Pupils should be taught to use simple formulae more Pupils should be taught to express missing number problems algebraically more Pupils should be taught to find pairs of numbers that satisfy an equation with two unknowns more Years 7 to 9 Pupils should be taught to use and interpret algebraic notation, including:
Pupils should be taught to use simple formulae more Pupils should be taught to express missing number problems algebraically more Pupils should be taught to find pairs of numbers that satisfy an equation with two unknowns more Years 7 to 9 Pupils should be taught to use and interpret algebraic notation, including: Pupils should be taught to understand and use the concepts and vocabulary of ex pressions, equations, inequalities, terms and factors more Pupils should be taught to simplify and manipulate algebraic ex pressions to maintain equivalence by: Pupils should be taught to understand and use standard mathematical formulae; rearrange formulae to change the subject more Pupils should be taught to model situations or procedures by translating them into algebraic ex pressions or formulae and by using graphs more Pupils should be taught to recognise and use relationships between operations including inverse operations more Pupils should be taught to use algebraic methods to solve linear equations in one variable including all forms that require rearrangement more Pupils should be taught to interpret mathematical relationships both algebraically and graphically more Pupils should be taught to interpret mathematical relationships both algebraically and geometrically.
Pupils should be taught to translate simple situations or procedures into algebraic ex pressions or formulae; derive an equation or 2 simultaneous equationssolve the equation s and interpret the solution more Lots of good ideas for starters.
Use it most of the time in KS3.
Thank you very much for a fabulous set of starters. I use the 'weekenders' if the daily ones are not quite what I want. Brilliant and much appreciated.
Lovely resource for stimulating learning and getting eveyone off to a good start. I have used it with all of my ks3 and ks4 classes and they are all totally focused when counting the triangles.
Keep it up and thank you! We developed it into a whole lesson and I borrowed some hats from the drama department to add to the fun!
It is so good to have such a collection. We use them for all age groups and abilities. Have particularly enjoyed KIM's game, as we have not used that for Mathematics before.
My students would often turn up early to tackle the starter of the day as there were stamps for the first 5 finishers.
We also had a lot of fun with the fun maths. All in all your resources provoked discussion and the students had a lot of fun. We all often use the starters as the pupils come in the door and get settled as we take the register. The questions are so varied I can use them with all of my classes, I even let year 13 have a go at some of them.
I like being able to access the whole month so I can use favourites with classes I see at different times of the week. To engage them I used their name and favorite football team or pop group instead of the school name. For homework, I asked each student to find a definition for the key words they had been given once they had fun trying to guess the answer and they presented their findings to the rest of the class the following day.
They felt really special because the key words came from their own personal information. My class and I really enjoy doing the activites.
It is lovely to have so many different ideas to start a lesson with. Thank you very much and keep up the good work. A great resource - thanks a million.
I nearly wet my pants with joy. Only recently been discovered but is used daily with all my classes. It is particularly useful when things can be saved for further use.
This linked really well and prompted a discussion about learning styles and short term memory. The range of questioning provided is excellent as are some of the images.
I rate this site as a 5!In number theory, the prime number theorem (PNT) describes the asymptotic distribution of the prime numbers among the positive integers.
It formalizes the intuitive idea that primes become less common as they become larger by precisely quantifying the rate at which this occurs. Summary: Compound interest can work for you or against you. Whether you’re taking out a loan or making an investment, either way it’s the same set of kaja-net.com page gives you the formulas, shows where they came from, and works through lots of examples.
Excel workbooks are also provided. Algebra Starters: Add 'em: Add up a sequence of consecutive kaja-net.com you find a quick way to do it? Arithmagons: This lesson starter requires pupils to find the missing numbers in this partly completed arithmagon puzzle..
BTS: You have four minutes to write down as many equations as you can involving B, T and S.. Cars: Calculate the total cost of four cars from the information given.
a n is the nth term of the sequence. When writing the general expression for an arithmetic sequence, you will not actually find a value for this. It will be part of your formula much in the same way x’s and y’s are part of algebraic equations.
a 1 is the first term in the sequence. To find the explicit formula, you will need to be given (or use computations to find out) the first term and. Linear Equations – In this section we solve linear first order differential equations, i.e. differential equations in the form \(y' + p(t) y = g(t)\).
We give an in depth overview of the process used to solve this type of differential equation as well as a derivation of the formula needed for the integrating factor used in the solution process. You can use elimination or substitution to solve the system.
Elimination works nicely because you can multiply either equation by –1 and add the two together to get 63 = kaja-net.comore, d = Write the formula for the specific sequence.