Your Basket 0 items - £0.00

Students learn how to write a formula from a written description and use this formula to model various scenarios. As learning progresses students work with the various kinematics formulae. This unit takes place in Year 10 Term 4, and follows on from solving equations.

- Solve linear equations in one unknown algebraically (including those with the unknown on both sides of the equation)
- Translate simple situations or procedures into algebraic expressions
- Deduce expressions to calculate the nth term of linear sequence
- Use compound units such as speed, rates of pay, unit pricing, density and pressure

- Substitute numerical values into formulae and expressions, including scientific formulae
- Understand and use the concepts and vocabulary of expressions, equations, formulae, identities inequalities, terms and factors
- Understand and use standard mathematical formulae; rearrange formulae to change the subject
- Use relevant formulae to find solutions to problems such as simple kinematic problems involving distance, speed and acceleration
- Know the difference between an equation and an identity; argue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct arguments

- When substituting known values into formulae it is important to follow the order of operations.
- Students need to have a secure understanding of using the balance method when rearranging formulae. Recap inverse operations, e.g. x
^{2}=> √x;. - When generating formulae it is important to associate mathematical operations and their algebraic notation with key words.
- Sketching a diagram to model a motion enables students to identify the key information and choose the correct Kinematic formula.

- Students often consider 2a
^{3}; to be incorrectly calculated as (2a)^{3};. Recap the order of operations to avoid this. - Students often have difficulty generating formulae from real life contexts. Encourage them to carefully break down the written descriptions to identify key words.
- Knowing which kinematics formula to use often causes students to drop mark in examinations.
- When factorising terms students often forget to use the highest common factor.

April 17, 2019

Demonstrating student progression during a mathematics lesson is about understanding the learning objective and breaking that down into explicit success criteria. Using Success Criteria Take, for example, a lesson on calculating the area of compound rectilinear shapes. The intended learning objective was written on the main whiteboard. Success criteria were used to break down the individual […]

March 26, 2019

Plotting and interpreting conversion graphs requires linking together several mathematical techniques. Recent U.K. examiner reports indicate there are several common misconceptions when plotting and interpreting conversion graphs. These include: drawing non-linear scales on the x or y axis, using the incorrect units when converting between imperial and metric measurements, taking inaccurate readings from either axis not […]

March 10, 2019

When calculating the volume of a pyramid we can substitute the values of the length, width and perpendicular height into the formula V = 1/3 lwh. In my experience this is often provided for the students with little explanation as to why a volume of a pyramid is exactly one third the volume of a […]