Changing Questions Description: Difference between revisions

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 After using these resources teachers and pupils should be able to:
-·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; use a pre-existing resource in interesting and creative ways to deepen understanding.
+*use a pre-existing resource in interesting and creative ways to deepen understanding.
 These can be a starter activities or can run for a full lesson.
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 One way of answering the question requires pupils to know:
-·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; the properties of the sides of a rhombus
+*the properties of the sides of a rhombus
-·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; the meaning of the word ‘midpoint’
+*the meaning of the word ‘midpoint’
-·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; the angle properties of a rhombus (or to use parallel lines)
+*the angle properties of a rhombus (or to use parallel lines)
-·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; the properties of an isosceles triangle
+*the properties of an isosceles triangle
-·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; angles in a triangle
+*angles in a triangle
-·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; angles on a straight line
+*angles on a straight line
 This is a great question to use with pupils in a lesson because it is not trivial.&nbsp; It may be worth asking pupils to reflect on the different forms of knowledge that they need to be able to answer it.