number reasoning

There is a common exam question that I have never known the name of, and as such I have never been able to find a resource to practise it in lessons. They are questions like:

exam question

The above was taken from question 1 of the June 2013 Edexcel Higher paper. The examiners report for this question stated:

Part (a) of this question was well answered with over two thirds of all candidates being awarded the mark for a correct answer. Part (b) was poorly done even by some of the best candidates. Commonly seen incorrect answers included 17.93. An estimate (300000 ÷ 2) could have helped candidates with this part of the question.

With the above in mind, I created the following resource to be use as starters:

resource pic

site redesign

I haven’t posted on the blog in 2015 - which there’s really no excuse for.

I have loads of ideas for posts so to kick things off the site has been redesigned and is now hosted on GitHub Pages. It’s gone from this…

old

… to this …

new

It’s still work in progress, but it’s getting there.

Some of the resources have been reorganised behind the scenes, so I hope this doesn’t cause anything to break. This is to get things ready for the presentations section of the site.

equivalent fractions

Having read a superb post about the Singapore Bar Model from William Emeny I thought I would share these diagrams for introducing equivalent fractions:

first

Students identify that of the diagram is shaded blue.

second

With each square now shown in two pieces, they can then see that is shaded and that this is equivalent to .

third

Once they are happy with the second step then there isn’t much of a leap to showing that .

Whilst these diagrams are given in a slightly different format to the bar model, the idea is similar.

presentation

Here is a small presentation that may be useful.

presentation

more posts in the archive