I only did ‘one side’ here. I figured it would be better to leave the two sides until later.
Contains a lot of discussion slides.
And some ‘correct the work’ slides. I don’t normally do ‘correct the work’ because I’ve had limited success with it in the past, but I’ve always asked students to work out which are wrong, rather than telling them that work is definately wrong and asking them to find the mistake. When I did this, the task went much better than it has before.
This isn’t completely new. I’ve edited and refined a lesson I’ve had on here before. Except I’ve packed it with MORE STUFF. I’eve tried to use Jo Morgan’s idea of going more in depth. So this lesson has:
Some I do you do/examples.
One of my vary and twist activities. Available as a word file here.
Some ‘does it fit’ whole class discussion. Look at question 4. Oh my!
A ‘spotting of mistakes’ activity to really hammer the point home.
Using factorisation to complete calculations. Yes please!
A problem solving task!
Oh. Then I thought. How about a plenary.
On the powerpoint is a quite nicely thought about 5 question mini test thing. It’s quite easy. But Craig Barton has defiantly managed to convince me that chucking a really hard question at the end is a mistake and maybe we should be giving students confidence at the end.
I know what you’re thinking.
What if I want some slop. Or some more timed questions? You can get some here. It randomly picks from…wait for it…over 2,000 questions!!!
Sometimes I think I should plan more lessons like this.
Including coding and stuff for the questions on the timed questions it took me about 5 hours.
Maybe that’s why.
As always give me a shout if I’ve idioted a question up.
Excuse me if the writing style was mad today. I downed a lot of Cherry Coke whilst coding.