By K. Moyle, Teacher of Mathematics
Recently I have produced work focused on the topic of progressing in Pythagoras' Theorem. For my year 11's, this topic is a 'safe space' that they are confident working through, which usually produces 3 easy marks on exam papers.
I started with the standard Pythagoras question and then increased the complexity of the question by adding different types of measures that could be given as lengths (whole numbers, decimals, fractions, mixed numbers and then surds).
I then introduced algebra as the elements that we were working with and looking for. This is a section of maths that they have recently struggled with (forming and solving) but were more confident using after building up through the other sections.
Finally I added some reasoning questions to stretch the top end of the class. In isolation, these questions would have been really challenging, but the students who worked through them already had the confidence and skills to work systematically through to the end.
Recently I have produced work focused on the topic of progressing in Pythagoras' Theorem. For my year 11's, this topic is a 'safe space' that they are confident working through, which usually produces 3 easy marks on exam papers.
I started with the standard Pythagoras question and then increased the complexity of the question by adding different types of measures that could be given as lengths (whole numbers, decimals, fractions, mixed numbers and then surds).
I then introduced algebra as the elements that we were working with and looking for. This is a section of maths that they have recently struggled with (forming and solving) but were more confident using after building up through the other sections.
Finally I added some reasoning questions to stretch the top end of the class. In isolation, these questions would have been really challenging, but the students who worked through them already had the confidence and skills to work systematically through to the end.
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