One for your pupils, last minute Maths GCSE revision videos – Secure that C grade!
Finding it hard to remember all that you’ve been taught? Organise the information? See if the memory anchors in this video can help you! The video looks at ratio, finding the nth term rule, plotting a cumulative frequency diagram, simple vectors and my personal favourite the Fx game! A way to remember graph transformations, an A/A* topic made simple! Good Luck on the non calculation paper! I will be following this video up with a calculator paper version so follow me @MrGordonMaths or check out my YouTube channel ‘Chelmer Valley Maths’
]]>Brand New 2016 Qualification ‘Core Maths’ Revision Videos
A new Level 3 qualification for work, study and life. Official account – DfE #CoreMaths Support Programme run by EdDevTrust – http://www.coremaths.org/ @thecmsp The new ‘Core Maths’ qualifications are designed to better prepare students for the mathematical demands of study, employment and life. The Core Maths initiative is a major part of the government’s plan to increase participation and raise standards in mathematics – the ambition is for most students to continue studying mathematics to 18 by 2020. The course has been developed with employers, universities and professional bodies as valuable preparation for university study and employment.
How many ways can you shuffle a deck of cards? And how long would it take to do them all? The answer will leave you speechless!
Sharing my favourite Maths video this week from the outstanding Vsauce YouTube Channel.
Comments are FREE, please leave one below.
]]>This clip is from the film “Where to invade next” and reveals Finland’s educational success. I guarantee it will bring a smile to your face and you will be amazed with what Finland’s minister of education has to say.
Comments are FREE, Please leave one below.
]]>10 reasons why children should be blogging
There are usually two camps of people when it comes to blogging in school – those who love it and those who hate it. It’s a bit like marmite.
Here are ten reasons why I think blogging can benefit your pupils. I am sure there are plenty more but here are a few that might help you to think about dipping your toes into the world of blogging with your class.
Blogging can extend the audience that your pupil’s write for beyond your classroom walls. Writing a blog that can be seen by more than their own class teacher can help give a real sense of purpose to children’s writing and therefore increase their motivation and enthusiasm to write.
Blogging can be approached from so many ways it can suit all sorts of learning styles which means that blogging is great for your gifted and talented children as well as those with special needs. Screens can be so easily adapted for those with specific learning difficulties and translators used for those new to English therefore, blogging can be an inclusive activity that can support and encourage writing at all levels.
A blogging tool that enables the children to blog at home with their parents is a great way to help parents to support and encourage their children’s learning. Pupil’s can easily share and involve parents in their schoolwork and in their ideas and thinking in general through showing the blogs they are working on in school. In turn this can initiate valuable dialogues with between children and their parents about all sorts of topics. Blogs as home learning can also give a different strategy for engaging your pupil’s in their home learning each week.
As pupils reach us in Early Years they are already experts in handling and using a range of technological devices these days. Blogging is an excellent way to combine what they already know and love with writing in order to foster a love of writing itself.
Positive feedback can boost a child’s confidence and enable them to see:
Blogging that enables others to comment and respond can provide plentiful opportunities for the writer to receive recognition and therefore increase their confidence to write more, which leads nicely to the next point….
The interaction between peers that blogs enable can stimulate relevant feedback and mentoring between pupils. Pupil’s can learn how to give constructive feedback and helpful praise to their friends and how to receive similar from others and use it to improve their work.
When blogging children can feel unsure of putting their writing out there in public initially, hence the huge sense of achievement that can come from giving it a go and receiving comments and genuine interest in what they have to say. Those initial stages of learning to blog, if handled well, can be an excellent illustration to pupils of the ‘I can’t yet’ and open to challenge mindset that we want them all to have.
Blogging can be organised by the teacher in many different ways and each class teacher will know how best to tackle the activity. However, the impact of pupil led blogging can be significant. When led by pupils, blogging can lead to deeper thinking and higher engagement. It is an excellent forum in which pupils can be given the independence to set the agenda of their learning. This in turn is both empowering and can lead to greater progress as we well know.
Many people ask me at what age I think children should start blogging. My simple answer to that is that you are never too young or too old to blog. Good blogging tools will allow even very young pupils to blog. Blogging can be done in groups with a teacher and/or with the use imagery as the predominant part of their blogging rather than text. Blogging does not always have to be copious amounts of text to engage others. A picture speaks a thousand words for younger children and eventually adding a simple caption is the first step on the road towards writing their own blogs, as they grow more able to. There is also nothing wrong with just posting images …look at the popularity Instagram for example for telling our stories and sharing our experiences! The most important thing is that, whatever the age, we teach our pupils how to blog safely.
The age, ability, interest experience of the pupil for me is no deterrent for blogging – it is their safety that is always paramount in any form of online activity that we engage them in. As teachers we should have this in the forefront of our mind in all areas of computing when we work with our pupils. Blogging, in my opinion, provides a great forum for teaching children online safety skills and demonstrating how we should write, comment and interact safely and kindly in public. When I think of esafety I always compare it to the equivalent of my youth – the road outside my house, which was where I played and interacted at my pupils age. My parents did not just let me go outside one day to play without having first spent years educating me about road safety and strangers, often inadvertently, through songs, their actions, stories etc. For me blogging in school can be one of those ways we can help children learn the little things that will help protect them when they eventually venture into the World Wide Web to socially interact alone, if they are not already doing so, just like our parents taught us Stranger Danger.
So there are 10 reasons why you should get blogging with your pupils. Most importantly of all, children love to blog on the whole and that in itself is a great reason to give it a try.
]]>Dice Games
After finishing a workshop with Box Cars and One Eyed Jacks for my day school (grade K5) I was pumped to put the games into action. I was heading to night school to teach Grade 11’s and thought the activity could be transferred but didn’t know how the 11’s would take to it. The last group activity did not go as planned in my mind and they much preferred working alone. But, as teachers you know that excitement we have with our own plans when we have that “amazing lesson” so I was going with it.
It was met with reservation, when I told them “we were going to be in partners, I had dice and we would be playing games,” but they humoured me and did all the tasks for the full 3 hours.
Intermittent with mini lessons and than activities we covered
Not to mention:
This was the first class for Statistics and Probability unit (MBF 3C0) and here is an overview of the successes. It can be adapted for any grade
We started with boring definitions of types of data, reviewing the types of graphs to use. Then in partners I had them play “A Sum Game” (It is called “Racetrack” in Box Car resources, but I was worried putting a title to it they wouldn’t want to play the ‘silly’ game). After explaining the rules, and a few pairs having to play a few times to follow the instructions properly, they packed their dice back up.
Sums Race: Each player has 18 dice, both players roll two dice, lowest sum wins. Put winning dice in game tray and losing dice in lid – first to fill their side more wins.
Then, I reviewed theoretical and experimental probability. We calculated the theoretical probability of rolling a 6 or a 1 on a dice.
Next, they were to play the Sum game again. Ensuring they kept their dice accurately (no tossing the losing dice aside).
I had them write on a slip of paper who won (blue/white) and was it a blow out or close game – then turn that paper over. (Don’t clean up the dice yet!)
I asked them by looking at your dice how could you easily tell what number was rolled the most (ignoring sums). A Bar graph, so we rearranged the dice into bar graphs.
From there we realized a double bar graphs help us see the amount of blue/white rolls. Don’t clean up yet!
To increase our thinking power we were to go around to different tables graphs and predict from the double bar graph who won (blue/white) and if it was a close game or not. I did not spend a lot of time on this, but it was a lot of fun at the workshop trying to find out the pattern to predict who won.
I had them sketch their graphs into their notes and calculate their team probabilities of rolling each number. We compared them to the theoretical probability and discussed why they were different and what do we think would happen if we added all our data together. Which we did and of course the experimental probability matched our theoretical. Still, don’t pack up (lots of laughter when some groups had to replay – a few times as they kept packing up)
Then we did a mini lesson on types of distribution, by this point I had all the groups graphs on the iPad (pictures got deleted so not in file) and could show them on the screen and we classified each pairs graph as bimodal, normal, or skewed.
Predict what would the graph look like if we combined all our 216 dice? How can you justify it? And the look was a resounding “really miss?” Yup! Bring your dice up for a large class graph
Now we ran out of time, but I would have also had them predict (and make) the distribution of the sums. So I had my grade 5’s play Sums and graph them for me.
Needless to say we covered a lot of material, they had a lot of fun (whether they admit it or not) and they were all engaged! Thanks @BoxCarsEduc for yet another inspiring workshop.
I would love to know how you adapt it for your class. Any questions about the games contact me on twitter @EvershedK
]]>Below are the EdExcel GCSE Linear Mathematics 1MA0 June 2016 Paper 1 Grade Boundaries and Mark Schemes and EdExcel GCSE Linear Mathematics 1MA0 June 2016 Paper 2 Grade Boundaries and Mark Schemes. Check out the previous years’ Grade boundaries and Mark Schemes to make a comparison.
If you are looking for EdExcel Grade Boundaries 2016 for other subjects then there is a PDF of these available here. The results for this year have been very interesting and the national figures show an interesting picture. Be sure to check out the reviews of some great maths resources to aid in the teaching of Mathematics available on the site.
Comments are FREE. Please share your thoughts and your results below!
Grade Boundaries
Will be updated shortly…..
1MA0 
A* 
A 
B 
C 
D 
E 
F 
G 

1F  Foundation tier  Paper 1F  
2F  Foundation tier  Paper 2F  
1H  Higher tier  Paper 1H  
2H  Higher tier  Paper 2H 
(Marks for papers 1F, 2F, 3H and 4H are each out of 100.)
1MA0 
A* 
A 
B 
C 
D 
E 
F 
G 

1MA0F  Foundation tier  
1MA0H  Higher tier 
Area of face = 30cm²
Length of prism = 25cm.
30cm² x 25cm = 750cm³
Question 2a. Reflect shape in line X = 1 (2 marks)
Accept correct reflection.
Question 2b. Rotate shape 90° anticlockwise. (2 marks)
Accept correct rotation.
Rotate at (0, 1)
Question 3. What is wrong with the questionnaire? Give two reasons. (2 marks)
‘Too vague (i.e. not 12, 34 etc.)’ and ‘no time frame (i.e. not per week, per month, etc.)’ are accepted.
Create a better survey for him to use. (2 marks)
Why is his maths class not a good sample? (1 mark)
‘Too small’ and ‘may be biased’ are accepted,
Question 4. Simplify.
P^{2} x P^{5 }= P^{7} (1 mark)
G^{6 }÷ G^{4 }= G^{2 }(1 mark)
(K^{3})^{2} = K^{6 }(1 mark)
Expand and simplify 3(m+4) – 2(m+1) (1 mark)
105m
Factorise n^{2} – 7n (2 marks)
n(n7)
Question 5. Estimate 892 ÷ 18.9 (2 marks)
Round to 1 significant figure
900 ÷ 20 = 45
Question 6. A teacher is picked at random. 3/5 chance they are female. 36 are males. (3 marks)
How many teachers are there altogether?
2/5 of teachers are male. 36 are male.
2/5 of total = 36
2 x 18 = 36
18 x 2 = 90.
Answer is 90 teachers.
Question 7. Can the floor be varnished with 3 tins of 2.5 litre varnish and it is 5 m^{2} per litre. (5 marks)
2.5 m x 6 m = 15 m^{2}
2.5 m x 6 m = 15cm^{2}
10 m – (2.5 m – 2.5 m) = 5 m
6 m – 2 m = 4 m
5 m x 4 m = 20 m^{2}
15 m^{2} + 15 m^{2} + 20 m^{2} = 50 m^{2}
5 m^{2} per litre, 50 m^{2 }÷ 5 m^{2} = 10 litres
2.5 litres per tin, 3 tins, 3 x 2.5 = 7.5 litres.
Not enough, 7.5 litres is less than 10 litres.
Answer is ‘not enough’ with evidence.
Question 8. Spinner, spins 300 times. (3 marks)
Answer is 60.
Question 9. 5 envelopes in small, 20 in large. What is total? (3 marks)
T = 5x + 20y
Question 10. Point is the midpoint. Where is the other end? (2 marks)
Answer is (3, 2)
Question 11. How many females visited the art gallery? (4 marks)
66 students went on the trip.
Males – Bowling – 4
Females – Bowling – 6
Total – Bowling – 10
Males – Art Gallery – 9
Females – Art Gallery – 11
Total – Art Gallery – 20
Males – Skating – 10
Females – Skating – 26
Total – Skating – 36
Males – Total – 23
Females – Total – 43
People – Total – 66
Answer is 11 females.
Question 12. (3 marks)
Area of square = 10cm x 10cm = 100 cm²
Area of circle = π5² = 25π cm²
Area of shaded = Area of square – Area of circle = 100 cm² – 25π cm² = 100 – 25π cm²
Question 13. What percent of his total spending is his rent now? (3 marks)
Answer is 36%.
Question 14. Bisector of an angle (2 marks)
Correct perpendicular bisector of line (2 marks)
Attachment 538961
Question 15.
Compare median, interquartile range and range. (3 marks)
200 x 25% = 50
200 – 50 = 150
Last part, answer was 150. (2 marks)
Question 16. (3.5 x 10^{6}) ÷ (5 x 10^{3}) (2 marks)
7×10^{8}
Question 17a. Solve 3x – 5 < 16 (2 marks)
x < 7
Question 17b. Solve (11w) ÷ 4 = 1 + w (3 marks)
w = 7 ÷ 5
Question 18.
2 4/5 (3 marks)
4/5 (3 marks)
Question 19.
x = 0.4 or x = 4.4
x = 1.1 or x = 5.1 (3 marks)
x = 1.7 or x = 4.7 (3 marks)
Question 20. What is the angle? (5 marks)
Angles in a triangle add up to 180°, base angles in an isosceles are equal.
180° – 48° – 48° = 84°
Angle at centre is twice angle at circumference.
84° ÷ 2 = 42°
Angles in a triangle add up to 180°, base angles in an isosceles are equal.
(180° – 42°) ÷ 2 = 69°
Answer is 69°.
Question 21. What is the chance of the match being cancelled when it does not rain? (5 marks)
0.8 x 0.05
Answer is 0.04.
Question 22. Solve X² = 4(X3)² (3 marks)
X² = 4[(X – 3)(X – 3)]
X² = 4[X² – 3X – 3X+ 9]
X² = 4[X² – 6X + 9]
X² = 4X² – 24X + 36
0 = 4X² – X² – 24X + 36
0 = 3X² – 24X + 36
0 = 3[X² – 8x + 12]
0 = 3[(X – 6)(X – 2)]
X = 6 or X = 2
Question 23. (6 marks)
a + b
–a + 3b
¾(a+b)
Point S is on both lines and is the point at which the lines intersect.
Question 24. (4 marks)
Table – 100, 25, 4
(3√6) ÷ 12
Differentiate by Maths task? Have you checked out Mr Carter Maths yet?
I have launched a new website and with that comes my first ever blog post! Busy exciting times.
So where to start? www.MrCarterMaths.com is something I have been planning for a while now, I am trying to solve the problem every Mathematics teachers comes across eventually, creating more questions. My site is dedicated to creating sets of questions that all use number generators to allow teachers or students to quickly create new sets of problems to allow practice and development. This is not a new concept and I am aware that there are plenty of number generators around, however I am trying to stand out from the crowd by making my website with the classroom in mind. All of the pages have been made with the intention of the being used on a large interactive whiteboard, with text large enough that even the kids at the back can read it!
Again with the classroom in mind all of the question from my site come in a bronze, silver, gold format allowing teachers to differentiate with ease. Hopefully allowing all of the pupils in the room to be adequately challenged. When they are ready teachers can share the answers with the pupils at the click of a button, in my own classroom I often use this as an opportunity to get the pupils to reflect and decide if the should be moving onto the next section.
When I started the project the obvious place to start was Addition, Subtraction, Multiplication and Division, since then I have managed to add a wide range to my site. Although there are a lot of topics for me to add, I have tried to start by tackling some of the more difficult areas first, for example both the Plotting Equations and Bar Charts pages provided challenges in terms of showing the solutions; nobody wants to see 15 bar charts at once!
Another challenge has been to display some of the more awkward areas of maths such as fractions and indices, in a manner that allows them to appear in a natural state. With the help of MathJax this has been achieved.
I plan to keep adding to my site weekly, until I have covered the content required for GCSE, once this has been done I will be looking to add features such as problem solving to give the site another level. Thanks to everyone who has shown their support so far, follow me on twitter (@MrCarterMaths) if you would like updates!
]]>Take a look at this great resource to develop the understanding of place value, addition, subtraction and number bonds. It took a while to create my own version of the resource but you can make your own if you want.
Create a 10 x 10 hundred grid and create a template scanner with flaps to traverse through the numbers on the hundred grid. Pupils will be able try and solve the calculation highlighted on the flaps and then lift it up to check if they were correct. The tool is great when introducing a 100 number grid and teaching number bonds but I can see many other uses for it. Make sure the flaps match the exact size of each of the cells on the number grid and ensure you use coloured card for maximal impact.
This idea can be extended by investigating n x n grids and would make a great observation lesson. Comments are FREE, please leave one below and let everyone know how you use the idea and resource.
]]>Some of the key buzz words in the educational world at the moment is pupil grit, resilience and perseverance, but how does one develop student mental strength? Below are some ideas to help you to start to think about developing your pupils’ mental strength and in the long term make them mentally strong. Encourage them to do the following;