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A comprehensive library of resources

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It's guaranteed that you have or will run into some of these Latin terms in anything including the lightest reading. That's because they're everywhere. In newspapers, textbooks, manuals, et cetera. They are used in, inter alia, academic writing, text messaging, and, quite extensively, law documents. So, they are, ipso facto, very important to know. Ergo, we thought it's a good idea to combine these Latin words and phrases in one place and explain what they mean so that when you run into some of them next time, you go like, ha! I have seen this word somewhere and I know what it means. So, let's get down to it.

1. a priori

A belief or conclusion based on assumptions or reasoning of some sort rather than actual experience or empirical evidence. Before actually encountering, experiencing, or observing a fact.

2. a posteriori.

A fact, belief, or argument that is based on actual experience, experiment, or observation. After the fact.

3. ad astra.

To the stars.

4. ad hoc.

For a particular situation, without planning or consideration of some broader purpose or application.

5. ad hominem.

Directed to a particular person rather than generally, such as an attack on a person rather than a position they are espousing.

6. ad infinitum.

Repeat forever.

7. ad lib

Short for ad libitum. As you desire, at one's pleasure. To speak or perform without preparation.

8. ad nauseam.

Repetition that has become annoying or tiresome.

9. affidavit.

He has sworn. Sworn statement.

10. alma mater.

Nourishing, kind, bounteous mother. School from which one graduated.

11. alias.

Also known as. Otherwise known as. Less commonly as the proper meaning of at another time, otherwise.

12. alibi.

In another place. Elsewhere. Reason one couldn't have been in a location where an act was committed.

13. alter ego.

Other self. Another side of oneself.

14. A.D.

short for anno Domini. In the year of our Lord. Number of years since the birth of Jesus Christ.

15. a.m.

Short for ante meridiem. Before midday (noon.) Morning.

16. animus.

Spirit, mind, courage anger. Animosity. Intense opposition and ill will towards something, somebody, or some social group, commonly emotional, passionate, and mean-spirited. Hatred.

17. ante.

Before. Earlier. In a Supreme Court opinion, ante refers to an earlier page of the same opinion.

18. ante bellum.

Before the war.

19. ante mortem.

Before death.

20. bona fide.

Genuine. Real. With no intention to deceive.

Short for circa. Around. About. Approximately. Relative to a certain year.

22. carpe diem.

Seize the day or moment. Make the best of the present rather than delay or focus on the future.

23. caveat.

Warning, caution, disclaimer, or stipulation.

24. cf.

Short for confer. Compare to. In reference to, as a comparison.

25. cogito ergo sum.

I think, therefore I am - Descartes.

26. consensus.

Agreement. General or widespread agreement.

27. corpus.

Body, especially of written or textual matter such as books and papers.

28. curriculum.

Race. Course of a race. Path of a race. Subjects comprising a course of academic study.

29. CV

Short for curriculum vitae. The course of one's life. Resume. List of significant academic and professional accomplishments, achievements, awards, education, and training.

30. de facto.

True or matter of fact as it is, regardless of intent, good reason, authority, or official reason for being such.

31. dictum.

Something said. Noteworthy, authoritative statement or principle. Common wisdom.

32. doctor.

Teacher. Learned person. Doctor.

33. ergo.

Therefore.

34. et al.

Short for et alia (neuter plural) or et alii (masculine plural) or et aliae (feminine plural). And others. And all of the others.

45. etc.

Short for et cetera.

36. e pluribus unum.

- Out of many, one - U.S. motto.

37. ex post.

After.

38. ex post facto.

After the fact.

39. e.g.

Short for e xempli gratia. For the sake of example. For example.

40. ibid.

Short for ibidem or ib idem. In the same place. For a citation, indicates that it is from the same place as the preceding citation.

41. id.

short for idem. From the same source. For a citation, indicates that it is from the same source, but not from the same location in that source. In contrast to ibidem ( ibid.) which means the same location or place in the same source as the preceding citation.

42. i.e.

Short for id est. That is. In other words.

43. in absentia.

Conducted in the absence of.

44. in camera.

In chambers. In private, commonly for legal proceedings, in the judge's office (chambers.) before digital photography cameras were little "chambers."

45. in situ.

In position. In place.

46. in toto.

As a whole. Entirely. All of it.

47. incognito.

Unknown. With one's identity concealed. This is actually an Italian word, derived from the Latin word incognitus.

48. inter alia.

Among others. Among other things.

49. innuendo.

By nodding. Implied. Indirectly implied. Suggested. Oblique allusion.

50. intra.

Within. In a Supreme Court opinion, refers to a decision of another court, typically an appeals court.

51. ipso facto.

By that very fact or act. Therefore.

51. lingua franca.

Common language in a multi-language environment. Technically, it's Italian.

52. magnum opus.

Great work. Greatest work. Masterpiece.

53. M.O.

short for modus operandi. Mode or method of operation. How you do things.

short for nota bene. Note well. It is worth noting that.

55. per capita.

Per person, for each person, of a population. Individually, but not for any particular person.

56. per cent.

or percent short for per centum. For each one hundred.

57. per se.

By itself. Intrinsically. Specifically.

short for post meridiem. After midday (noon.) Afternoon.

59. post.

After. Later. In a Supreme Court opinion, post refers to a later page of the same opinion.

60. post mortem.

After death.

61. prima facie.

On its face. Accepted on its face. Accepted as true based on initial impression. Accepted as true unless proven false.

62. PS.

short for post scriptum. Written after. After what has been written. In addition to what has been written. In addition.

63. quasi.

As if. As though. Resembling. Similar but not quite exactly the same. Having many but not all the features of.

64. quid pro quo.

This for that. An exchange of goods or services. A barter transaction. Any contractual transaction.

65. sic

or [sic]. So, this. The previous word should be taken literally even if it is not correct or appropriate.

66. stat.

or stat short for statim. Immediately. Now. without delay.

67. status quo.

The existing state of affairs. As it is. As things are.

68. stricto sensu

or sensu stricto. In a narrow, tight, or strict sense. Strictly speaking.

69. sui generis.

Of its own kind. Unique. Outside of existing categories. In law, outside of existing law.

70. supra.

Above. From the previous cited source.

71. tabula rasa.

Clean slate. Blank slate. Absence of any preconceived notions, ideas, goals, or purpose.

72. veni, vidi, vici.

I came, I saw, I conquered.

73. verbatim.

The same exact words. Literally.

74. vs.

short for versus. Against. In opposition to. As opposed to. In contrast to.

75. veto.

I forbid. Reject.

76. vice versa.

As well as the two immediately preceding subjects of a statement reversed. The same either way. The other way around.

77. viz.

short for videre licet or videlicet. Namely. That is.

Read next

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77 Common Latin Words and Phrases Used in English That You Should Know.

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It's guaranteed that you have or will run into some of these Latin terms in anything including the lightest reading. That's because they're everywhere. In newspapers, textbooks, manuals, et cetera. They are used in, inter alia, academic writing, text messaging, and, quite extensively, law documents. So, they are, ipso facto, very important to know.

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Dad follows kid's sandwich instructions very literally

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Savings and investments. Levels of risk.

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Savings and investments. Levels of risk.

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Saving vs Investment | What Would You Do With 10K Cash?

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Lots of resources

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Free Resources designed to build and test the basic skills required to be confident in maths.

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This is our main intervention that aims to increase the mental strategies, timestables and key skills fluency of KS3 students, preparing them for later KS4 study. The emphasis is on this being a regular, short exercise at the beginning of KS3 lessons lasting no more than 10 mins. There should be a sense of real pace to a well-conducted Ninja session!

Preparation

Decide how many sessions you will run Numeracy Ninjas each week. We advise every KS3 lesson for the first 10 weeks then adjusting accordingly.

Download the relevant Ninja Skill Books and print/photocopy one copy for each student. We've made these free to download; of course, you'll have to meet the costs of printing/photocopying!

Download the Numeracy Ninjas PowerPoint and make sure all teachers can access it.

Download the Numeracy Ninjas Record Spreadsheet and make sure all teachers can access it.

In-Class Delivery

The whole session should be completed within 10 mins. The emphasis is on this being regular, quick fluency practice, not on it becoming a whole lesson.

Open the Numeracy Ninjas Powerpoint, place it in Slideshow mode and click the link to the relevant week and session. Have this displayed as your students enter the room. They collect their Ninja Skill Book and open it to the relevant page, ready to begin.

When all students are ready, click to go to the next slide on the PowerPoint which will then say, click the logo to begin.

Click the logo and the 5 minute timer will start. You will see the circular belt badges fade out as the time progresses. Students complete as many questions from their Ninja Skill Books as they can during this time. The Mental Strategies and Timestables sections should be done mentally; they may use written calculations in the space provided for the questions.

Circulate whilst students are working on the task, gaining some AFL on which questions would be good to briefly discuss when students mark their answers.

Your time is up! will appear at the end of the 5 minutes. Students then get themselves ready to mark their answers.

Click through the next 3 slides on the PowerPoint reading out the answers whilst the students mark their work. Briefly discuss strategies with the class for particular questions that you picked up from your AFL.

Click to the next slide on the PowerPoint which will display the Ninja Score-Belt poster. Students add up their scores for each of the 3 sections and calculate their Ninja Score. They look up which colour they have achieved.

Finally, open the Numeracy Ninjas Record Spreadsheet and enter the students' scores into the relevant session as they read them out.

Collect in the Ninja Skill Books and carry on with teaching the syllabus!

Ongoing

Each half term award the highest performing and most improved students in each class Grand Master status. You can give them Grand Master certificates (available to download for free from the Promotional Materials page) or celebrate their success with prizes from our Online Shop.

Numeracy Ninja Skill Focus Worksheets

This is a suite of additional intervention materials which allow students to work on improving individual topics. There are 10 days of exercises in each Ninja Skill Focus Worksheet. Students complete the exercises each day, consecutively for 10 days. They may like to record the time it took to complete the exercises so they can see their progress.

For more information on how to run this intervention, and to download the Ninja Skill Focus Worksheets click here.

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This is our main intervention that aims to increase the mental strategies, timestables and key skills fluency of KS3 students, preparing them for later KS4 study. The emphasis is on this being a regular, short exercise at the beginning of KS3 lessons lasting no more than 10 mins.

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A professional learning blog by William Emeny (Numeracy Ninjas)

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A really nice range of free resources

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I hope this power point work will help both pupils and teachers as they use it . I have used clip art and graphics to make understanding easy for the pupils, as part of my Rod 2 Task....

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Teachers TV: Lesson Starters: Fractions, Decimals and Percentages

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Teachers TV: Lesson Starters: Fractions, Decimals and Percentages

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Teachers TV: Lesson Starters: Fractions, Decimals and Percentages

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Six Key Stage 2 maths ‘Lesson Starters’, with puzzles involving fractions, decimals and percentages to start a lesson.

Meet Agatha, her identical sisters and their spaniels, Muddy Ears the gardener and the extremely rare (and often snoring) Sleepy Gibboon. Welcome to a pizza party, help Sahara choose which roll of fabulous fabric has enough material on it to make a new shalwar-kamiz and see if you can work out after how many journeys a high speed train needs to stop and re-fuel.

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Teachers TV: 'Night Train' - Maths in real life

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Teachers TV: 'Night Train' - Maths in real life

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Teachers TV: 'Night Train' - Maths in real life

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Practical Maths Video. Twelve maths sequences filmed on a sleeper train. Each display a different aspect of mathematics for pupils to explore, investigate and discuss.
How fast and how far does the train travel, how much food is carried, how many sheets are there, how do the carriages get cleaned, and is that bed really big enough?!
Each sequence poses a question intended to stimulate mathematical discussion rather than to elicit a correct answer to a computation.

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Teachers TV: Game playing to teach maths

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Teachers TV: Game playing to teach maths

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Use to consolidate transformations

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Teachers TV: Game playing to teach maths

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Game playing as a tool to help her teach Year 10 students about difficult concepts in maths such as reflection, rotation and translation. This programme shows a complete lesson, uninterrupted and unedited with the intention of developing classroom observation skills.Part of our uncut series of lessons, providing a fresh insight into teaching with a real time, real action classroom.

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Teachers TV: Functional Maths Video: In the hotel

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Mathematic sequences from behind the scenes at a London hotel. Each sequence poses a question intended to stimulate mathematical discussion rather than to elicit a correct answer to a computation. The mathematical content rewards repeated viewing and provides a rich source of mathematical imagery.

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A blog from a teacher strong on teaching maths to students with mild learning difficulties.

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I've written a lot about math classroom decor, but I didn't always have my classroom walls covered. It wasn't until years after starting teaching that I hung my first anchor chart. Since then, I have come to believe 100% in
math word walls for building vocabulary, background knowledge and student confidence. And when a student needs a reminder of past material or that he or she CAN do it, it's so much easier to point to a wall reference than to stop class.

That first photo above is a bulletin board we call . It's where students hang their graded papers that make them feel proud. Most of the time even my juniors and seniors would rather hang their papers than bring them home. (There are some
In this post I wanted to show you some of the decor that has hung in my math classroom over the years. It's all either functional or self-esteem-building.
free THE FRIDGE letters linked here if you would like to add a fridge to your classroom.)

This is a part of our math word wall that is a total hodgepodge in this photo! I've since updated some parts. You can see more of my classroom word walls in the post High School Math Word Wall Ideas .

For a couple years I taught Geometry and the anchor charts above became part of our Geometry word wall. The parallel lines cut by a transversal poster on the bottom faded over time. It's made from cut paper and the fluorescent lights did a number on it.

A couple years later when teaching a study skills class to sophomores, many of them were struggling with angle pairs in their Geometry classes. So this parallel lines cut by a transversal poster was for them. It's a good replacement for the fading cut-paper poster. Students can either use it in their notebooks as a reference or it can be enlarged for the wall.

It soon became clear that just having the slope formula and y=mx+b weren't enough. I found myself drawing linear graphs on the board so much to link our Algebra 2 concepts back to Algebra 1 that I needed a better
Even though I haven't officially taught Algebra 1 in years, re-teaching and reviewing Algebra 1 topics in Algebra 2 is always needed. This is another hodgepodge word wall.
Algebra 1 word wall . So that summer came an updated version that worked much better for my students.

This linear equations reference is so simple but it has been so useful. When I introduce initial height in quadratic word problems I can easily link back to y-intercept at time 0. And when we learn about zeros. I can quickly show that the y values should be 0 when an object is back on the ground.

This
"We are all math people" poster is one I made recently, and if I wasn't on a leave of absence from teaching to be home with our daughter, it would already be hanging on my classroom wall.

How do you like to decorate your walls? If you're part of the
I love classroom decor that is functional and that makes a classroom an inviting and low-stress place to learn. Knowing the references are always there for them encourages my students to take risks and independently seek help when they get stuck.
Visual Math Facebook group , I'd love for you to post your photos!

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Teaching Volume and Surface Area with Interactive Materials

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I've written a lot about math classroom decor, but I didn't always have my classroom walls covered. It wasn't until years after starting teaching that I hung my first anchor chart. Since then, I have come to believe 100% in math word walls for building vocabulary, background knowledge and student confidence.

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"Individual Learning Projects" Amazing lessons Anne Frank Editing writing Effective Learning English Fairytales Foundation Stage Improved Planning Learning Logs Members' Observations Maths PE Really useful reading Science Starters and Plenaries Tips and Techniques What makes a lesson outstanding?

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And other tools.

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Sign up for a 1 month free trial in mid to late April and make individualised and differentiated question sheets.

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Online text book & linked resources incl past papers.

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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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Predicted Papers and other resources

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A recently added feature to the site, KS2 revision booklets.

The booklets will be organised by the 9 different strands, that are to be tested, based upon the key stage 2 mathematics framework.

Each booklet will also include written solutions.

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BennettMaths.com The Home of KS2 to KS4 Resources and so much more

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BennettMaths is the home of Super8s, problem solving paper, revision mats and much more. All content is aimed at the new GCSE maths specification.

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Ofqual
Approved

Qualifications

© 2022 MathsMadeEasy. When you visit or interact with our sites, services or tools, we or our authorised service providers may use cookies for storing information to help provide you with a better, faster and safer experience and for marketing purposes.

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Qualifications © 2022 MathsMadeEasy. When you visit or interact with our sites, services or tools, we or our authorised service providers may use cookies for storing information to help provide you with a better, faster and safer experience and for marketing purposes.

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Although it doesn’t look like it.

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Post by sdcmaths.

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Starter for w/c 7th May

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Arrange the analogue and digital clock faces in order from earliest to latest.

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How to Spend an Hour Studying. Effective and Easy!

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This is very clear but might be worth comparing Corbet maths

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Use this video. There are worksheets to go with this.

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Simultaneous Equations - Elimination Video

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The Corbettmaths video tutorial on Simultaneous Equations - Elimination

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BrightSide - Inspiration. Creativity. Wonder.

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It's not entirely your fault if you're terrible at math - maybe you just didn't know the tricks to make any math problem a piece of cake! Well, now you do, because Bright Side has brought you a list of simple math tricks.

Multiplying large numbers in your head

Learning the nine times table

The butterfly method for adding and subtracting fractions

Multiplying by 11 (example: 11×32)

Memorizing Pi

Multiplying by 6, 7, 8, and 9 using only your hands

Finding the percentage of a number

Finding a fraction of a whole number

Converting Celcius to Farenheit and vice versa

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Nine simple math tricks you'll wish you had always known

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It's not entirely your fault if you're terrible at math - maybe you just didn't know the tricks to make any math problem a piece of cake! Well, now you do, because Bright Side has brought you a list of simple math tricks.

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BrightSide - Inspiration. Creativity. Wonder.

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9 Ingenious Math Tricks We Weren't Taught at School

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As with any other science in the world, math has its own secrets. But for some reason, our teachers never told us about them. Everything could be so much simpler if we knew these tricks!

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Emma Watson Just Responded To Her Tattoo Being Spelled Wrong And It's Hilarious - BuzzFeed UK

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Emma Watson Just Responded To Her Tattoo Being Spelled Wrong And It's Hilarious - BuzzFeed UK

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Emma Watson Just Responded To Her Tattoo Being Spelled Wrong And It's Hilarious - BuzzFeed UK

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Anybody fancy being Emma Watson's proofreader?

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Emma Watson slammed for 'poor grammar' as new tattoo has a big mistake - International Business Times, UK Edition

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Emma Watson slammed for 'poor grammar' as new tattoo has a big mistake - International Business Times, UK Edition

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Emma Watson slammed for 'poor grammar' as 'tattoo' has a big mistake - International Business Times, UK Edition

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The Beauty and the Beast star, 27, is a pioneer for the Time's Up movement.

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GCSE English not sure which exam board

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Harris Academy Greenwich combines the traditional values of discipline, respect and good behaviour with contemporary practice in teaching and technology. We are a welcoming and friendly Academy where ..

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All subjects by term and year.

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Odd numbers Even numbers Prime numbers Square numbers Cube numbers Triangle numbers 1 x table 2 x table 3 x table 4 x table 5 x table 6 x table 7 x table 8 x table 9 x table 10 x table 11 x table 12 x table

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I am the the Founder of Addicted2Success.com and I am so grateful you're here to be part of this awesome community. I love connecting with people who have a passion for Entrepreneurship, Self Development & Achieving Success. I started this website with the intention of educating and inspiring likeminded people to always strive for success no matter what their circumstances. I'm proud to say through my podcast and through this website we have impacted over 100 million lives in the last 6 and a half years.

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Joel Brown (Founder of Addicted2Success.com)

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(Images) 20 Fascinating Picture Quotes To Awaken Your Success

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I am the the Founder of Addicted2Success.com and I am so grateful you're here to be part of this awesome community. I love connecting with people who have a passion for Entrepreneurship, Self Development & Achieving Success. I started this website with the intention of educating and inspiring likeminded people to always strive for success no matter what their circumstances.

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A-Level Maths Displays - A Blog with links - Click here

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Teaching GCSE mathematics post-16 in a year

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Teaching GCSE mathematics post-16 in a year | STEM

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Do you want to offer something different for students required to take GCSE mathematics post-16? This two day residential course, run in conjunction with MEI, is designed for mathematics teachers, in schools or colleges, faced with the challenge of inspiring young people who are yet to achieve the required grade.

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Graduate Diploma in Mathematics Education

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Graduate Diploma in Mathematics Education - NCETM

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Maths Teaching Professional Development Portal

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"People are naturally curious, but they are not naturally good thinkers... Think of the to-be-learned material as answers, and take the time necessary to explain to the students the questions."
"Memory is the residue of thought... the best barometer of every lesson plan is "Of what will it make the students think." Daniel Willingham, Why Don't Students Like School?

The two cognitive principles above have really begun to make me consider what it is that my students have to think about during my lessons during each moment and how I can design my instruction and activities to maximise the amount of time students spend thinking about what I want them to think about.

Variation theory lends itself well to increasing opportunity for student thought. It was originally thought up by Ference Marton (2005) and has been taken up and developed by great mathematical minds such as Anne Watson and John Mason.

Again, I confess that I am not at all an expert in this field. Indeed, I have only been playing around with these ideas for the last couple of months as I begin to develop my practice more around a mastery approach to teaching maths. This blog is more of a note of reflections to myself as I begin to understand variation in maths. Of course, this blog is also aimed at highly intelligent educators in mathematics who may or may not have knowledge about variation theory - not the dummies that the title suggests. I felt even more compelled to share some ideas after listening to Jane Jones lead HMI in maths' podcast interview with Craig Barton - she refers to maths inspectors looking for examples of carefully selected questions rather than whole worksheets and how students make connections in maths.

Our instructional design, sequencing of examples, as well as the sequencing and variation of practice questions in an "exercise" is vital for student learning - I would say the most important parts of the planning the series of lessons as well as the careful planning of how you will carry out formative assessment and respond to learner's needs.

The word "variation" implies "different" in other contexts. I am not talking about variety in terms of "pick 'n' mix" at a cinema! How "different" one example is from another is essential when designing sequences of instruction or a set of practice questions in maths. We all know that practise is important. We hear phrases like "practise makes perfect" or "practise makes permanent" but what if the practise we provide is so carefully thought out that something more than just practise occurs? What if we can manipulate an exercise so that practise is just one of the outcomes of the exercise - that connections can be made between questions, that students can begin to compare and contrast, make predictions and form expectations, develop multiplicative reasoning? Wouldn't that be great?
"The central idea of teaching with variation is to highlight the essential features of the concepts through varying the non-essential features."Gu, Hang and Marton. 2004
There are two types of variation that I am going to talk about with regards to maths:

Conceptual variation

Procedural variation

Conceptual variation - all the different forms of the idea are considered.
Eventually, what I would love to do is create a Dropbox named "Vary My Maths." Maths educators could then begin to develop a series of example sets and carefully thought out exercises that are based around the theory of variation.

There is always an opportunity for different representations of the same mathematical idea - particularly when introducing a concept or a transformation of one idea to another. Mark McCourt pointed out to me on Twitter that the big misconception with this idea is that concepts do not vary - they are invariant. The way we can represent them and explore them can be varied, however. Below summarises some view points from Gu et al. as well as Anne Watson and John Mason.

We must think carefully about what we are going to vary - is it going to make the students think about the essential features and make links between examples or representations. You many also want to show non-examples from the offset. This is just as powerful and will mean that students do not hold misconceptions in their head moving forward.

Simply displaying examples and non-examples on the board at the same time is a good way to make students think about defining terms and thinking about "why" things fall into categories. Asking the question, "what do you notice?" can make students think about features and then you can cold call on pupils to give their ideas. Alternatively, you can just tell students what you want them to notice - this is not a crime you know! 😉 The importance of "polygon-ness" (made that up) is that we have a 2d enclosed shape created by the joining of the ends of straight edges to enclose a single area - this can be clearly seen in the examples and non examples above. Of course the importance of fractions of shapes being shared into equal parts is the idea in the second set of examples.

You can develop this idea with most things to really develop the background knowledge of topics that are going to help students think critically later on. After all, we cannot think critically in the absence of background knowledge.

Do you show examples and non-examples of linear sequences, linear graphs, pictures of 1/2, prisms, quadrilaterals, the perpendicular height of triangle, pictures of radii, ...? The list is endless.

Can you create activities that make students think about examples and non examples?

For example:
Can you think of an activity for the next topic you teach that includes this kind of activity?
This really helps students to separate the essential features of what it is that makes a term a like term to another. Of course you could fill this in yourself and ask students "what do you notice?" and carefully include all of the common misconceptions that you want students to focus on - i.e. where to include negative terms, fractional terms, terms that don't contain variables, terms like ab and ba, terms that contain the same co-efficient but not the same variable etc. These all form good questions to ask pupils.

You may also use conceptual variation to develop the same mathematical idea in different contexts or problem areas to broaden the scope of what the student connects the idea to:
Procedural Variation
How many times do you introduce the idea of fractions with 3D objects as shown above?

If you look at experts in the field of fitness and muscle building, they often advise "compound exercises." What this means is that you exercise a large muscle group but other smaller muscle groups also reep the benefit. This is how I think about procedures that are carefully varied - they provide the practice of the main skill but also benefit other areas such as reasoning and making connections.

Often referred to by the NCETM as "intelligent practice" this involves carefully constructed and sequenced question sets. The idea is to"minimally vary" non-essential features of the question. Only one aspect varies each time. Some of the reasons for doing this are:

It reduces cognitive load* since the questions are only changing each time in a small way

Students can make connections between questions

Students can begin to form expectations and make predictions

Still develops fluency of skills through the practice gained

For example,

Consider the question sets below:

What you'll notice is that both questions sets contain the same questions but are ordered differently. Once completed, each student will have gained the same level of practice in terms of difficulty. The reason that set B would be classed as more intelligent practice is that question 1 and question 2 are related. As a teacher, you could say, "complete the first three questions - once you complete them, what do you notice? Why is this? How does link to the next set of questions?"
Variation links
Other way to present the problems:
Around the clock variation
Above is what I have called a variation link - these are the same 3 questions as the questions shown above but the lay out means it is easy to make links between the top question and the two below. Students then have to complete the bottom with either an example that is minimally different to those in the diagram or how about a non-example using some of the numbers used. The example-problem pair layout means that they can then complete their own link diagram using similar ideas but different numbers on the right hand side.
Forming expectations
Here is an example of minimally different questions. The idea is that you base your questions around the example in the middle. You start at 12 o'clock and work clockwise around the clock. Each time you can ask your students, "what is the same? Why is this? What is different? Why is this? What links can you make between each questions and that in the middle? What about make links between questions around the clock? Are there any links between questions that are directly after one another clockwise? What about anti-clockwise? What about opposite each other?"

(x+4)(x+1)=x^2 + 5x +4

(x+4)(x+2)=x^2 + 6x +8

(x+4)(x+3)=x^2 + 7x +12

By varying the second bracket and keeping the first bracket the same you can ask students to spot patterns and form expectations. These kind of questions can help us to form our question and answer sessions and make students think of the underlying principles. What do you want them to focus on? Here the focus is on the effect of altering the integers on the LHS of the identity on the constant and co-efficient on the RHS.

(x+3)(x+2)=x^2+5x+6 (x+4)(x+5)=x^2+9x+20

(x-3)(x-2)=x^2 - 5x +6 (x-4)(x-5)=x^2-9x+20

-----------------------

(x+3)(x-2) = x^2+x-6 (x+5)(x-2) = x^2+3x-10

(x-3)(x+2)=x^2-x -6 (x-5)(x+2) = x^2-3x-10

We can ask questions like "what is the same?" "What's different?" "What would happen if I change _____?" "What do you expect to happen if I just simply swapped the order of the brackets?" "How can I form a double bracket where the constant is -12?" "How can I form a double bracket where the co-efficient of x in the middle is 0?" "What do you notice about the order the terms on the RHS are written in?"

Again, I will repeat that I am a novice when it comes to variation theory. I would advise you to have a look into it and begin to introduce it into your instructional sequences and practice activities.

Remember, we want the student to think about essential features of content. Memory is the residue of thought - how can we vary our questions intelligently to make the main thing the main thing?
http://www.pmtheta.com/uploads/4/7/7/8/47787337/variation_2007.pdf
Anne Watson and John Mason have written a nice summary here for ATM:

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A Dummies Guide To Question Variation In Maths

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"People are naturally curious, but they are not naturally good thinkers... Think of the to-be-learned material as answers, and take the time necessary to explain to the students the questions." "Memory is the residue of thought... the best barometer of every lesson plan is "Of what will it make the students think."

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A 30 sec clip from the Wizard of Oz

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Good for stretch questions or differentiated starters. USA site so handy to know that Grade 5 is equivalent to our Year 6.

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Open Middle - Challenging math problems worth solving

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Open Middle offers interactive math problems designed to foster critical thinking. Explore unique challenges that boost problem-solving skills and creativity.

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False allegations: how to deal with them

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Of all the bogeymen that haunt teachers' nightmares, none is more dreadful than that of the false, malicious allegation. The official line from the Department for Children, Schools and Families (DCSF) is that "cases of malicious allegations or false allegations that are wholly invented are very rare".

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Lots of good ideas here

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brand new 2016 qualification \'core maths\' revision videos!

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hitler\'s learning walk to please ofsted goes disastrously wrong

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99 ways to demonstrate progress and learning during any lesson observation!v

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a hilarious teacher overpaid f***kers shafting teachers every day song that will make you laugh!

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how important is appropriate questioning and assessment for learning to deliver outstanding lessons?

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Posted in Algebra, Algebra, Classroom, Data Handling, Exam, G Post, ICT, Learner, Mathematics, Maths Toolkit, Music, Number, OfSTED, Probability and Statistics, Proportion and Rates of Change, Ration, Resources, Science, Shape & Space, Shape and Space, SMSC, Teacher, Video Tagged with: @MrGordonMaths, AQA Maths papers, Brand New 2016 Qualification 'Core Maths' Revision Videos!, CoreMaths.CMSP, maths degree

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Cross curriculum with some great practical activities incl an egg drop.

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Works from 6x6 to 10x10

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Good for E123 and L1

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Browse our popular maths section for activity ideas, display materials and free printable resources to use in your lessons.

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Post 16 Numeracy Quals compared and explained.

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Post 16 Numeracy Quals compared and explained.

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E3 vs school etc

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A comparison between adult skills levels

Adult skills levels are not yet standardised across the UK. In England and Wales, the adult numeracy levels, along with literacy and language, are measured with 5 different categories, with Entry Level 1 at the bottom (equivalent to the standard expected for ages 5 to 7) and Level 2 (new GCSE 9-4, old GCSE A*-C) at the top. Scotland and Northern Ireland use a system similar to international levels to measure adult skills.

The chart below compares adult skills, together with school and vocational levels used in different parts of the UK and internationally:

The National Numeracy Challenge Online was designed to support adults working below Level 2 improve their numeracy skills.
Find out more about the Challenge

National standards expected at each level are described as follows:

Understanding information given by numbers and symbols in simple graphic, numerical and written forms. This includes: Adults below Entry Level 1 may not be able to select floor numbers in lifts, for example. Entry Level 1:

recognising and selecting coins

ordering and comparing numbers up to 10

Understanding information given by numbers, symbols, simple diagrams and charts in graphic, numerical and written form. This includes: Entry Level 2:

calculating costs and change

adding and subtracting two-digit numbers

Adults below Entry Level 2 may not be able to use a cash machine, for example.

Understanding information given by numbers, symbols, diagrams and charts for different purposes expressed in graphic, numerical and written forms in different ways. This includes:Adults with skills below Entry Level 3 may not be able to understand price labels or pay household bills, for example. Entry Level 3:

dividing two digits by one digit and understanding remainders

comparing weights using standard units.

Understanding straightforward mathematical information used for different purposes and being able to independently select relevant information expressed in graphic, numerical and written forms. This includes:Adults with skills below Level 1 may not be able to understand their pay slips, for example. Level 1:

doing simple percentages

converting units of measure

Understanding mathematical information used for different purposes and can independently select and compare relevant information from a variety of graphic, numerical and written forms. Level 2:

Adults with skills below Level 2 may not be able to compare the cost of products and services, or work out a household budget, for example.

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A comparison between adult skills levels Adult skills levels are not yet standardised across the UK. In England and Wales, the adult numeracy levels, along with literacy and language, are measured with 5 different categories, with Entry Level 1 at the bottom (equivalent to the standard expected for ages 5 to 7) and Level 2 (new GCSE 9-4, old GCSE A*-C) at the top.

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A TES Author with lots of free resources not yet downloaded.

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A TES Author with lots of free resources not yet downloaded.

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Alutwyche

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I have been a teacher for over 15 years - all the stuff I upload has been tried and tested in my classroom. I love a discussion on Twitter too.

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Currently on a trial of this. It's £5/month usually

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Login to our award-winning online math program. A curriculum-aligned digital math tutor with help on demand in the classroom or at home.

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Lots of good resources incl treasure hunt

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Maths for Primary and Secondary

Resources for students and teachers

Access hundreds of quizzes and other interactive activities that will help you enjoy and improve your maths whether you are at school or at home. There are thousands of carefully designed questions to improve maths knowledge and help develop fluency in important maths skills. These activities, developed for ks1 up to GCSE, have been helping students to better their target grades for more than ten years.

You can access the activities for free, but if you sign up for an account activities will be grouped together by topic and your scores for the interactive games and quizzes will be saved so that you can keep track of your progress.

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Popular with both teachers and students, the questions in these free maths resources are carefully crafted and include the answers. They are designed to help students to take the first steps in each topic, then strengthen and extend their knowledge and skills. The resources include revision questions for KS2 SATs and GCSE.

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Growing plants and maths activities - 'sow' many reasons to get your class gardening

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There are many maths activities around growing plants, especially involving measuring. Take things further this year with the fantastic resources for teachers from the RHS's Campaign for School Gardening and look at their work on the Rocket Science project with our British astronaut Tim Peake.

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Lots of resources spanning many levels

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Northern College EXCELLENT FS E3 & L1 resources

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Northern College EXCELLENT FS E3 & L1 resources

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Northern College for Residential and Community Adult Education - Begin, Discover, Succeed

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The Northern College is a residential college set in its own magnificent buildings and grounds. It is dedicated to the education and training of men and women who are without formal qualifications and are seeking to return to learning.

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Lots of resources and tools

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Lots of materials here

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We have recently launched a new website. Many of the old links won't work and it could be a while before all the links to our site via search engines are up-to-date. If you have arrived here expecting specific content as a result of the link you clicked or the search you made, please try the search tool above - you should quickly find what you're looking for. If you need any further help though, do get in touch. Also, filling in the form below, with as much detail as possible, will help us keep improving the site.

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We have recently launched a new website. Many of the old links won't work and it could be a while before all the links to our site via search engines are up-to-date. If you have arrived here expecting specific content as a result of the link you clicked or the search you made, please try the search tool above - you should quickly find what you're looking for.

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Great as starters / plenaries for many maths topics.

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Venn Diagram Rich Tasks on Mr Barton Maths

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I began to see the huge potential for the use of Venn Diagrams as a rich task from my constant source of inspiration - the amazing Median Maths Blog, by Don Steward. He created a lovely Straight Line Graphs Venn Diagrams task that you can access here.

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Edexcell FS L1 Mock Papers and Marking Schemes

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Edexcell FS L1 Mock Papers and Marking Schemes

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Edexcel Functional Skills in Mathematics | Pearson qualifications

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Good for Times Tables and Factorisation Trees amongst other things.

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Customisable  & Individualisable Times Table Grids

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Customisable  & Individualisable Times Table Grids

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Multiplication Grid ⋆ Adaptable Print Resource ⋆ Creative Commons Teaching Materials

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Create and customise multiplication grids with and without gaps.....

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Maths was headline news last month, and as is often the case it was for the wrong reasons. According to research done by the Institute of Education, top GCSE pupils in the UK lag two years behind their peers in Asia, and the sentiment of the news coverage was that the UK has a problem that has to be fixed.

Actually the findings weren't as disastrous as the headlines suggested. However one conclusion of the report stood out. It was that Asian teenagers do better at maths partly because they get more support at home - though in practice, it sounds like this is often in the form of private tutoring.

Many teachers would like to see more parental involvement in maths in the UK, and the IoE research will reinforce this. But what can teachers do to encourage parents of teenagers to get involved?

It's worth noting that the issues with parental engagement tend to change when a child moves from primary to secondary. In primary, I believe, there tends to be quite a lot of parent-teacher interaction. Parents are often very engaged with their children's maths, particularly their homework, and the main issue that they raise with teachers is their struggle with the different methods that their children use, particularly in arithmetic.

In secondary school, however, parental engagement can often drop away altogether. Sometimes it's because teenagers simply don't want to engage with their parents on anything. Just as often, though, it's because parents don't feel empowered to help. They don't recognise the maths their teenager is doing (or if they do, they can't remember how to do it) and in many cases they share their teenagers' doubts as to whether any of this stuff is relevant in any case.

So what can teachers do to help parents to support their teenagers in maths at home? You can pass on advice directly to parents, but since contact with parents is often very limited in secondary school, you may have to subtly enlist the help of your students in passing messages on.

* Real-life problem solving: While school does what it can to make maths real, the artificial settings of maths questions don't always compare with the reality of everyday problems such planning a journey, choosing the best phone package or figuring out the layout of a new bedroom. So get your students working on maths problems that require them to gather data from home. A simple example might be estimating how much water a typical household uses in a day (as part of investigating how much water an individual uses a year). This sends parents a message about the link between maths and everyday life, and it also encourages the idea of estimation, an important skill that teenagers need to develop.

* Engaging maths: Often there's not much time in the busy school schedule to fit in the more inspirational and enriching side of maths, even if a teacher wants to. Direct your students to online resources that have a mathematical content - three maths channels that have an avid teenage following are Numberphile (interesting short videos and clips about numbers), Vi Hart (blog of mathemusician Vi Hart) and Singingbanana (where maths meets comedy). Encourage them to share their favourite clips with other members of the family.

* Connect maths to their interests: Many teenagers suddenly see the point of maths if it helps them with something they are interested in. Look for the hidden maths that is connected with something they care about, whether that's sport, cooking, horses, or choosing the best package for their next mobile phone. Set homework tasks that have some flexibility, so that the challenge (such as working out the the diagonal of a rectangle) can be set in a context that appeals to the individual student. A rectangle can be a football pitch, a map, a TV screen or a Justin Bieber poster. Games are also a fantastic way of making maths practice painless - set these for homework and encourage your students to teach their parents how to play. A good example is Manga High which has a high level of maths content and is popular too.

Parents are usually better at maths than they think they are, but they tend to call the maths that they can do "common sense". One particular area in which parents tend to be stronger than teenagers is in problem-solving, because they have the benefit of experience. That's why involving teenagers in problem-solving is so useful.

Rob's maths resources on the Guardian Teacher Network

Creativity in secondary maths
Three maths ideas for teaching circle theorem, probability distributions, algebra and the square root.

Creativity in primary maths
Four ways to inject creativity into your maths lessons, including number tricks, find the centre of a triangle and symmetry.
Rob Eastaway is a maths speaker and the co-author (with Mike Askew) of the book More Maths for Mums & Dads - The Teenage Years. For more information, see www.robeastaway.com. You can follow Rob on Twitter @robeastaway.
This content is brought to you by Guardian Professional. To get articles direct to your inbox, and to access thousands of free resources, sign up to the Guardian Teacher Network here. Looking for your next role? See our Guardian jobs for schools site for thousands of the latest teaching, leadership and support jobs

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Putting parents into the equation: maths homework ideas for teens

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Maths was headline news last month, and as is often the case it was for the wrong reasons. According to research done by the Institute of Education, top GCSE pupils in the UK lag two years behind their peers in Asia, and the sentiment of the news coverage was that the UK has a problem that has to be fixed.

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Pythagoras' Theorum - Pizza on the Hypotenuse Video

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Pythagoras' Theorum - Pizza on the Hypotenuse Video

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A 1 minute intro video

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Maths for Parents - Eleanor Palmer Primary School

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We have made 4 short videos for parents to explain how we teach the 4 core formal operations in mathematics. In particular we want parents to understand the expanded methods we use along the journey to the formal 'compact' method. Underneath each video is a link to a document detailing progression and essential number facts, in more detail.

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Advice for Families | Family Maths Toolkit

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Helping your child feel confident about maths will give them a head start in developing their numeracy skills. Discover more on our website.

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Maths & Animal Care – Welsh Mountain Zoo

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A look at how numeracy skills are used in all kinds of different jobs. This video focuses on the care of animals.

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Advice, guidance and resources for parents helping their children improve their mathematical ability.

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Good for FS

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L1/L2 Data collection class entry vid

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Halloween is scary, what with all the costumes and the ghosts and the amount of sugar in candy corn. Do you know what else is scary? Algebra, what with all the numbers and the rules and the math.

So a Halloween-themed riddle seems like a little much. But much like a haunted house, we shall conquer our fear and march onward. Here is the problem from Mathway that was shared on Oct. 20, and is stumping people on the Internet. Are you ready to give it a whirl?

Facebook

Spooky enough for you? We'll wait here while you try and solve this spooky math problem. While we're young...

Have your answer? Well, flip the page to see if got a trick or a treat.

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This Halloween Math Puzzle Is Stumping People Online

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Halloween is scary, what with all the costumes and the ghosts and the amount of sugar in candy corn. Do you know what else is scary? Algebra, what with all the numbers and the rules and the math. So a Halloween-themed riddle seems like a little much. But much like

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Expressions, functions, inequalities etc.

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Mr Carter Maths Good for Differentiated Questions

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Mr Carter Maths Good for Differentiated Questions

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Add this.

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Got to 7:50 minutes last time which recapped Pythagorous.

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Trigonometry SOHCAHTOA GCSE Higher Maths

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To help with triangles and shapes.

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Guidelines

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Numerals should be used for all larger numbers although the context might determine the precise usage. In technical writing such numbers should always be written using numerals. If the number is less precise, it may be possible to write the number in words.

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Loads of fab stuff for foundation and higher papers. 100 Tough Questions for Aaron.

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New 9-1 GCSE Maths (Foundation and Higher), New A Level Maths

GCSE and A Level Maths DVDs, Active Books, Videos, Worksheets and Free Help/Work Books.
1000s of free resources made by Steve Blades.
www.m4ths.com is looking for a sponsor to help keep the site running to provide free resources for pupils, parents & teachers. Please contact me via twitter if you are able to help or would like to advertise on the site. You can donate using Paypal Donate button above.

New 9-1 GCSE Maths (Foundation and Higher), New A Level Maths

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www.m4ths.com - A Level and GCSE Mathematics - Revision

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New 9-1 GCSE Maths (Foundation and Higher), New A Level Maths GCSE and A Level Maths DVDs, Active Books, Videos, Worksheets and Free Help/Work Books. 1000s of free resources made by Steve Blades.www.m4ths.com is looking for a sponsor to help keep the site running to provide free resources for pupils, parents & teachers.

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10 quick questions. Use with printed sheets.

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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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A Be Like Bill meme. Caption your own images or memes with our Meme Generator.

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Use this highly structured page

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Click here FREE ebook from Barton Maths FREE Old Revision Guide as a pdf - Click here Free GCSE 9-1 Revision Guide - Click here Printable Revision Flashcards from @tannermaths - Click here Ma+hs Card APP: This FREE GCSE level app contains all of the really useful formulae you need -Click here

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Lots of good resources

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As if LEGOs weren't enough of an awesome childhood toy, one teacher has found another awesome educational/developmental use for this super-toy - as a math education aid! Alycia Zimmerman, a 3rd-grade teacher in New York, uses them to explain fractions, squares and other mathematical concepts.

"In the classroom, the tiny bricks are now my favorite possibility-packed math manipulative," she writes in an article for Scholastic that goes more into depth about these bricks' potential uses.

More info: scholastic.com (h/t: designyoutrust)

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Teacher Uses LEGOs To Explain Math To Schoolchildren

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As if LEGOs weren't enough of an awesome childhood toy, one teacher has found another awesome educational/developmental use for this super-toy - as a math education aid! Alycia Zimmerman, a 3rd-grade teacher in New York, uses them to explain fractions, squares and other mathematical concepts.

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Sine, Cosine and Tangent (often shortened to sin, cos and tan) are each a ratio of sides of a right angled triangle:

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Try the percentages date

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An integer greater than one is called a prime number if its only positive divisors (factors) are one and itself.

Here is a chart detailing the all Primes from 1 - 100

We know via the proof-by-contradiction by Euclid that there are an infinite number of prime numbers, yet, this doesn't reveal them. Unlike a standard integer (whereupon whatever number you can come up with, for example n, i can surpass this number with the simple exercise of n+1), large prime numbers are incredible difficult to find. There is no formula for churning out prime numbers, they must be found :)

In 2008, a mathematician won $100,000 for finding the next highest prime number (the largest known to date)

Most likely you students won't be able to grasp how big this number really is, but, for intents and purposes, if you were to sum up all the atoms in the entire universe you would get a number roughly 10^80 (vastly smaller than the one shown here)

three hundred sixteen quattuormilliamilliatrecensexviginmilliaunsexagintillion,
four hundred seventy quattuormilliamilliatrecensexviginmilliasexagintillion,
two hundred sixty nine quattuormilliamilliatrecensexviginmillianovemquinquagintillion,
three hundred thirty quattuormilliamilliatrecensexviginmilliaoctoquinquagintillion,
two hundred fifty five quattuormilliamilliatrecensexviginmilliaseptenquinquagintillion,
nine hundred twenty three quattuormilliamilliatrecensexviginmilliasexquinquagintillion,
one hundred forty three quattuormilliamilliatrecensexviginmilliaquinquinquagintillion,
four hundred fifty three quattuormilliamilliatrecensexviginmilliaquattuorquinquagintillion,
seven hundred twenty three quattuormilliamilliatrecensexviginmilliatrequinquagintillion,
nine hundred forty nine quattuormilliamilliatrecensexviginmilliadoquinquagintillion,
three hundred thirty seven quattuormilliamilliatrecensexviginmilliaunquinquagintillion,
five hundred sixteen quattuormilliamilliatrecensexviginmilliaquinquagintillion,
fifty four quattuormilliamilliatrecensexviginmillianovemquadragintillion,
one hundred six quattuormilliamilliatrecensexviginmilliaoctoquadragintillion,
one hundred eighty eight quattuormilliamilliatrecensexviginmilliaseptenquadragintillion,
four hundred seventy five quattuormilliamilliatrecensexviginmilliasexquadragintillion,
two hundred sixty four quattuormilliamilliatrecensexviginmilliaquinquadragintillion,
six hundred forty four quattuormilliamilliatrecensexviginmilliaquattuorquadragintillion,
one hundred forty quattuormilliamilliatrecensexviginmilliatrequadragintillion,
three hundred four quattuormilliamilliatrecensexviginmilliadoquadragintillion,
one hundred seventy six quattuormilliamilliatrecensexviginmilliaunquadragintillion,
seven hundred thirty two quattuormilliamilliatrecensexviginmilliaquadragintillion,
eight hundred eleven quattuormilliamilliatrecensexviginmillianovemtrigintillion,
two hundred forty seven quattuormilliamilliatrecensexviginmilliaoctotrigintillion,
four hundred ninety three quattuormilliamilliatrecensexviginmilliaseptentrigintillion,
sixty nine quattuormilliamilliatrecensexviginmilliasextrigintillion,
three hundred sixty eight quattuormilliamilliatrecensexviginmilliaquintrigintillion,
six hundred ninety two quattuormilliamilliatrecensexviginmilliaquattuortrigintillion,
forty three quattuormilliamilliatrecensexviginmilliatretrigintillion,
one hundred eighty five quattuormilliamilliatrecensexviginmilliadotrigintillion,
one hundred twenty one quattuormilliamilliatrecensexviginmilliauntrigintillion,
six hundred eleven quattuormilliamilliatrecensexviginmilliatrigintillion,
eight hundred thirty seven quattuormilliamilliatrecensexviginmillianovemvigintillion,
eight hundred fifty six quattuormilliamilliatrecensexviginmilliaoctovigintillion,
seven hundred twenty six quattuormilliamilliatrecensexviginmilliaseptenvigintillion,
eight hundred sixteen quattuormilliamilliatrecensexviginmilliasexvigintillion,
five hundred thirty nine quattuormilliamilliatrecensexviginmilliaquinvigintillion,
nine hundred eighty five quattuormilliamilliatrecensexviginmilliaquattuorvigintillion,
four hundred sixty five quattuormilliamilliatrecensexviginmilliatrevigintillion,
ninety seven quattuormilliamilliatrecensexviginmilliadovigintillion,
three hundred fifty six quattuormilliamilliatrecensexviginmilliaunvigintillion,
one hundred twenty three quattuormilliamilliatrecensexviginmilliavigintillion,
four hundred thirty two quattuormilliamilliatrecensexviginmillianovemdecillion,
six hundred forty five quattuormilliamilliatrecensexviginmilliaoctodecillion,
one hundred seventy nine quattuormilliamilliatrecensexviginmilliaseptendecillion,
six hundred seventy three quattuormilliamilliatrecensexviginmilliasexdecillion,
eight hundred fifty three quattuormilliamilliatrecensexviginmilliaquindecillion,
five hundred ninety quattuormilliamilliatrecensexviginmilliaquattuordecillion,
five hundred seventy seven quattuormilliamilliatrecensexviginmilliatredecillion,
two hundred thirty eight quattuormilliamilliatrecensexviginmilliadodecillion,
one hundred seventy nine quattuormilliamilliatrecensexviginmilliaundecillion,
three hundred fifty seven quattuormilliamilliatrecensexviginmilliadecillion,
nine hundred quattuormilliamilliatrecensexviginmillianovemtillion,
eight hundred seventy six quattuormilliamilliatrecensexviginmilliaoctotillion,
four hundred twenty six quattuormilliamilliatrecensexviginmilliaseptentillion,
one hundred three quattuormilliamilliatrecensexviginmilliasextillion,
nine hundred forty three quattuormilliamilliatrecensexviginmilliaquintillion,
seven hundred eighty two quattuormilliamilliatrecensexviginmilliaquattuortillion,
three hundred seventy six quattuormilliamilliatrecensexviginmilliatretillion,
four hundred ninety four quattuormilliamilliatrecensexviginmilliadotillion,
five hundred ninety one quattuormilliamilliatrecensexviginmilliauntillion,
seven hundred forty two quattuormilliamilliatrecensexviginmilliatillion,
nine hundred thirty four quattuormilliamilliatrecenquinviginmillianongennovemnonagintillion,
five hundred eighty eight quattuormilliamilliatrecenquinviginmillianongenoctononagintillion,
four hundred ninety seven quattuormilliamilliatrecenquinviginmillianongenseptennonagintillion,
one hundred seventeen quattuormilliamilliatrecenquinviginmillianongensexnonagintillion,
five hundred eighty seven quattuormilliamilliatrecenquinviginmillianongenquinnonagintillion,
one hundred forty six quattuormilliamilliatrecenquinviginmillianongenquattuornonagintillion,
nine hundred sixteen quattuormilliamilliatrecenquinviginmillianongentrenonagintillion,
nine hundred seventy two quattuormilliamilliatrecenquinviginmillianongendononagintillion,
nine hundred eighty four quattuormilliamilliatrecenquinviginmillianongenunnonagintillion,
seven hundred sixty one quattuormilliamilliatrecenquinviginmillianongennonagintillion,
one hundred fifty nine quattuormilliamilliatrecenquinviginmillianongennovemoctogintillion,
sixty quattuormilliamilliatrecenquinviginmillianongenoctooctogintillion,
eight hundred seventy three quattuormilliamilliatrecenquinviginmillianongenseptenoctogintillion,
two hundred fifty quattuormilliamilliatrecenquinviginmillianongensexoctogintillion,
nine hundred thirty nine quattuormilliamilliatrecenquinviginmillianongenquinoctogintillion,
four hundred sixty two quattuormilliamilliatrecenquinviginmillianongenquattuoroctogintillion,
eighty five quattuormilliamilliatrecenquinviginmillianongentreoctogintillion,
five hundred seventy five quattuormilliamilliatrecenquinviginmillianongendooctogintillion,
seven hundred forty quattuormilliamilliatrecenquinviginmillianongenunoctogintillion,
seven hundred fifty four quattuormilliamilliatrecenquinviginmillianongenoctogintillion,
five hundred seventy seven quattuormilliamilliatrecenquinviginmillianongennovemseptuagintillion,
ninety eight quattuormilliamilliatrecenquinviginmillianongenoctoseptuagintillion,
six hundred twenty quattuormilliamilliatrecenquinviginmillianongenseptenseptuagintillion,
five hundred fifty eight quattuormilliamilliatrecenquinviginmillianongensexseptuagintillion,
eleven quattuormilliamilliatrecenquinviginmillianongenquinseptuagintillion,
seven hundred seventy nine quattuormilliamilliatrecenquinviginmillianongenquattuorseptuagintillion,
five hundred twenty nine quattuormilliamilliatrecenquinviginmillianongentreseptuagintillion,
eight hundred eighty four quattuormilliamilliatrecenquinviginmillianongendoseptuagintillion,
forty two quattuormilliamilliatrecenquinviginmillianongenunseptuagintillion,
one hundred ninety eight quattuormilliamilliatrecenquinviginmillianongenseptuagintillion,
two hundred eighty seven quattuormilliamilliatrecenquinviginmillianongennovemsexagintillion,
six hundred forty three quattuormilliamilliatrecenquinviginmillianongenoctosexagintillion,
three hundred nineteen quattuormilliamilliatrecenquinviginmillianongenseptensexagintillion,
three hundred thirty quattuormilliamilliatrecenquinviginmillianongensexsexagintillion,
four hundred sixty five quattuormilliamilliatrecenquinviginmillianongenquinsexagintillion,
sixty four quattuormilliamilliatrecenquinviginmillianongenquattuorsexagintillion,
four hundred fifty five quattuormilliamilliatrecenquinviginmillianongentresexagintillion,
two hundred thirty four quattuormilliamilliatrecenquinviginmillianongendosexagintillion,
nine hundred eighty eight quattuormilliamilliatrecenquinviginmillianongenunsexagintillion,
one hundred forty two quattuormilliamilliatrecenquinviginmillianongensexagintillion,
one hundred thirty nine quattuormilliamilliatrecenquinviginmillianongennovemquinquagintillion,
five hundred sixty five quattuormilliamilliatrecenquinviginmillianongenoctoquinquagintillion,
seven hundred eighty five quattuormilliamilliatrecenquinviginmillianongenseptenquinquagintillion,
four hundred forty seven quattuormilliamilliatrecenquinviginmillianongensexquinquagintillion,
four hundred seventy four quattuormilliamilliatrecenquinviginmillianongenquinquinquagintillion,
twenty three quattuormilliamilliatrecenquinviginmillianongenquattuorquinquagintillion,
five hundred forty six quattuormilliamilliatrecenquinviginmillianongentrequinquagintillion,
three hundred fifty three quattuormilliamilliatrecenquinviginmillianongendoquinquagintillion,
seven hundred fifty eight quattuormilliamilliatrecenquinviginmillianongenunquinquagintillion,
five hundred thirty seven quattuormilliamilliatrecenquinviginmillianongenquinquagintillion,
three hundred twenty four quattuormilliamilliatrecenquinviginmillianongennovemquadragintillion,
eight hundred one quattuormilliamilliatrecenquinviginmillianongenoctoquadragintillion,
eight hundred thirty eight quattuormilliamilliatrecenquinviginmillianongenseptenquadragintillion,
one hundred twenty quattuormilliamilliatrecenquinviginmillianongensexquadragintillion,
three hundred eighty seven quattuormilliamilliatrecenquinviginmillianongenquinquadragintillion,
six hundred quattuormilliamilliatrecenquinviginmillianongenquattuorquadragintillion,
eight hundred sixty eight quattuormilliamilliatrecenquinviginmillianongentrequadragintillion,
four hundred sixteen quattuormilliamilliatrecenquinviginmillianongendoquadragintillion,
five hundred twenty five quattuormilliamilliatrecenquinviginmillianongenunquadragintillion,
four hundred quattuormilliamilliatrecenquinviginmillianongenquadragintillion,
seven hundred ninety quattuormilliamilliatrecenquinviginmillianongennovemtrigintillion,
three hundred eighty one quattuormilliamilliatrecenquinviginmillianongenoctotrigintillion,
two hundred eighty five quattuormilliamilliatrecenquinviginmillianongenseptentrigintillion,
eight hundred eighty eight quattuormilliamilliatrecenquinviginmillianongensextrigintillion,
two hundred fifty six quattuormilliamilliatrecenquinviginmillianongenquintrigintillion,
six hundred eighty seven quattuormilliamilliatrecenquinviginmillianongenquattuortrigintillion,
eighty five quattuormilliamilliatrecenquinviginmillianongentretrigintillion,
eight hundred fifty five quattuormilliamilliatrecenquinviginmillianongendotrigintillion,
four hundred fifty six quattuormilliamilliatrecenquinviginmillianongenuntrigintillion,
two hundred thirty one quattuormilliamilliatrecenquinviginmillianongentrigintillion,
five hundred seventy seven quattuormilliamilliatrecenquinviginmillianongennovemvigintillion,
five hundred twenty seven quattuormilliamilliatrecenquinviginmillianongenoctovigintillion,
nine hundred thirty nine quattuormilliamilliatrecenquinviginmillianongenseptenvigintillion,
three hundred five quattuormilliamilliatrecenquinviginmillianongensexvigintillion,
nine hundred twenty quattuormilliamilliatrecenquinviginmillianongenquinvigintillion,
eight hundred eleven quattuormilliamilliatrecenquinviginmillianongenquattuorvigintillion,
seven hundred sixty six quattuormilliamilliatrecenquinviginmillianongentrevigintillion,
five hundred eighty five quattuormilliamilliatrecenquinviginmillianongendovigintillion,
three hundred eight quattuormilliamilliatrecenquinviginmillianongenunvigintillion,
six hundred seventy quattuormilliamilliatrecenquinviginmillianongenvigintillion,
one hundred thirty two quattuormilliamilliatrecenquinviginmillianongennovemdecillion,
one hundred twenty nine quattuormilliamilliatrecenquinviginmillianongenoctodecillion,
one hundred fifty five quattuormilliamilliatrecenquinviginmillianongenseptendecillion,
two hundred twenty one quattuormilliamilliatrecenquinviginmillianongensexdecillion,
eight hundred four quattuormilliamilliatrecenquinviginmillianongenquindecillion,
three hundred eighty one quattuormilliamilliatrecenquinviginmillianongenquattuordecillion,
five hundred forty eight quattuormilliamilliatrecenquinviginmillianongentredecillion,
six hundred twenty five quattuormilliamilliatrecenquinviginmillianongendodecillion,
seven hundred eighty seven quattuormilliamilliatrecenquinviginmillianongenundecillion,
nine hundred forty three quattuormilliamilliatrecenquinviginmillianongendecillion,
twenty quattuormilliamilliatrecenquinviginmillianongennovemtillion,
six hundred ninety four quattuormilliamilliatrecenquinviginmillianongenoctotillion,
five hundred twenty eight quattuormilliamilliatrecenquinviginmillianongenseptentillion,
fifteen quattuormilliamilliatrecenquinviginmillianongensextillion,
nine hundred ninety nine quattuormilliamilliatrecenquinviginmillianongenquintillion,
two hundred twenty one quattuormilliamilliatrecenquinviginmillianongenquattuortillion,
seven hundred eighteen quattuormilliamilliatrecenquinviginmillianongentretillion,
one hundred ninety one quattuormilliamilliatrecenquinviginmillianongendotillion,
five hundred fifty seven quattuormilliamilliatrecenquinviginmillianongenuntillion,
seven hundred sixty one quattuormilliamilliatrecenquinviginmillianongentillion,
seven hundred eighty nine quattuormilliamilliatrecenquinviginmilliaoctingennovemnonagintillion,
thirty eight quattuormilliamilliatrecenquinviginmilliaoctingenoctononagintillion,
five hundred thirty nine quattuormilliamilliatrecenquinviginmilliaoctingenseptennonagintillion,
five hundred twenty two quattuormilliamilliatrecenquinviginmilliaoctingensexnonagintillion,
three hundred forty nine quattuormilliamilliatrecenquinviginmilliaoctingenquinnonagintillion,
seven hundred forty six quattuormilliamilliatrecenquinviginmilliaoctingenquattuornonagintillion,
eight hundred eight quattuormilliamilliatrecenquinviginmilliaoctingentrenonagintillion,
seven hundred ninety seven quattuormilliamilliatrecenquinviginmilliaoctingendononagintillion,
four hundred seventy six quattuormilliamilliatrecenquinviginmilliaoctingenunnonagintillion,
nine hundred seven quattuormilliamilliatrecenquinviginmilliaoctingennonagintillion,
six hundred sixty four quattuormilliamilliatrecenquinviginmilliaoctingennovemoctogintillion,
fifty quattuormilliamilliatrecenquinviginmilliaoctingenoctooctogintillion,
six hundred one quattuormilliamilliatrecenquinviginmilliaoctingenseptenoctogintillion,
two hundred forty eight quattuormilliamilliatrecenquinviginmilliaoctingensexoctogintillion,
four hundred seventy three quattuormilliamilliatrecenquinviginmilliaoctingenquinoctogintillion,
two hundred six quattuormilliamilliatrecenquinviginmilliaoctingenquattuoroctogintillion,
eight hundred seventy four quattuormilliamilliatrecenquinviginmilliaoctingentreoctogintillion,
one hundred thirty three quattuormilliamilliatrecenquinviginmilliaoctingendooctogintillion,
one hundred ninety four quattuormilliamilliatrecenquinviginmilliaoctingenunoctogintillion,
six hundred sixty three quattuormilliamilliatrecenquinviginmilliaoctingenoctogintillion,
five hundred eighty five quattuormilliamilliatrecenquinviginmilliaoctingennovemseptuagintillion,
three hundred thirty four quattuormilliamilliatrecenquinviginmilliaoctingenoctoseptuagintillion,
nine hundred eighty three quattuormilliamilliatrecenquinviginmilliaoctingenseptenseptuagintillion,
eight hundred five quattuormilliamilliatrecenquinviginmilliaoctingensexseptuagintillion,
seven hundred thirty four quattuormilliamilliatrecenquinviginmilliaoctingenquinseptuagintillion,
eight hundred three quattuormilliamilliatrecenquinviginmilliaoctingenquattuorseptuagintillion,
six hundred twenty quattuormilliamilliatrecenquinviginmilliaoctingentreseptuagintillion,
seven hundred five quattuormilliamilliatrecenquinviginmilliaoctingendoseptuagintillion,
seven hundred seventy eight quattuormilliamilliatrecenquinviginmilliaoctingenunseptuagintillion,
two hundred seventy quattuormilliamilliatrecenquinviginmilliaoctingenseptuagintillion,
nine hundred ten quattuormilliamilliatrecenquinviginmilliaoctingennovemsexagintillion,
five hundred sixty one quattuormilliamilliatrecenquinviginmilliaoctingenoctosexagintillion,
seven hundred sixteen quattuormilliamilliatrecenquinviginmilliaoctingenseptensexagintillion,
seven hundred sixty seven quattuormilliamilliatrecenquinviginmilliaoctingensexsexagintillion,
six hundred eighty quattuormilliamilliatrecenquinviginmilliaoctingenquinsexagintillion,
nine hundred fifty four quattuormilliamilliatrecenquinviginmilliaoctingenquattuorsexagintillion,
eight hundred fourteen quattuormilliamilliatrecenquinviginmilliaoctingentresexagintillion,
four hundred fifteen quattuormilliamilliatrecenquinviginmilliaoctingendosexagintillion,

What a mouth full!!!!

So, here is the goal. Using a large fake check made out for $100,000 and a small bag of candy, pose the challenge to see who can come up with the largest prime number using only paper, pencil and calculator (don't let them cheat on their cell phones by Googling)

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An integer greater than one is called a prime number if its only positive divisors (factors) are one and itself. Here is a chart detailing the all Primes from 1 - 100 We know via the proof-by-contradiction by Euclid that there are an infinite number of prime numbers, yet, this doesn't reveal them.

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Lots of resources

# data[].attributes.headline
Parts of Speach. Info POS tagging online

# data[].attributes.subject
Parts of Speach. Info POS tagging online

# data[].attributes.body
Nice grammar tool.

# data[].attributes.attachment_link.provider_name
Parts-of-speech.Info - POS tagging online

# data[].attributes.attachment_link.title
Parts-of-speech.Info - POS tagging online

# data[].attributes.attachment_link.description
automatic Part-of-speech tagging of texts (highlight word classes)

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Predicted Papers, Topic Busters, Demon Questions,
Mini Mocks.

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Start at 32 seconds