# Sheet1 NCETM (Excel)

Document Sample

```					      Index file for resources created for Cornwall Post-16 T&L project - if desired, spreadsheet can be sorted by unit in order to locate suitable
using 'save target as' with the name AAA+resources+index (the AAA is there to keep this at the top of the list of files!) Amend the spreadsheet, save to your
computer and then upload to community.

Resource Name                           Type              Author       Unit(s)                                             Notes
Learners classify the statements according to whether they think the statement is
Always, sometimes, Never - Eqns &                                                         sometimes true (eg for particular values only), always true or never true. In this activity,
1                                         Classifying card sort   L. Northern     C1 / C2   the always true statements will corrspond to identities, the sometimes to equations and
Identities
the never to inconsistent mathematical statements.
Covers the full range of trig identites in a large hexagon, created using jigsaw software,
Sir James                 with learners working in pairs or small groups. Primary aim is to improve recall. Finished
2 Identities Jigsaw Revision              Jigsaw                                     C3     jigsaw could be displayed, or copied for pupils to highlight pairs of identities they need to
Smiths
focus on.
Large hexagon jigsaw to enable learners working in pairs or small groups to practice
Sir James                 differentiation of polynomials. To extend to integration, the question should be asked -
3 Jigsaw Differentiation                  Jigsaw                                     C1     given the drivative, what could have been the function? Learners could, as an extension,
Smiths
design their own small jigsaw.
Learners practice factorising and expanding a range of quadratic expressions to create a
4 Quadratics 1 Jigsaw                     Jigsaw                  Saltash            C1     large hexagon jigsaw. Extend by learners creating their own small hexagon, possibly
including cubic expressions. Also use in KS4.

Matching/grouping                                 Learners must match the cards in sets of 3 - resultant (unresolved) vector (or force)
5 Resolving Vectors Card sort                                     Camborne           M1     matched to its horizontal and vertical components.
card sort
The correct steps to the solution of a 'finding the equation of a normal' problem are given,
6 Unjumbling - Eqn of a normal            Sequencing              L. Northern        C1     but in the wrong order and with a few red-herrings thrown in. Learners must sequence the
correct solution and explain what the mistakes are on the wrong ones.

The correct steps to the solution of a 'finding the equation of a tangent' problem are
7 Unjumbling - Eqn of a tangent           Sequencing              L. Northern        C1     given, but in the wrong order and with a few red-herrings thrown in. Learners must
sequence the correct solution and explain what the mistakes are on the wrong ones.

Falmouth                  A variety of percentage questions, ideal for revision or practice, including '% of', inc/dec,
8 Percentages Jigsaw                      Jigsaw                                   GCSE     VAT, before/after etc
School
9 Straight Lines Jigsaw                   Jigsaw                  Falmouth         GCSE     Match picture of graph to correct straight line, ideal for revision or practice.
10 Rotation and reflection matrices        Matching card sort      Liskeard          FP1     Using rotation and reflection matrices with varying angles in 360 deg
Matching/grouping                                 Learners must match the cards in sets of 3 - picture of graph, expanded form of quadratic
11 Factorising Quadratics Card sort                                Camborne           C1     and solutions to y=0
card sort
Learners practice index laws by completing large hexagon puzzle. Includes negative and
12 Laws of Indices jigsaw                       Jigsaw                 Camborne              C1      fractional indices.
Learners must match unsimplified surd expression to answer card, in pairs - twelve pairs
13 Surd Matching                                Matching card sort     Camborne              C1      altogether.
Consists of a sheet of TI-83 'screen shots' that learners must attempt to recreate on
14 Transformations of Graphs                    ICT activity           Camborne             C3?      graphic calculators and write down the function they have used.

Learners must complete large hexagon jigsaw by matching definition to given sequence
15 Recognising sequences jigsaw                 Jigsaw                 Camborne             C2?      of terms - includes inductive definitions, arithmetic and geometric sequences.

This has been written for KS4 as part of the study plus pilot! Students have to match the
16 Nth term                                     Jigsaw                 N.Reed              GCSE      sequence to the nth term
large hexagon jigsaw to enable learners working in pairs or small groups to practice
17 Binomial match                               Jigsaw                 ?                     S1      calculating the value of nCr binomial coefficients.
18 Discriminant classification                  Rearranging activity   L. Northern           C1      Cut up the table (correct at start so cut up in advance) and rearrange correctly.
Match the cards in groups of similar (right-angled) triangles and exact expressions for trig
19 Equivalent Triangles & Trig ratios           Grouping               SNS               GCSE/C1 ratios. Not all groups are the same size so a possible extension is to create cards to fill
the blanks.
Match 12 histograms with 12 frequency tables. One of each is blank for learners to
20 Histogram & freq table match                 Matching               ?                   S1    complete.
The cards show pictures at hugely different scales. Learners must sequence them
21 Powers of 10                                 Sequencing             ?                 GCSE/C1 correctly. Intro to standard form / logs.
learners must devise a quadrtaic of the appropriate form to fit into the 8 regions of the
22 RISP10 - Using Venn diagrams                 Allocation             Jonny Griffiths       C1      venn diagram. Very open ended task. Also a co-ordinate geometry version.
Learners attempt to describe the word at the top of the card (mostlt pure mathematics
23 Taboo                                        Vocab game             L. Northern            -      vocabulary) without using any of the words on the card.
(In Treviglas folder) Learners must group cards showing simple trig equation, with
Trig 1, 2 and 3 (3 files) - solving trig
24 equations                                    Grouping               Treviglas             C2      appropriate range, graph and solution(s). Aim is to secure link with simple trig eqautions
and graphical solution method. Need 3 files: Trig 1, Trig 2, Trig 3
(In Treviglas folder) Learners must group cards into 4 groups according to the trig
25 Trig equations to simplify                   Grouping               L. Northern           C2      equation to which they simplify - see instructions in footer. Forms part of a complete
lesson with Trig 1, 2 and 3 above and trig unjumbling below.

(In Treviglas folder) Learners must unjumble the steps to solve two trig equations, linking
26 Unjumbling_simple trig eqns1                 Sequencing             L. Northern           C2      the learning of the previous two activities.
Introduction to matrices - cards &                                                              (In Camborne folder) Learners must allocate matrices correctly onto a prepared sheet
27                                              Arranging              L. Northern          FP1      (other file). See lesson plan in folder for further details.
sheets
Learners must match the cards in sets of 4. Ideally the teacher should avoid much in the
Sir James
28 Equation of a Circle                         Grouping                                     C1      way of introductory explanation. There are two extra cards for which the learners must
Smiths                        deduce the three missing cards for each.
29 Solving Modulus equations                    Matching               Sir James           C3/C4     Matching activity for learners to revise solution of modulus equations
30 Inverse Trig functions                     Matching            Sir James          C3/C4   Matching activity for learners to revise evaluating inverse trig functions
Domain and range of composite              Matching            Sir James                  Revision activity for learners to match correct domain / range with given composite
31                                                                                   C3/C4   functions
functions                                                      Smiths
Learners must match the cards in sets of 5. Should work well with little or no introduction.
32 Completing the Square                      Grouping            L. Northern         C1     One set has only one pre-completed card - learners must deduce remaining cards.
Introduction to matrices -                                                              (In Camborne folder) Learners must identify correct groups of cards that match graph,
33                                            Arranging           C. Lyle            FP1     with transformation with matrix. See lesson plan in folder for further details.
transformations
(In Liskeard folder, called 'binomial starter') Learners must group (in threes) equiavalent
34 Equivalent surd expressions                Grouping            I. Crews            C3     surd and index expressions.
(In Liskeard folder, called 'Main Activity'). Learners use sets 1,2,3 and 4 to arrange 4
Introduction to binomial                                     L. Northern / I.
35                                            Grouping                                C3     groups of 8 each showing a binomial expression, a valid range, a value of x and 5
approximations                                               Crews                      possible surd approximations that are linked.
L.Northern / A.            (In Sir James Smith's folder, called 'Match 1a to 1d'). Learners use sets 1,2,3 and 4 to
36 Introduction to the Factor Theorem         Grouping                                C2     deduce the factor theroem for quadratic expressions, with one cubis for extension.
Osborne
(In Sir James Smith's folder, called 'Part1' and 'Part2'). Learners factorise a series of
Factorising Cubic expressions…part 1 and                       L.Northern / A.            cubic expressions that exemplify the different possibilities for numbers and types of
37 part 2                                     Matching                                C2     factors (part 1). Part 2 provides a selection of cubics with blank cards for learners to fill in
Osborne
with factors as they find them.

L. Northern / K.    KS4    (In Falmouth School folder). Learners match correct statements for 'end area', length and
38 Volumes (starter)                          Grouping                                       volume calculation. A KS4 worksheet that recaps knowledge of prisms (Foundation Tier).
Pearce             (Fdn)
(In Truro College folder) Learners must complete jigsaw - focus is on revising
39 Differentiation revision (C2)              Jigsaw (matching)   L. Northern         C2     differentatition of some quite challenging (C2) expressions, particulalrly involving surds
and negative indices.
(In Truro College folder) Learners must complete jigsaw - focus is on revising integration
40 Integration revision (C2)                  Jigsaw (matching)   L. Northern         C2     of some quite challenging (C2) expressions, particulalrly involving surds and negative
indices.
(In Truro College folder) Learners must 'unjumble' the question and solution of a long C2
41 Log Plots revision (C2)                    Unjumbling          L. Northern         C2     log graph question - full instructions in header in file. See also extension activity below.

(In Truro College folder) Learners must complete domino. Aim is to revise log/index
42 Logs revision (C2)                         Domino              L. Northern         C2     relationships, solving index equations and simplifying expressions using 'laws of logs'.

(In Truro College folder) Learners must 'unjumble' the question of a long C2 log graph
43 Log Plots revision - extension (C2)        Unjumbling          L. Northern         C2     question but complete the blank 'solution' cards themselves - builds directly on the log
plots unjumbling activity above.

C. Lawton
Learners Consolidate knowledge on factorial notation and using ex, before
44 Poisson Starter Cover Up                   Two-way table       (Budehaven          S2     tackling the Poisson distribution - full instructions and answers provided.
School)
C. Lawton
Activity for S2 designed to reinforce hypothesis testing. Learners practice
45 Hypothesis Testing sequencing activity Sequencing                 (Budehaven           S2     logically sequencing a hypothesis test and identifying appropriate information.
School)
C. Lawton
46 Discrete Random Variables Dominoes Dominoes                       (Budehaven           S2     Activity for S2 designed to revise general knowledge of discrete RVs.
School)
Activity designed for students to deduce the definite integral of x2, x3
S. Lomax
47 Area under the curve - practical         Practical activity                            C2     and x4 by cutting and weighing pieces of card (with thanks to Steve
(Glos)
lomax from Glos LA for this one).
Split class into groups of 4, which then become 2 pairs. First pair in
Competitive / active                                 each group answers an odd question, the solution of which feeds into
E. Williams
48 Relay Race - revision activity           learning revision                             C2     the next even question that the other pair have and so on back again.
(Truro College)
activity                                             Encourage pairs to work ahead, waiting for the value from the previous
question that the other pair is working on.....
Cut out and lay all cards face down. Players (groups of 2, 3 or 4) turn
C. White           C1 or
49 Pellmanism with Indices                  Matching                                          over and try to match equal cards. Blank cards to write laws of indices
(Saltash)          GCSE
on if required, or extra questions.
L. Northern / C.
Problem solving /                           Core / Lesson plan and resources for a problem solving activity over 1-2
50 Approximations - tower problem                                    Lyle
investigation                               GCSE lessons addressing the use of approximations and effects of rounding.
(Camborne)
L. Northern / I.         Lesson plan and resources for a problem solving / card sorting activity
Classifying /                                S1 /
51 Intro to Standard Deviation                                       Crews                    over 1 lesson introducing the use of standard deviation as a measure
investigating                               GCSE
(Liskeard)               of spread. Full instructions provided.
(In separate folder - contains full lesson plan, starter activity, main
Active learning,         L. Northern / J.           lesson and plenary activity) A two-hour lesson developing, with active
52 Intro to Differentiating sine & cosine   practical activity and   Rogers             C3 / C4 and engaging approaches, an understanding of the 'rules' for
jigsaw                   (Treviglas)                differentiating asinbx+c and acosbx+c, together with why radians is
used rather than degrees.
53
54
55
t in order to locate suitable
y 'right' clicking the file, and

they think the statement is
true or never true. In this activity,
the sometimes to equations and

n, created using jigsaw software,
aim is to improve recall. Finished
ight pairs of identities they need to

airs or small groups to practice
, the question should be asked -
? Learners could, as an extension,

f quadratic expressions to create a
r own small hexagon, possibly

(unresolved) vector (or force)

tion of a normal' problem are given,
wn in. Learners must sequence the
the wrong ones.

tion of a tangent' problem are
gs thrown in. Learners must
stakes are on the wrong ones.

practice, including '% of', inc/dec,

revision or practice.
les in 360 deg
agon puzzle. Includes negative and

answer card, in pairs - twelve pairs

s must attempt to recreate on
ave used.

ching definition to given sequence
d geometric sequences.

pilot! Students have to match the

irs or small groups to practice

and rearrange correctly.
ngles and exact expressions for trig
extension is to create cards to fill

each is blank for learners to

arners must sequence them

rm to fit into the 8 regions of the
ate geometry version.
e card (mostlt pure mathematics
d.
ng simple trig equation, with
cure link with simple trig eqautions
ig 2, Trig 3
groups according to the trig
oter. Forms part of a complete
below.

to solve two trig equations, linking

correctly onto a prepared sheet
.
teacher should avoid much in the
ards for which the learners must

ulus equations
rse trig functions
/ range with given composite

ork well with little or no introduction.
ust deduce remaining cards.
oups of cards that match graph,
der for further details.
must group (in threes) equiavalent

e sets 1,2,3 and 4 to arrange 4
lid range, a value of x and 5

Learners use sets 1,2,3 and 4 to
with one cubis for extension.
. Learners factorise a series of
ties for numbers and types of
with blank cards for learners to fill in

atements for 'end area', length and
wledge of prisms (Foundation Tier).

w - focus is on revising
ions, particulalrly involving surds

w - focus is on revising integration
rly involving surds and negative

question and solution of a long C2

ino. Aim is to revise log/index
expressions using 'laws of logs'.

question of a long C2 log graph
elves - builds directly on the log

ation and using ex, before
esting. Learners practice
fying appropriate information.

nowledge of discrete RVs.

e definite integral of x2, x3
ard (with thanks to Steve

ome 2 pairs. First pair in
solution of which feeds into
ave and so on back again.
the value from the previous
..
s (groups of 2, 3 or 4) turn
ards to write laws of indices

olving activity over 1-2
ons and effects of rounding.

olving / card sorting activity
ard deviation as a measure

an, starter activity, main
son developing, with active
ng of the 'rules' for