NGf L CYMRU GCaD
Interactive flipcharts and games to supplement a Higher
GCSE Mathematics Course
Teaching Guidance
Learning Intentions
Finding Arc length and the Area of a sector
Success Criteria
Students understand the formulae and can answer questions
Activity
Educational Benefits
1st screen: Drag the rectangle to reveal further questions
2nd screen: Drag the purple circle to reveal fractions
3rd screen: Drag across to reveal formulae
4th screen: Example question tbc by teacher
Highlight the appropriate focus
DT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys
Attainment; Inclusive; Extended learning; Bilingualism(some);
Reflective practice; Personalised learning; Basic skills; Peer
assessment; More able and Talented; Transition, eSafety
Learning Intentions
Be able to draw and calculate bearings
NGf L CYMRU GCaD
Success Criteria
Completing examples, judge against answers shown
Activity
1st screen: Discuss photos, Drag across to reveal answers
2nd screen: Directions given for how students are to draw the
examples into their books. If they do this correctly the answers on
the next page will be correct.
Educational Benefits
Highlight the appropriate focus
DT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys
Attainment; Inclusive; Extended learning; Bilingualism; Reflective
practice; Personalised learning; Basic skills; Peer assessment; More
able and Talented; Transition, eSafety
Learning Intentions
Know circle vocabulary
Success Criteria
Knowing circle vocabulary
Activity
Starter Activity. Drag the words from the box to the correct place.
NGf L CYMRU GCaD
Educational Benefits
Highlight the appropriate focus
DT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys
Attainment; Inclusive; Extended learning; Bilingualism; Reflective
practice; Personalised learning; Basic skills; Peer assessment; More
able and Talented; Transition
Learning Intentions
Success Criteria
Activity
Be able to construct a locus
2 flipcharts, subtle differences.
1: Constructions
2: Constructing a Locus
Educational Benefits
Students copy some of the information if the teacher wants them to.
Links to videos of how to construct the locus.
Play video once as demo. Play video again as students are constructing
the locus.
Highlight the appropriate focus
DT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys
Attainment; Inclusive; Extended learning; Bilingualism; Reflective
practice; Personalised learning; Basic skills; Peer assessment; More
able and Talented; Transition
Learning Intentions
Success Criteria
Be able to analyse dimensions of formulae
Correctly recognise dimensions of formulae
NGf L CYMRU GCaD
Activity
As explained.
Class discussion about the formulae. Choose examples to analyse.
Educational Benefits
Learning Intentions
Success Criteria
Modelling answers for students. Do examples with students.
Highlight the appropriate focus
DT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys
Attainment; Inclusive; Extended learning; Bilingualism; Reflective
practice; Personalised learning; Basic skills; Peer assessment; More
able and Talented; Transition
Be able to use standard form notation
Writing numbers in standard form notation, large and small. Calculating
with standard form
NGf L CYMRU GCaD
Activity
Introduction to standard form, setting the scene. Discussion time.
Quick activity. Verbal answers or mini whiteboard. Drag across to reveal
answers.
Show how Standard Form works. Large and Small Number examples.
Do exercise here.
1: Intro, setting the scene. Why standard form?
2: Verbal, ad hoc questioning, or discuss answers with a partner. Drag
answers across to reveal.
3: Examples large and small numbers.
4: Extending into calculating with standard from. Using your calculator.
Educational Benefits
Highlight the appropriate focus
DT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys
Attainment; Inclusive; Extended learning; Bilingualism; Reflective
NGf L CYMRU GCaD
practice; Personalised learning; Basic skills; Peer assessment; More
able and Talented; Transition
Learning Intentions
Success Criteria
Activity
Educational Benefits
Learning Intentions
Success Criteria
Activity
Be able to expand single brackets
Complete questions
Whole class, starter or plenary activity: Click on the correct answer to
take you to the next question.
Highlight the appropriate focus
DT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys
Attainment; Inclusive; Extended learning; Bilingualism; Reflective
practice; Personalised learning; Basic skills; Peer assessment; More
able and Talented; Transition
Be able to answer ‘Need to know’ Higher GCSE questions
Answer question correctly
Educational Benefits
Starter or plenary: answer questions then choose a student to drag
across and reveal the answers
Allows students to reflect on what they can remember without
revision/prompts.
Highlight the appropriate focus
DT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys
Attainment; Inclusive; Extended learning; Bilingualism; Reflective
practice; Personalised learning; Basic skills; Peer assessment; More
able and Talented; Transition
Learning Intentions
Success Criteria
Be able to identify a Pythagorean triple
Can accurately identify Pythagorean triples
NGf L CYMRU GCaD
Activity
Educational Benefits
Learning Intentions
Success Criteria
Activity
Educational Benefits
3 slides: Identify the Pythagorean triple.
1st slide: Whole class discussion. Students lead.
2nd slide: Paired task
3rd slide: Individual task
Highlight the appropriate focus
DT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys
Attainment; Inclusive; Extended learning; Bilingualism; Reflective
practice; Personalised learning; Basic skills; Peer assessment; More
able and Talented; Transition
Be able to identify HCFs and LCMs
Speed work. Use score to assess.
Clicking an incorrect answer produces a buzz sound.
Clicking a correct answer moves to the next question
Highlight the appropriate focus
DT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys
Attainment; Inclusive; Extended learning; Bilingualism; Reflective
practice; Personalised learning; Basic skills; Peer assessment; More
able and Talented; Transition
NGf L CYMRU GCaD
Learning Intentions
Success Criteria
Activity
1st slide: Introduction to standard deviation. Teacher led.
2nd slide: Example question. Teacher led.
3rd and 4th slides: Do the question from side 2 using your calculator keys.
Record answers in your book.
5th slide: From your calculator working, work out the standard deviation
by putting the values into the formula. Drag final answer from the blue
answer box to check correct.
Educational Benefits
Highlight the appropriate focus
DT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys
Attainment; Inclusive; Extended learning; Bilingualism; Reflective
practice; Personalised learning; Basic skills; Peer assessment; More
able and Talented; Transition
Learning Intentions
Success Criteria
Be able to find the Surface Area of a cylinder
Can identify necessary formulae and use correctly.
NGf L CYMRU GCaD
Activity
Draw a net of a cylinder. Students have to think rather than copy.
On their net, write the formula for the area of each shape. Drag shape to
the side to reveal answers. *ensure answers are hidden by the net
before lesson*
Educational Benefits
Learning Intentions
Success Criteria
2 examples to do with the students. Answers are revealed by dragging
the box down.
Highlight the appropriate focus
DT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys
Attainment; Inclusive; Extended learning; Bilingualism; Reflective
practice; Personalised learning; Basic skills; Peer assessment; More
able and Talented; Transition
Be able to draw, add and subtract vectors.
Can draw, add and subtract vectors.
NGf L CYMRU GCaD
Activity
Class activity to begin with. Students come to IWB. Do in their books.
Answers for first activity. Comment on arrows – only one needed,
multiple arrows shown here as 2a is 2 lots of the original vector a.
Class activity, ask student to board. Do questions as examples, class
activity. After putting the vectors ‘nose to tail’ draw in the resulting vector
in a different colour, as shown in the answers on the next screen.
Educational Benefits
Highlight the appropriate focus
DT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys
NGf L CYMRU GCaD
Attainment; Inclusive; Extended learning; Bilingualism; Reflective
practice; Personalised learning; Basic skills; Peer assessment; More
able and Talented; Transition
Learning Intentions
Success Criteria
Activity
Educational Benefits
Be able to use vector notation
Success in the game
The team with the highest score wins.
A wrong answer will buzz (+ 5 seconds on to their time)
A right answer goes to the next screen.
Highlight the appropriate focus
DT&AFL; Literacy Skills; Numeracy Skills; Curriculum Cymreig; Boys
Attainment; Inclusive; Extended learning; Bilingualism; Reflective
practice; Personalised learning; Basic skills; Peer assessment; More
able and Talented; Transition