3/28/2024 0 Comments Area and perimeter ks3 worksheets![]() Normal Distribution: short contextual exercises Should We Send Out a Certificate? and Do You Fit In This Car?.Describing Data Sets with Outliers and Identifying Outliers are about outliers and skewness in data (see my related post on teaching skewness). Data: These activities on Haircut Costs and Speed Trap focus on comparing box plots.I also like this short Titanic activity on independence. Probability: the card activity Describing Events is an excellent introduction to probability and the activity Venn Diagrams and the Addition Rule is good too.Discrete Random Variables: a short activity Sounds Really Good! (sort of) which features a real-life use of expectation.Includes calculating a correlation coefficient, interpreting a regression equation and considering causality and outliers. Correlation and Regression: a lovely activity on coffee shops and crime.Illustrative Mathematics has some fantastic ideas for teaching S1. I've focused on A level because that's where I think it's hardest to find interesting teaching ideas. I haven't had a chance to look at all these websites yet, but here's some of my top resource recommendations from the websites I've looked at so far. Ooh, new websites! Heaven for a resourceaholic. William Emeny recently posted a link to 'Mathematics 101: Leading Sites for Math Teachers' on his blog. So it's helpful when someone does the searching, filtering and classifying for us. And they're right - there's so many resources to choose from, no-one has the time to look at them all. It became a bit of an obsession! Unfortunately my colleagues found it all rather overwhelming. I started spending a lot of time looking for resources online and sharing these resources with colleagues. I work in a grammar school where pupils respond quite well to didactic teaching styles and textbooks exercises - arguably there's nothing wrong with this approach, but the lovely Trigonometry Pile Up worksheet reminded me that the internet is full of engaging resources and exciting teaching ideas. It all started when I saw a PGCE student photocopying this Trigonometry Pile Up activity from. Yes, I confess, I'm utterly addicted to searching the internet for maths teaching resources. The questions are sequenced so that pupils can begin to see and notice the shifting of perimeters, as a link with compound perimeter problems and visualising the sliding of parallel lines to make lengths.'Hello. I’ve struggled to find it for the last few weeks so I’ve made my own version. There was a resource I used to use years ago around ‘nibbled’ perimeters. “Move the end on one across and add two to the top and bottom to complete the rectangle.” ![]() ![]() “You’d add four lines on and then off the double line inside.” “You’d add three lines on and then take off the one on the inside.” Showing pupils some maths and asking them to explain it is powerful AfL for us as teachers to see where kids are at with communicating maths through a speech, a precursor of writing it down.įor the above conditions I had the following responses: “Year 7, some people might look at this and think that four squares will have a perimeter of 10 units, but watch this!”įollowing with this up with reasoning around why adding a square in a line is a definite way to increase the perimeter by two helps train pupils out of that ‘there’s always just a right or wrong answer in maths’, and brings in increasing conditions for mathematical knowledge. No matter what the level of mathematics in lesson (the above screenshot and the one below were taken from our year 7 nurture group) conjecture and argument have a place.Īgain, the aim is not to catch pupils out with the 4 squares also having a perimeter of 8, but was presented in a way that is a big sneaky secret. Even in the task below, it took a lot of modelling and using the visualiser to get them to look at individual line segments rather than the number of lines in the shape. Secondly, pupils really struggled divorcing the number of squares (we’re avoiding the word area here) from the perimeter. (Similarly, Pilot V Board Master Chisel Tip Medium Refillable pens? No contest. ![]() This post, and the subsequent post, address two approaches I’ve taken.įirstly, I can’t recommend projecting a square excel spreadsheet on the board with border shading enough for a quick and dirty square whiteboard. Separating perimeter from area has a whole host of benefits in allaying misconceptions around dimensional differences between lengths and areas, but this often means that reasoning and teaching to greater depth with perimeter exclusively can be more challenging.
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