9. define percentage as 'number of parts per hundred'; interpret percentages and percentage changes as a fraction or a decimal, and interpret these multiplicatively; express one quantity as a percentage of another; compare two quantities using percentages; work with percentages greater than 100%; solve problems involving percentage change, including percentage increase/decrease and original value problems, and simple interest including in financial mathematics

10.solve problems involving direct and inverse proportion, including graphical and algebraic representations

11.use compound units such as speed, rates of pay, unit pricing, density and pressure

12.compare lengths, areas and volumes using ratio notation; make links to similarity (including trigonometric ratios) and scale factors

13.understand that X is inversely proportional to Y is equivalent to X is proportional to 1 Y ; construct and interpret equations that describe direct and inverse proportion

14.interpret the gradient of a straight line graph as a rate of change; recognise and interpret graphs that illustrate direct and inverse proportion

15.interpret the gradient at a point on a curve as the instantaneous rate of change; apply the concepts of average and instantaneous rate of change (gradients of chords and tangents) in numerical, algebraic and graphical contexts

16.set up, solve and interpret the answers in growth and decay problems, including compound interest and work with general iterative processes.
Geometry and measures Properties and constructions
1. use conventional terms and notations: points, lines, vertices, edges, planes, parallel lines, perpendicular lines, right angles, polygons, regular polygons and polygons with reflection and/or rotation symmetries; use the standard conventions for labelling and referring to the sides and angles of triangles; draw diagrams from written description

2. use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); use these to construct given figures and solve loci problems; know that the perpendicular distance from a point to a line is the shortest distance to the line

3. apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles; understand and use alternate and corresponding angles on parallel lines; derive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any polygon, and to derive properties of regular polygons)

4. derive and apply the properties and definitions of: special types of quadrilaterals, including square, rectangle, parallelogram, trapezium, kite and rhombus; and triangles and other plane figures using appropriate language

5. use the basic congruence criteria for triangles (SSS, SAS, ASA, RHS)

6. apply angle facts, triangle congruence, similarity and properties of quadrilaterals to conjecture and derive results about angles and sides, including Pythagoras' Theorem and the fact that the base angles of an isosceles triangle are equal, and use known results to obtain simple proofs

7. identify, describe and construct congruent and similar shapes, including on coordinate axes, by considering rotation, reflection, translation and enlargement (including fractional and negative scale factors)

8. describe the changes and invariance achieved by combinations of rotations, reflections and translations

9. identify and apply circle definitions and properties, including: centre, radius, chord, diameter, circumference, tangent, arc, sector and segment

10.apply and prove the standard circle theorems concerning angles, radii, tangents and chords, and use them to prove related results

11.solve geometrical problems on coordinate axes

12.identify properties of the faces, surfaces, edges and vertices of: cubes, cuboids, prisms, cylinders, pyramids, cones and spheres

13.construct and interpret plans and elevations of 3D shapes.
Mensuration and calculation
14.use standard units of measure and related concepts (length, area, volume/capacity, mass, time, money, etc.)

15.measure line segments and angles in geometric figures, including interpreting maps and scale drawings and use of bearings

16.know and apply formulae to calculate: area of triangles, parallelograms, trapezia; volume of cuboids and other right prisms (including cylinders)

17.know the formulae: circumference of a circle = 2πr = πd, area of a circle = πr2; calculate: perimeters of 2D shapes, including circles; areas of circles and composite shapes; surface area and volume of spheres, pyramids, cones and composite solids

18.calculate arc lengths, angles and areas of sectors of circles

19.apply the concepts of congruence and similarity, including the relationships between lengths, areas and volumes in similar figures

20.know the formulae for: Pythagoras' theorem, a2 + b2 = c2, and the trigonometric ratios, sinθ = opposite hypotenuse , cosθ = adjacent hypotenuse and tanθ = opposite adjacent ; apply them to find angles and lengths in right-angled triangles and, where possible, general triangles in two and three dimensional figures

21.know the exact values of sinθ and cosθ for θ = 00, 300, 450 , 600 and 900; know the exact value of tanθ for θ = 00, 300, 450 and 600

22.know and apply the sine rule, sin sin sinabc ABC = = , and cosine rule, 2 22 a b c bc A =+− 2 cos , to find unknown lengths and angles

23.know and apply 1 Area = sin2ab C to calculate the area, sides or angles of any triangle.
Vectors
24.describe translations as 2D vectors

25.apply addition and subtraction of vectors, multiplication of vectors by a scalar, and diagrammatic and column representations of vectors; use vectors to construct geometric arguments and proofs
Probability
1. record describe and analyse the frequency of outcomes of probability experiments using tables and frequency trees

2. apply ideas of randomness, fairness and equally likely events to calculate expected outcomes of multiple future experiments

3. relate relative expected frequencies to theoretical probability, using appropriate language and the 0 - 1 probability scale

4. apply the property that the probabilities of an exhaustive set of outcomes sum to one; apply the property that the probabilities of an exhaustive set of mutually exclusive events sum to one

5. understand that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample size

6. enumerate sets and combinations of sets systematically, using tables, grids, Venn diagrams and tree diagrams

7. construct theoretical possibility spaces for single and combined experiments with equally likely outcomes and use these to calculate theoretical probabilities

8. calculate the probability of independent and dependent combined events, including using tree diagrams and other representations, and know the underlying assumptions

9. calculate and interpret conditional probabilities through representation using expected frequencies with two-way tables, tree diagrams and Venn diagrams.
Statistics
1. infer properties of populations or distributions from a sample, whilst knowing the limitations of sampling

2. interpret and construct tables, charts and diagrams, including frequency tables, bar charts, pie charts and pictograms for categorical data, vertical line charts for ungrouped discrete numerical data, tables and line graphs for time series data and know their appropriate use

3. construct and interpret diagrams for grouped discrete data and continuous data, i.e. histograms with equal and unequal class intervals and cumulative frequency graphs, and know their appropriate use 12

4. interpret, analyse and compare the distributions of data sets from univariate empirical distributions through:  appropriate graphical representation involving discrete, continuous and grouped data, including box plots;  appropriate measures of central tendency (median, mean, mode and modal class) and spread (range, including consideration of outliers, quartiles and inter-quartile range)

5. apply statistics to describe a population

6. use and interpret scatter graphs of bivariate data; recognise correlation and know that it does not indicate causation; draw estimated lines of best fit; make predictions; interpolate and extrapolate apparent trends whilst knowing the dangers of so doing
Progress Checks (some of the questions are form MathsWatch) Foundation
Number Part 1, Number Part 2

Ratio and Proportion Part 1, Ratio and Proportion Part 2

Algebra Part 1, Algebra Part 2

Geometry and Measures Part 1, Geometry and Measures Part 2

Statistics and Probability Part 1, Statistics and Probability Part 2
Higher
Number, Ratio and Proportion, Algebra, Geometry and Measures, Statistics

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functional skills maths level 2 past papers

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functional skills maths level 1 past papers

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functional skills maths entry 3 past papers

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functional skills level 2 maths and english

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city and guilds functional skills english

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pearson edexcel functional skills english

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highfield functional skills maths level 2

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Functional Skills Revision Resources, Videos, Exam Questions and Booklets

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Pass your Functional Skills Maths exam with revision resources, videos, exam questions and workbooks. Resources suitable for exams with NCFE, Edexcel, City & Guilds, AQA, Highfield and Open Awards.

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Transum Christmas Tree Trim – Level 3 From the brilliant Transum Mathematics try the numerous Christmas activities. Try Christmas Tree Lights for example, or for a great ex…

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It’s December…it’s that time of year again…! A collection of Mathematical Advent Calendars.For advent calendars, the year doesn’t really matter, but this page will be updated with any new res…

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STEM News and views - All news and blogs from STEM Learning

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Geometric Stars Maths Investigation | Aidan Severs

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Twitter: @conyersmaths

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Interwoven Maths – Mathematical tasks interweaving different topics and ideas.

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Twitter: @nathanday314

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The latest entries posted on Interwoven Maths

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Emaths - English as an Additional Language (EAL)

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A very special thanks to the Cambridgeshire Race Equality and Diversity Service for the use of their excellent translation documents.

You can buy the Maths Words for Schools Pack - covering Arabic, Kurdish, Persian, Somali and Tamil - from the Refugee Council Online

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Emaths - English as an Additional Language (EAL)

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Resources and support for improving mathematics education in schools and colleges

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Mathematical Dictionary for the refugees

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European Commission: Maths dictionary for Refugees

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European Commission: Maths dictionary for Refugees

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Mathematical Dictionary for the refugees

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Maths Genie - Free Online GCSE and A Level Maths Revision

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Maths Genie - Free Online GCSE and A Level Maths Revision

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Maths Genie is a free GCSE and A Level revision site. It has past papers, mark schemes and model answers to GCSE and A Level exam questions.

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Credit: Andy Parkinson

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For teachers - USOW 2.0 topics and quizzes

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Diagnostic Questions Ultimate Scheme of Work!

Hello and welcome to the Diagnostic Questions Ultimate Scheme of Work!

On the next tab you will find 800+ quizzes covering all maths topics from Year 5 to Year 11 (10 year olds to 16 year olds).

Each quiz is 5 questions long.

In column F you will find a link to the original quiz.

In column G you will find a link to a follow-up quiz.

You could use the original in class to assess understanding (students using ABCD cards or mini-whiteboards), and set the follow-up quiz for homework.

Or, you could set the original for homework, support students with the worst answered questions in class, and then use Quiz B to see if they know understand.

If you go to File > Make a copy, you can then edit the sheet, deleting and dragging rows to match the order of your scheme of work.

For help getting your students set up on our system so they can answer the quizzes online (it's all free!), just visit: In column H you will find a link to each quiz on our Eedi Tutor product.

Assigning the quiz to your students via Eedi Tutor has the advantage that if they get a question wrong, they are immediately offered help in the form of a worked example video,

and then offered fluency practice to ensure they are now confident what to do. Again, all of this is free.

To find out more and set up your school so can access Eedi Tutor, please visit: Once set up, you might find it easiest to assign quizzes on Eedi Tutor using the shortcodes in column I.

I really hope you and your students find this useful

Craig

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Diagnostic Questions Ultimate Scheme of Work

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Info Diagnostic Questions Ultimate Scheme of Work! Hello and welcome to the Diagnostic Questions Ultimate Scheme of Work! On the next tab you will find 800+ quizzes covering all maths topics from Year 5 to Year 11 (10 year olds to 16 year olds). Each quiz is 5 questions long.

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Credit: Emily Rae @ECR_maths

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Share your videos with friends, family, and the world

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@jemmaths

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Share your videos with friends, family, and the world

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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

COPPA Safe Harbor

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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Here are a few notes to help you make the most of it.
Welcome to this brilliant new resource! Many thanks to all the teachers from Buckinghamshire, Oxfordshire and Milton Keynes ( BOM) who wrote all the units.

​
NB there is one missing unit (Y13 Hypothesis Testing) and two incomplete ones (AS Data collection, processing, presentation and interpretation). We hope to get the incomplete ones improved by the end of September. If anyone would like to do the Hypothesis Testing one, please email Alexandra! (alexandrahewitt@furthermaths.org.uk)

Aims
The aim of this Scheme of Work is to teach content through problem solving activities. We know that fluency is essential, but that it should not be at the expense of developing understanding and problem solving skills. We note also that fluency can be achieved through rich activities as well as routine exercises: there is a place for both. The new specifications make it easier for us to teach in a coherent and mathematical way.

Quality control
Please note that none of these units of work have passed any sort of quality control check! However, at a first glance they seem to me to be really useful documents, full of good ideas, tips and resources. We do not intend to produce a revised version at any time, but shared feedback will be useful for anyone coming to the resource later. Please email any feedback to alexandrahewitt@furthermaths.org.uk

Timings
The timings of each unit have been carefully considered, initially by MEI and then tweaked a little by me! We recommend that any variation you make to the timings is planned and carefully considered, to ensure you complete the course and give appropriate weight to each topic area. Don't feel you have to use our timings (though I strongly recommend that you don't reduce the timings for functions and transformations!), but do stick to whatever you decide! This may mean being selective about which activities you choose, especially if you have less than 4 hours a week: the units have been prepared assuming between 8 and 10 hours per fortnight.

Ordering the schedule
The numbering of units corresponds to the order that the MEI SoW is labelled. All pure units come first, followed by statistics, followed by mechanics. It is not intended that you should teach them in this order! It is merely for convenience of filing, as schools will be splitting the content in lots of different ways. The order you choose to cover material will depend on the teachers and on the needs of your Further Maths students. In year 12, much of the core pure content in Further Mathematics is independent of Mathematics, whereas you will almost certainly find it easier to teach Further Mechanics and Further Statistics if you have covered the Mathematics Mechanics and Mathematics Statistics first. In year 13, this is probably reversed - lots of the core pure depends on differentiation and integration from Mathematics, whereas the Mechanics and Statistics content is less dependent. So plan your Mathematics Schedule alongside your FM schedule.
There are suggested orders for teaching FM on the FMSP website here: http://furthermaths.org.uk/2017-fm
Hopefully the Prerequisite Pure Content document for y13 Further Maths will be revised in time for September.

Note also that some units have been merged - we're encouraging you to think outside the box and teach pure and applied content alongside each other.
​​​

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Here are a few notes to help you make the most of it.Welcome to this brilliant new resource! Many thanks to all the teachers from Buckinghamshire, Oxfordshire and Milton Keynes ( BOM) who wrote all the units. ​ NB there is one missing unit (Y13 Hypothesis Testing) and two incomplete ones (AS Data collection, processing, presentation and interpretation).

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@acutelearning

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Maths teacher - Free Example-problem pairs (PPT+PDF) for A Level Maths + Further Maths, GCSE / iGCSE and GCSE Further Maths (AQA L2)

Report this resourceto let us know if it violates our terms and conditions.
Our customer service team will review your report and will be in touch.

Maths teacher - Free Example-problem pairs (PPT+PDF) for A Level Maths + Further Maths, GCSE / iGCSE and GCSE Further Maths (AQA L2)

Not the right resource?
See other similar resources

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Example-problem pairs A Level Maths + FM

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Maths teacher - Free Example-problem pairs (PPT+PDF) for A Level Maths + Further Maths, GCSE / iGCSE and GCSE Further Maths (AQA L2) Report this resourceto let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

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University of Southampton Maths Challenge

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University of Southampton Maths Challenge

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The University of Southampton Maths Challenge '2 1 takes place in spring 202 1 . Over 1000 students from schools around the South of England took part in the Challenge last year.

The Junior and Senior Challenges consist of a selection of interesting mathematical questions for pupils to attempt at home. The Junior Challenge is aimed at students up to Year 8 and the Senior Challenge is aimed at students up to Year 10. In previous years we have even had some entries from year 5 and 6 pupils - very impressive.

The most successful students are invited, with their parents and teachers, to attend an evening of mathematical recreation in June 2021, at which prizes and certificates will be awarded. Due to the ongoing pandemic, this event will be held online.

The closing date for the competition is 23 April 2021. You can download the Challenges and submit your entries to the competition using the buttons above. Entry to the competitions is free.

The Challenges are brought to you by the University of Southampton's Mathematics Outreach Team. If you have any queries, please do get in touch with us at math4all@soton.ac.uk.

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The University of Southampton Maths Challenge ’21 takes place in spring 2021. Over 1000 students from schools around the South of England took part in the Challenge last year.
The Junior and Senior Challenges consist of a selection of interesting mathematical questions for pupils to attempt at

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@coremathscat

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Hi students. You may not believe it when your parents or teachers tell you that you need Maths in life, but honestly, you do!

Even though I'm a teacher, I'm not trying to teach you on this website. I'm here to present you problems that I have to solve when driving, when doing DIY or when hunting for a bargain - and I invite you to have a go yourself. Use these resources as revision, practise or to simply test your ability to apply Maths in the real world. Let me prove to you that we need Maths!

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Hi students. You may not believe it when your parents or teachers tell you that you need Maths in life, but honestly, you do! Even though I'm a teacher, I'm not trying to teach you on this website.

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About

Forget knowledge organisers, for the maths classroom it is all about Frayer Models!

Frayer Models are an excellent way to collate key notes and examples for pupils, to support in lesson work or retrieval quizzing.

​

All of the Frayer Models featured on the site download in Microsoft Word ™ and are fully editable to suit your classroom and your pupils.

Contact

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About Forget knowledge organisers, for the maths classroom it is all about Frayer Models! Frayer Models are an excellent way to collate key notes and examples for pupils, to support in lesson work or retrieval quizzing. ​ All of the Frayer Models featured on the site download in Microsoft Word ™ and are fully editable to suit your classroom and your pupils.

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BBC Four - Magic Numbers: Hannah Fry’s Mysterious World of Maths

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Documentary series exploring the mystery of maths.

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Marcus du Sautoy demystifies the hidden world of algorithms, revealing where these 2,000-year-old problem-solvers came from, how they work and what they have achieved.

Without us noticing, modern life has been taken over. Algorithms run everything from search engines on the internet to satnavs and credit card data security - they even help us travel the world, find love and save lives.

Mathematician Professor Marcus du Sautoy demystifies the hidden world of algorithms. By showing us some of the algorithms most essential to our lives, he reveals where these 2,000-year-old problem-solvers came from, how they work, what they have achieved and how they are now so advanced they can even programme themselves.

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BBC Four - The Secret Rules of Modern Living: Algorithms

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Marcus du Sautoy demystifies the hidden world of algorithms, revealing where these 2,000-year-old problem-solvers came from, how they work and what they have achieved. Without us noticing, modern life has been taken over. Algorithms run everything from search engines on the internet to satnavs and credit card data security - they even help us travel the world, find love and save lives.

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Marcus du Sautoy reveals a hidden numerical code that underpins all nature. He reveals how significant numbers appear throughout the natural world and govern the planet.

Marcus du Sautoy reveals a hidden numerical code that underpins all nature. A code that has the power to explain everything, from the numbers and shapes we see all around us to the rules that govern our own lives. In this first episode, Marcus reveals how significant numbers apear throughout the natural world. They're part of a hidden mathematical world that contains the rules that govern everything on our planet and beyond.

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Marcus du Sautoy reveals a hidden numerical code that underpins all nature. He reveals how significant numbers appear throughout the natural world and govern the planet. Marcus du Sautoy reveals a hidden numerical code that underpins all nature.

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Exploring the stories behind the world's most familiar scientific diagrams.

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Videos about numbers and mathematics. Videos by Brady Haran since 2011.

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Last lesson, last week...question generator

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Last lesson, last week...question generator

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From @pearcemrs

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Editable document from @tm_maths

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EdExcel, AQA, OCR and MEI stuff not in specification or textbook

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Credit: @mrpatferrers149

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@mrshawthorne7

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Y7,8and9 WR SmallSteps linked to Resources.xlsx

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Latest Blogs

Teaching place value and not just about base ten.

...because all counters are double sided! A blog about how I use double sided counters in teaching directed number arithmetic

How I've tried to implement a few ideas from Mark McCourt's phasing learning model, in particular the practise phase

So, what is a MathsConf and why do I like them so much?

Some of the more technical details behind how I create my sketchnotes.

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Teaching place value and not just about base ten. ...because all counters are double sided! A blog about how I use double sided counters in teaching directed number arithmetic How I've tried to implement a few ideas from Mark McCourt's phasing learning model, in particular the practise phase So, what is a MathsConf and why do I like them so much?

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Resources including for Level 2FM

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Maths Teaching Resources | Dr Austin Maths

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Dr Austin Maths is a free-to-use Maths teaching resources website, focussing on quality resources for KS4 IGCSE and GCSE Maths.

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Credit: @mathsmrgordon

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Increasing rigour in the maths classroom - Dani Quinn blog summary.pdf

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We are revising in year 10 and the topics of revision are Similarity including scaling units of area and volume, Trigonometry and Pythagoras and Indices. I decided that I wanted students to practice Trigonometry and Pythagoras whilst working on changing units of measure in area and volume problems.

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If you don't see the correct date above, REFRESH your browser. The puzzle is updated daily at 12:00 am PST.

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Award-winning teaching app LbQ free trial. Continuous formative assessment, unique pupil feedback & no marking!

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MEI problem of the month curriculum mapping

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MEI problem of the month curriculum mapping

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We offer a wealth of free classroom-ready resources that promote mathematical thinking and support teaching.

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Here you can navigate all 3838 (at last count) of my videos, including the most up to date and current A-Level Maths specification that has 1122 teaching videos - over 102 hours of content that works through the entire course.

I also have videos that work through the whole compulsory Pure content of the current A-Level Further Maths specification where there are 649 teaching videos - over 60 hours of content.

TLMaths began on 15th April 2013.

This site was born on 19th May 2020.

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TLMaths began on 15th April 2013. This site was born on 19th May 2020.

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Beth Martin

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These are the instruments, systems and networks we'll develop next, with the goals of helping teachers take ownership of their professional learning and enhance their practice for the benefit of students.

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What are the best bets for teachers to invest time and effort in if they want their students to learn more? The Great Teaching Toolkit sets out to answer this question and provide the instruments with which teachers can take ownership of professional learning and to help them enhance their practice for the benefit of students.

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Coleen Young

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Ben Sparks

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Online versions of the Standards Unit tasks

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If The World Were 100 People | GOOD Data

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Carys Williams

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Emily Bater

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25th June 2022 Tips and Tricks that have had a positive impact on keeping work and home separate.

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Free Icons and Stickers - Millions of images to download

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Download Free Icons and Stickers for your projects. Images made by and for designers in PNG, SVG, EPS, PSD and CSS formats

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SlidesCarnival: Free PowerPoint & Google Slides Templates That Stand Out

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Captivate your audience with our collection of professionally-designed PowerPoint and Google Slides templates. Boost your presentations and make a lasting impression!

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Understanding how to use the resources.
​
Mixed Attainment Teaching can be hugely rewarding for teachers and pupils when done correctly, but it can take us out of our comfort zone.
I have concerns about sharing lesson resources without the opportunity to explain how they are used, which I would usually do in a workshop.
If at all possible please watch the zoom recording of my online workshop below (sorry for the first few minutes where we are setting up, it was our very first online workshop) or listen to my Mr Barton Podcast.

​Although these are labelled as lessons in the folders, they are not PowerPoint lessons.
​They are resources and activities which can be used in a lesson, saved to a PowerPoint.
They do not include slides of explanations as it is important that the teacher decides which explanations to provide to the whole class and which to provide to small groups or individuals.
​This does not mean that in a mixed attainment lesson there are no whole class teacher explanations; it means that the teacher decides which explanations to share based upon pupils' responses and contributions during the class discussion.
The PowerPoints include ideas to hopefully prompt the rich classroom discussions in which methods are shared by both the teacher and the pupils.​

Task Choice and Pupil Self Regulation
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The ethos of these lessons is that pupils regulate their learning in reference to their Learning Journeys (which for the purposes of my school are called Progress Maps to ensure consistency with other subjects in the school.)
The use of Learning Journeys is fundamental to ensure that all pupils are supported and challenged.
Pupils complete a mini assessment at the start of a unit of work to identify their start point on the Learning Journey. (The mini assessment is the set of questions included in the Learning Journey PowerPoint.)
Pupils then choose their task each lesson based upon what they need to learn next in order to make progress. (It is very important that pupils do not all start on task one and work their way through the easier tasks in order to reach the harder tasks.)
The teacher should encourage pupils to select tasks for themselves and foster a classroom culture in which pupils seek challenge.
​It remains the teacher's responsibility to monitor task choice and redirect pupils who have selected inappropriately.
Pupils are assessed again at the end of each unit of work. We print our end of unit assessment tasks as A5 Booklets with a copy of the Learning Journey on the front cover. We can then compare the start of unit and end of unit Learning Journeys to track progress.
​

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Understanding how to use the resources. ​ Mixed Attainment Teaching can be hugely rewarding for teachers and pupils when done correctly, but it can take us out of our comfort zone. I have...

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Online manipulatives bring all of the learning and fun without the mess. Our math virtual manipulatives help students grasp abstract concepts through modeling. Literacy virtual manipulatives create a fun space for practicing spelling, rhyming, and more!

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Virtual Manipulatives | Mathematical Modelling | Toy Theater

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Original teaching tools aimed at supporting teachers in the elementary school classroom. Two color counters, 3D dice, probability spinners, graph builders, fraction bars, base ten blocks, and more!

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Explore our educational courses, lessons and applications for math, chemistry, biology, and physics. We provide everything from focused exam preparation, question practice, language learning activities, and beautifully illustrated children's books.

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Exam questions by topic

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Screen capture of the Rosenshine Masterclass slides in five key videos plus an introduction.

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Alex Bellos writes about mathematics and is the author of the puzzle book Can You Solve My Problems?