Our schemes of work include links to a wealth of teaching resources, created and accumulated over the last 20 years. We’ve listed a few of them here to give a flavour of what is available.
Maths to Infinity
Maths to Infinity: so called because each activity randomly generates an infinity of different questions, and one of the creators looks like Buzz Lightyear. Anyway, this is an incredibly easy to use interactive resource and is ideal for assessing fluency.
There are about 180 different activities included within the files listed here. This includes a number of AS/A Level activities too. On opening these files you must choose to ‘enable content’. Once you’ve done that it really should be self-explanatory. We hope!
Stick on the Maths
A ‘Stick on the Maths’ activity comprises a 3 by 3 grid with nine questions, statements or scenarios. Alongside this there are nine cards that can be placed on to the grid to provide a solution or fact that matches the question (statement or scenario).
We have found that students really engage with these activities when they are both provided on paper for them to move the cards around, while also displayed on screen at the front of the classroom. ‘Enabling content’ will allow you to view the activity ‘full screen’, and move the cards by clicking and dragging the border of the box.
You can also choose to hide the ‘solution’ cards for an alternative way of using the resource. Most of the activities can be used without the cards by challenging students to produce their own set of solutions. These can be could be shared with a partner, or written on post-it notes and placed on the projected image (hence, ‘Stick on the Maths’).
And yes, we know … they are still named and listed by NC Level. This is a job we haven’t quite found time for yet, but at some point we will rename everything. In the meantime, this is no reason not to use them! Once you’ve heard the reasoning that these problem-solving activities generate we are sure you will agree!
ALG2: Coordinates in the first quadrant
CALC1: Mental methods
CALC2: Multiplication facts
CALC3: Written methods
CALC4: Multiplying a decimal
CALC5: Solving problems
CALC6: Checking results
HD1: Discrete data.doc
HD2: Grouping data
HD3: Venn and Carroll diagrams
HD4: Frequency diagrams and line graphs
HD5: Mode and range
NNS1: Number patterns
NNS2: Number relationships
NNS3: Place value
NNS4: Proportions of a whole
NNS5: Ordering decimals
NNS6: Simple ratio
SSM1: Properties of shapes
SSM2: Making models and drawing shapes
SSM3: Simple transformations
SSM4: Choosing units and instruments
SSM5: Interpreting measurements
SSM6: Area and perimeter
ALG2: Coordinates in four quadrants
CALC1: Known facts, place value and order of operations
CALC2: Use of a calculator
CALC3: Multiplying and dividing
CALC4: Negative numbers
CALC5: Ratio and proportion
CALC6: Checking solutions
HD1: Collecting data
HD3: The probability scale
HD6: Graphs and diagrams
HD7: Line graphs
NNS1: Place value
NNS2: Decimals and negative numbers
NNS3: Number patterns and relationships
NNS4: Equivalence between fractions
NNS5: Simplifying fractions
SSM1: Properties of shapes
SSM3: Transforming shapes
SSM4: Measuring and drawing angles
SSM5: Interpreting scales
SSM7: Area and perimeter
ALG2: Constructing And Solving Linear Equations
ALG3: Linear Sequences
ALG4: Graphs Of Linear Functions
ALG5: Real life Graphs
CALC1: Percentage Increases And Decreases
CALC2: Ratio And Proportion
CALC2: Ratio And Proportion
HD1: Designing A Survey
HD2: Selecting And Constructing Graphs And Charts
HD3: Finding Outcomes
HD4: Using Mutually Exclusive Outcomes
HD5: Communicating Results
NNS1: Comparing Proportions
SSM1: Classifying Quadrilaterals
SSM2: Geometrical Problems
SSM3: Alternate And Corresponding Angles
SSM4: Generating shapes and paths on a computer
SSM5: 2D Representations Of 3D Shapes
SSM6: Enlargement (positive Integer Scale Factor)
SSM8: Standard Constructions
SSM9: Area And Volume
SSM10: Circumference And Area Of A Circle
ALG1: Manipulating Linear Expressions
ALG2: Simultaneous Linear Equations
ALG3: Inequalities In One Variable
ALG5: Quadratic Sequences
ALG6: Graphs Of Quadratic And Linear Functions
CALC1: Proportional Change And Multiplicative Methods
CALC2: Multiplying And Dividing By Numbers Between 0 And 1
CALC3: The Four Operations With Fractions
CALC4: Approximating Calculations
CALC5: Using A Calculator
HD1: Identifying Bias
HD2: Frequency Polygons And Scatter Diagrams
HD3: Working With Grouped Data
HD4: Comparing Distributions
HD5: Relative Frequency
HD6: Statistical Enquiry
SSM1: Pythagoras’ Theorem
SSM2: Right Prisms
SSM3: Enlargement (fractional Scale Factor)
SSM5: Inaccuracy Of Measurements
SSM6: Compound Measures
ALG2: Algebraic Manipulation
ALG3: Formulae I
ALG4: Formulae II
ALG6: Algebraic Graphs
ALG7: Transformation Of Graphs
CALC1: Repeated Proportional Change
CALC2: Complex Calculations
HD2: Comparing Distributions
HD4: Tree Diagrams
NNS1: Recurring Decimals And Fractions
SSM1: Congruence And Similarity
All the schemes of work link to resources which can best be described as miscellaneous. They’re not part of a package – just lots of stuff we have found useful over time. Here’s a selection to give you a flavour.
- A selection of times table jigsaws ready to print and cut. There’s a surprising mixture here, including a Roman numeral version, and even a Mayan number system version. That’ll test their reasoning!
- The Heinz matrix. ‘What?’ I hear you ask. Well, just follow the instructions and all will become clear – we think. This intriguing number puzzle can be used to set challenges including with fractions and decimals.
- Maximise / minimise is a set of number games that encourage students to consider the structure of standard written methods of calculation.
- Inequality is a resource for engaging students in how to compare integers, fractions and decimals
- Algebra Rules is a matching activity focusing on the basic rules and conventions of introductory algebra.
- The schemes of work suggest a possible standard approach to teaching students how to solve equations and Balancing Act II is the second of three related activities.
- Matching graphs provides students with functions and graphs to match together. But there’s nothing random about the selection: the number 2 appears as often as possible in as many different places as possible – all to make sure that students are thinking deeply about gradients and intercepts. A simplified version of this activity is available too.
- Screenshot challenge is a series of puzzles asking students to find equations of lines to create each diagram shown. Since it was written, desmos has become another really useful tool to support this.
- Everything for an introductory lesson on formal geometric proof can be found here: Use the opening puzzle with circles to demonstrate why proof is important (ask them to predict and test case 5, then case 6 to finish). Then use the proof puzzles as you see fit.
- We found it difficult to find the right resources we needed for linking plans and elevations with isometric drawings. So we made this and never looked back.
- I like a bit of alliteration and I also like Pythagoras’ theorem. The consequence is Triple Triplicate – a collection of three ways to generate Pythagorean triples which happily links this lovely concept with some practice at substituting into formulae. The third method really is for A Level students, but it was too good to miss out, and you never know who will be intrigued enough to explore further.
- Never ones to shy away from creating something interesting for teaching those awkward concepts, Bounding About is a lesson for introducing the idea of error intervals and calculating with bounds. It’s all true – honest. And you’ll need this PowerPoint too.
- On the subject of bounds, Ben Nevis is an interesting example of how limits of accuracy impact the things around us. It’s also a mountain.
- How to introduce iteration? A question I have literally been asked at least three times. Well, it was even being used to work out square roots of numbers in the days of the Babylonian Empire. So here is the way that has become my tried and trusted method.
Yes, within ‘miscellaneous’ it has now become necessary to list ‘random’. Every now and again you will come across ideas and resources that don’t really link in to any stage in particular. For example, we used to have a languages day in my school, and here are a couple of the consequences: