On the SERP website before see MathByExample and AlgebraByExample which is a set of Algebra 1 assignments that incorporate worked examples and prompt students to analyze and explain. These resources can provide prompts for discussing common misconceptions.
Graspable Math is easy to use, I decided I would solve an equation and wanted to show all the steps. To start, go to a blank canvas and choose Insert / Math Expression, I have used the method of selecting and holding the = sign to start as you can see illustrated in the video above; I was then able to enter an operation to apply to both sides of the equation.
Using my GCSE Algebra page which includes the GCSE subject content and resources, note also the sites easily searchable for algebra resources by topic. Several examples from these pages are given in this post for further resources from other sites on that list:
Back in Mathematical Miscellany #46 revisiting some of the much older Miscellany posts to remove broken links I was reminded of some resources still available after many years.
For today a small selection of some resources from older posts. From 2011, we have a dance for teachers of Decision Maths – Dancing the Bubble Sort! I see AlgoRythmics celebrated its 10-year anniversary in 2021.
A recent interesting online discussion recently on some students using only digital devices for telling the time made me wonder about resources for telling the time using a clock face. Looking at the KS2 programme of study, I see references to clocks, including tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times. Have a look at this demonstration, Time Angle and Fractions from Visnos Visual Numbers. I was happily distracted by many of the other demonstrations!
This has worked really well every time I have used it. The activity requires students to think about the methods which could be used to solve the various equations. I have always found that in addition to working on indices and logarithms this task has exposed some misconceptions, with students trying to invent some new and invalid laws of logarithms!
Students are often used to problems being posed in such a way that they have all the information that they require in order to start, and no more. Problems (especially from the real world) are very often not like this, and so resources of this type will give students the opportunity to develop the skills needed to deal with this. Some problems might not contain enough information, so students may need to decide on classifications, make assumptions or approximations, or do some research in order to move forward. Some problems might contain too much data, so that part of the challenge is to identify the useful information.
A reminder that MEI’s Ritangle competition begins on Monday. Do have a look at the questions from previous years (scroll down), full solutions are provided, these are a great source of questions for students studying A level Mathematics, the International Baccalaureate, Scottish Highers, or any qualifications with equivalent content.