RISPs

 http://www.risps.co.uk

Brief Outline:

A free website which provides tasks which are laid out in a form which can easily be projected or printed and given straight to students. Each task comes with detailed teachers notes which give some background as to why the task might be useful, suggested ways to lead students through the task and any necessary answers or examples of possible answers. Many of the tasks can be adapted to other topics. The tasks are arranged by topic for AS and A level Core.

How to Use them:

As suggested by the name, the tasks are designed to be interesting starting points for topics. I, however, tend to find students get more out of them if they already have some knowledge of a topic. I find the tasks are great for consolidation and for connecting together ideas. They often encourage students to think things through and generate questions. Many of the tasks can be taken to varying degrees of complexity and hence provide differentiation by outcome.

Some of my favourites:

Risp 10- More Venn Diagrams

A great way for students to consolidate knowledge of straight lines or quadratics. Can be used as a starter with some discussion about what properties are needed to fit each section, or as a plenary to check knowledge of properties.

Risp 24- 3 Fact Triangles

I use this as an introduction to C2 Trigonometry. It allows students to recap knowledge of SOHCAHTOA and non-right angled triangles. I tend to find students need to recap their knowledge of non-right angled triangles. I often adapt this slightly…first I give students time to find as many triangles as they can. We draw these together as a class with discussion about how students approached the problem (strategy) as well as what makes the triangles mathematically different. I then tend to pick a selection of the triangles (including right-angled and non right-angled) and ask students in pairs to work out as much information as they can about those triangles.

Risp 29- Odd One Out

This can be adapted for use with many different topics. Students can argue why they think on of three things is the odd one out and there are often different answers depending on your explanation and reasons. I like using this when discussion properties of functions in Core 3.

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s