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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 resources more rapidly. If adding resources to the community, please amend this spreadsheet and save latest version. Do this by 'right' clicking the file, and 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 spreadsheet, save to your 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 graph, expanded form of quadratic 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 See also extension activity below. 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 s and answers provided. 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 ether with why radians is

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posted: | 7/7/2011 |

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