Use the cooperative learning strategy ‘jigsaw’ where pupils learn one thing + then teach it to their group. I found that the laws on ‘alternative 4th law’ are best left til after 1st 4 are learnt. i fake text dot com produced the phone screens. The code breaker + indices ppt were found on TES, but I can’t find them again; thanks whoever you are! The tarsia was Mr Barton’s, I changed it to have 6 mistakes so that pupils can be given soln sheet + circle them. Task 4 – teams given flipchart paper to write the answer in the middle + then write corresponding questions , teams then rotate ie peer assess.

Using co-operative learning strategies I set up these 4 stations for pupils to rotate round. The fourth can be found on tes: Discovering-Pi-and-Circumference-Activities (the red/amber/green worksheets). For the playing cards activity: give pupils pack of cards and they can deal out cards/cut the deck/etc. and then answer the corresponding question on the sheet. The ‘connect thoughts’ task is adapted from another tes resource.

This was a transitions project used for Primary 7 pupils coming into first year (Scottish system). Pupils worked in teams to source, design and 'buy&' a playground for the primary school they were leaving as a parting gift! To extend further, scale drawing could also be brought into this.

Not sure of the classification of this within the English system but this falls under National 5 in the Scottish system. Pupils must decide which minion has the correct answer to the question posed. Pupils then create their own minions, questions and answers.

I made these advent calendars for my Advanced Higher and Higher Maths pupils. Idea is that they are doing at least one question a day in the run up to the Christmas holiday. The H questions are from topics we have covered so far so: coordinate geometry, polynomials & quadratics, functions and graphs, differentiation (including chain rule), vectors, laws of logs, & all of the trig, My side of the AH course is all the calculus, functions and number theory so the questions are predominately about those topics. Big thanks to Chris Smith for the N5 advent calendar.

Template for pupils to tweet about their learning, summarise lessons, answer qs, tweet different people, etc... List of options is endless. I have also used to pose questions from fictional people to pupils and got them to tweet a reply. Template based on Twitter.

Worksheet 1) Pupils must choose a minion who has the correct answer to the question posed. Activity 1) Pupils create their own minons, questions and solutions.

This activity is used with the co-operative learning strategy 'numbered heads together&' which calls for groups of 4. One person goes and meets the other ones in a group, one person goes and meets the other twos... etc. At this group they read/discuss/try the activity they have been given and have to come up with a strategy to teach their group when they return home. After 15minutes the pupils return to their &';home base' groups and teach each other the concepts they have learned. Then as a team they attempt the &'putting it all together&'; worksheet. (Scottish system - Higher Maths unit 1)

After reading an article in TES regarding Mr Barton's &'soup method&'; I created these resources for the pupils to visually see the addition of negative numbers. I made group sets of 10 red and blue cubes and 1 of each of the other 3D shapes mentioned. Each group then had a bowl in which they put there items in. Hope this is helpful. Any comments and/or suggestions are welcome. [In Scotland this was used for E&O MNU 3-04a]

This is a co-operative learning lesson for non-calculator percentages where pupils choose items from a list to buy and write out a receipt for the items they want to buy.

For use when doing co-operative learning - here are some suggestions for 'voice on the table&' questions, group jobs, Playing card template, Talking chips and ways to form groups.

This worksheet can work as a starter before introducing integration topic. It links pupil's previous knowlegde of differentiation for them to try and come up with the inverse i.e. integration.

A simple evaluating functions worksheet. Firstly pupils sort functions into linear/quadratic/polynomial. This can be done by cutting out the functions and distributing them to the class to make a whole class table or just in groups/pairs/individuals. Worksheet questions can lead onto talking about roots of quadratic.

A mixture of different trig equations (some National 5 but most of Higher level with Radians, phase and period shifts) and the steps to their solution are on wee cards, pupils sort the cards to match the question with each step of it’s solution. The Qs are the first 9 from the Trig booklet off HSN website so that once the pupils have sorted the cards they can then copy the solutions into their booklet if anyone is using these.

I used this task as an exit pass activity for pupils working on how to find the circumference of circles. Through discussion of circumference we also drifted into talking about 3D shapes and the planets which they seemed to love. The image and table on this slide were found on google images.

I use this within the co-operative learning context of sequencing where pupils are given a task then they rotate round to complete the next task, until the graph is drawn. Before moving onto the next step they must check the previous person's work. I found that this re-inforces to pupils the different steps in curve-sketching questions. (Higher Maths Unit 1 - Scottish System)

This is a lesson plan to help plan for a co-operative learning lesson which also has space for detailing the activities with respect to Bloom's Taxonomy.

A range of character (The Simpsons, Harry Potter, Ice Age, Glee, Shrek, The Incredibles, Brave) discussion sheets for pupils to explore mis-conceptions on various topics like number, algebra and geometry. Can be used as starters/plenaries/station of a carousel/HW. Asking pupils to create their own is also a great strategy. [Scottish teachers - Good for demonstrating literacy in Maths for CfE]

Co-operative Learning activity where the group rotates the worksheet after each section has been filled. The pupil checks the previous section before starting the next session. I'm not sure where this fits in the english curriculum but I used this with my National 5 class in the Scottish system. Could also be used with current Higher students. Answers to follow.

My pupils struggle with part (a) of Higher Maths optimisation questions so I created this resource for pupils to get more confident with the setting up of the functions before teaching the optimisation part (b). Pupils are in groups of 2-4. Each pupil starts with a sheet with a task on it. Each pupil completes the first box and then passes to the next person (clockwise/anti-clockwise) who checks the working above and then completes the second box. The sheet is then passed on to be checked and the next box completed and so on until all boxes are filled. The wee boxes are for pupils to write the names when they complete and check a box. The rest of the sheets go in the middle for pupils to start whenever a sheet is completed or instead of sitting waiting for another pupil to pass on a sheet.

This lesson applies pupil's previous of knowlege mean/median/mode/range and explores bias. I used differentiated tasks from which the pupil gathered and organised their data. For the less able, they had the weather section of a broadsheet and tabloid newspaper. For the more able I used a personal profiles task which another user has put on tes which has little cards that detail various things about a group of people (http://www.tes.co.uk/teaching-resource/personal-profiles-Handling-data-6028340/) Scottish CfE - MNU 3-20a This could also be used with english/literacy to produce reports.