Starters / Plenaries |
Main Activities |
Great for Revision |
---|---|---|
Feedback wall | Collective Memories | Collective Memories |
Snowballs | Hexagonal thinking posters | Hexagonal thinking posters |
Fork Fish | Dave’s Game | I can make a rainbow |
Slap the board | Fermi problems | Match the answers |
Catch! | Match the answers | And the consequence is… |
4 pics 1 word | Human Chess | I went to the shops… |
Starter questions using a class league | Two across, Four down Similar to card sorts, but each card has a specific place in a table. Students can be told the headings or not |
Word association Play the usual form of the game or to make it different by starting it off, students then give five or so associated words which are written on the board. They then pick 2/3 of those words and create a question from them. |
In the hot seat | Classify Give students a number of statements, or formula, or equations… they then have to group them together. No correct answers but students have to justify their groups |
I predict a riot! Put up a question and ask a student to predict something about the answer. Ask another if they agree and if the prediction can be improved. |
Human Chess | Function sort Each student gets a function card. You then call out a number and the students have to place themselves in the correct order |
What could we do with… Ask the students what can you do with, the points A(5,1) and B(7,2) for example. We could work out the distance between the points, the gradient of the line, the equation of the line, etc. Or a curve (think gradient, normal, area). |
And the consequence is… | Relays Selection available here |
Solution sorts Students place steps of a solution or proof in order |
Rally robin Partners take it in turns to name… parts of a circle… for example |
Mysteries Selection available here |
Just a minute Each student writes a topic on a piece of paper. A student is chosen and they have to try and talk on that subject for a minute without hesitation, repetition etc. |
Arm graphs | Investigations Selection available here |
The answer is… Give the students an answer. they have to each (or in pairs) come up with a question which gives that answer. |
Going a bit loopy Each student has a piece from a dominoes puzzle and they have to physically place themselves in the correct order |
Solution sorts Students place steps of a solution or proof in order |
Triad activities One listener, writer and speaker in a group of 3 |
Function sort Each student gets a function card. You then call out a number and the students have to place themselves in the correct order |
Triad activities One listener, writer and speaker in a group of 3 |
Students as teachers |
True, sometimes, never Either ask questions from the board and use mwb, or give students cards with statements on and they have to place their cards on true, sometimes, never cards around the room |
Going a bit loopy Each student has a piece from a dominoes puzzle and they have to physically place themselves in the correct order |
Spot the mistake |
What could we do with… Ask the students what can you do with, the points A(5,1) and B(7,2) for example. We could work out the distance between the points, the gradient of the line, the equation of the line, etc. Or a curve (think gradient, normal, area). |
Carousel I Each student in a group of 3/4 has a sheet with questions on to answer, spare in the middle which they can swap with at any time. After a certian amount of time they have to rotate sheet clockwise) |
Carousel II |
Spot the mistake | Carousel II Student A is taught how to answer a question from student B. Student B rotates and student A has to teach student C how to answer it. Student A then rotates and so on. |
Ballons! |
Play Pictionary! | Tarsia Puzzles | |
Spot the mistake | ||
Treasure Hunts | ||
3 ACTS |
General Ideas:
- Instead of just repeating questions, ask them to prove from first principles or prove that it always holds.
- Give then one meaty or open ended question to tackle over numerous lessons.
- Build a lesson around a problem which will engage everyone. Try to make it a real life problem, but students need to be aware that maths isn’t just about real life problems; some of the most interesting problems could have no practical benefit whatsoever.
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