Year 11 Term 3

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Year 11 Term 3

Arc Length of Sectors

Students learn how to calculate the arc length of a sector by considering it as a proportion of a complete circl...

Area of Sectors

Students learn how find calculate the area of sectors using both calculator and non-calculator methods.  As lear...

Manipulating Sectors Formulae

Students learn how to manipulate the various formulae associated to the area of a sector and arc length to find ...

Trigonometry – Angles in Right-Angled Triangles

Students learn how to apply Sin, Cos and Tan to find missing angles in right-angled triangles.  As learning prog...

Trigonometry Introduction

Students discover the three trigonometric ratios Sin, Cos and Tan through constructions.  As learning progresses...

Trigonometry – Lengths in Right-Angled Triangles

Students learn how to calculate unknown lengths in right-angled triangles using Sin, Cos and Tan.  As learning p...

Trigonometry – Problems with Right-Angled Triangles

Students learn how to calculate unknown lengths and angles in right-angled triangles using Sin, Cos and Tan.  As...

Mr Mathematics Blog

How Write 3 Part Ratios

When learning how to write 3-part ratios students need to understand how ratios can be made equivalent. The start of the lesson reminds students by asking which of six ratios is the odd one out.  This is presented to the class as they come into the lesson.    Writing Equivalent Ratios  A few students immediately go […]

Solving Inequalities using a Number Line

Students should be able to represent the solutions to an inequality on a number line, using set notation or as a list of integer values.  Here's how I teach using the balance method for solving inequalities using a number line. Matching inequalities, Number sets and Number Lines At the start of the lesson students recap […]

Practical Tips for Using Mini-Whiteboards in a Mathematics Lesson

In this blog I will share some practical tips for using mini-whiteboards in a mathematics lesson.  I use mini-whiteboards nearly every lesson because they help the students show me the progress they are making.  When I understand what the misconceptions are I am able to address them in subsequent examples as part of my feedback.  […]