Teaching visuals

Make a relationship easier to explain.

Start with what pupils should notice. Use the visual to connect a pattern, a representation and a reason.

Connect the equation to the graph.

A value table, plotted points and a quadratic curve describe the same function. Ask pupils what each form makes easier to see.

Open the graph investigation

Prepare a visual-teaching request

Help me plan a visual explanation using the quadratic y = x² − 2x − 3. Ask for the class level and learning goal. Connect the value table, plotted points and graph features. Keep the visual a representation of a continuous function, then use another quadratic for independent explanation.

Review and copy the request into PLAI™ with the material you want to use.

A visual explanation of the worked Library task, with the supplied pupil worksheet to use alongside it.

y = x² − 2x − 3

x = −1y = 0x = 1y = −4x = 3y = 0

Connect the equation, table and graph.

Open the source worksheet

Compare the same whole in two ways.

Do they show the same amount? What makes you say that?

Open the fractions worksheet

Primary Maths alternative

Keep the whole visible as the parts change.

Compare one half with quarters, sixths and eighths. Ask pupils to explain why different partitions can represent the same amount.

Use the supplied bars, circles and number line on paper to continue the comparison.

Open the fraction representations

Decide what the visual must make clear.

Keep the model accurate.

Confirm the scale, equal wholes or mathematical features being shown.

Give pupils a question.

Ask for a prediction, comparison or explanation.

Use another case.

Check whether pupils can explain a fresh relationship without the animation.

Make the thinking visible.

Explore cards, diagrams, displays and visual models. Look for a representation that helps pupils notice a pattern, connect ideas or explain their thinking.

A few places to begin. Turn a card to see its teaching purpose.