Easiteach Resource |
Resource description |
EXPRESSIONS
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Using A and B tiles to form and simplify expressions
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Simplify expressions using an addition grid and finding perimeters of shapes
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Simplify expressions by using journey analogy |
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Writing formulas from words into algebra
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Writing formulas and substituting into the formula |
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| Simplify expressions by addition grid. Write simple expressions using algebra | |
Find values of x and y which make the expressions equal |
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Create expressions which give the total value shown in the grid |
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SOLVING EQUATIONS |
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| Use simple function machines to find inverses and convert from function machines into rules using letters | |
| Solve simple equations using the flowchart method. | |
| Match the question and the answer to these exponential equations | |
| Grids and axes in one and four quadrants. Pupils able to move the X onto the grid. Allows a variety of questions to be asked by the teacher. | |
| Converting between units and using information to draw graphs | |
| Coorindate grid for pupils to decide on their coordinate position within a class. Use for "stand up if your x coordinate is 5" type questions. Simple x=n, y=n type lines. Develop to drawing lines such as y=2x+3 lines. | |
| Match up equations to lines. Discuss the meaning of gradient and intercept using Bike Hire analogy. Find gradient of lines drawn and from coordinates | |
| Use worded examples to draw straight lines and solve the values for x and y. | |
| Match the equation with the table of values and complete the missing coordinates | |
| Reading different scales and reading information from a graph | |
| Empty axes for pupils to draw the travel graph as the teacher or another pupil tells a travel story | |
| 100 square to colour in and spot patterns for different number patterns. Find the missing numbers in a sequence. | |
| Find differences between square number patterns and investigate | |
| Find the function machine for patterns made from coloured squares. Use the colours to explain why the rule works | |
| Match the sequence to the nth term. Create a sequence from a pattern of diagrams and explain why the rule works. | |
| Starting point for understanding sequences and nth terms. Shown a whole variety of 3n sequences pupils must match the correct nth term to the correct sequence and explain their choices. | |