Click on the above for some activities on these topics.
How many lines are there in your diagrams? How many lines are there in the original diagram? Can you find a way of working out […]
How do the points where the graph cuts the x axis relate to the axis of symmetry of the graph and the solutions of the quadratic equation ?
Draw a sketch graph of each of the following functions:
if a > […]
Now join the blue dots, C and D, with a straight line.
At what angle do the two lines cross?
Investigate the number of squares “along” and “down” from A to B compared with the number […]
The squares in the diagram are to help us visualise an infinite geometric sum and we are not summing the areas of the squares, simply the lengths along the x-axis. The squares have side lengths given by powers of r: where 0 < r < 1 .
Insert signs and symbols to make each line a true equation.
Hint: You can use square roots and cube roots.
As an extension you could investigate the factorial sign on your calculator and use factorials to answer the same questions for 0 0 0 = 6 and 1 1 1 = […]
Comparing investments: there are six investments. Find all the representations (description, formula, graph and table of values) of a single investment. After this, work out which statement fits with which investment.
The teacher leads a very short discussion about the different types of investments, reminding the learners about simple and compound interest. He or […]
This lesson is about moving between different representations of distance-time functions, namely between graphs, stories and tables. This activity should be given to the class as a formative assessment activity: it is designed to provide the teacher with information about the learners’ current levels of understanding.
During a short introduction the teacher displays a […]
This lesson is about moving between algebraic equations and the statements that they represent. This activity should be given to the class as a formative assessment activity: it is designed to provide the teacher with information about the learners’ current levels of understanding.
During a short introduction the teacher emphasises the importance of defining […]
You can be a creative mathematician, you can be someone who has your own mathematical ideas.
Find your own interesting facts about 2017 and calculations that have the answer 2017.
You might think of calculations like: 20 x 101 – 3 = 2017
or more complicated ones …
What different questions can you find […]