The 'Head to Head' concept is a fun activity for students that works like this: For each question, students compete with the student in their pair. Once presented with the question on the screen, the first student to answer correctly (by writing down their answer and circling it) 'wins' against their partner. Once the answer is revealed by the teacher, the winner 'advances up' a place while the loser goes down a place, with all students moving. There is a 'head table' and a 'tail table', with the pairs of tables forming some kind of order between so that students are clear where to move.

From experience of doing this in practice, I advise the following:

- Where both students get the question wrong, a very quick 'rock-paper-scissors' is the most non-fuss way of establishing the winner in the pair.
- The act of circling the answer is what 'declares' it. Students are advised to turn their piece of paper over to avoid other students copying.
- Where you have an odd number of students, you could have a single person on a 'King/Queen' table. This person won't compete for this round (although are advised to have a go at the question anyway!), but automatically move down for the next round.
- I ban 'cheering' when students get the question right, to avoid them getting a bit overexcited.
- Similarly I count down 10 seconds for students to move between rounds.

There are of course some limitations with this concept from a pedagogical basis, notably, lack of opportunity to explain to individuals where they went wrong beyond your explanation to the whole class, and possibly demotivating to sensitive students who keep moving down (although I have not found this to be the case). However the game gets all students engaged and they (on the whole!) love the concept. Credit goes to colleague Mr O'Connell who uncovered the concept a number of years ago.

All resources with Head to Heads are listed below:

# Algebraic Expressions

## 7 files10/10/2016

Divided into 3 sections: (a) Algebraic notation and simplifying by collecting like terms and multiplying/dividing expressions.

(b) Substituting values, including negative numbers, into algebraic expressions, with consideration of BIDMAS.

(c) Forming algebraic expressions from potentially worded information, particularly appreciating it as the first step in solving equations (the latter which isn't covered till the 'Equations' topic).# Expanding Single Brackets

## 3 files10/05/2016

Expand and simplify an expression involving a single term in front of each brackets (i.e. not double brackets)

# Straight Line Equations (pre-GCSE)

## 10 files11/05/2016

(a) Recap: Know equations of vertical and horizontal lines (e.g. x = 3) and also y = x and y = -x.

(b) Appreciate the conceptual line between lines and their equation (i.e. a line is a set of points that satisfies the equation).

(c) Plot graphs usng a table of values (both linear and quadratic equations).

(d) Find gradient given (i) the equation of the line or (ii) two points on the line. Appreciate gradient gradient is the y-change per unit x change. Includes negative and fractional gradients.

(e) Recognise and use y = mx + c. Find equation of a line given a drawing, and vice versa.

(f) Appreciate that parallel lines have the same gradient.

(g) Determine the x and y intercept of a line.# Laws of Indices (pre-GCSE)

## 4 files11/05/2016

(Used to the Tiffin Year 8 scheme of work)

(a) Know laws of indices for multiplying, dividing, raising a power to a power. Understand negative and zero indices.

(b) Be able to raise a whole term to a power, e.g. (3m^2)^4 = 81m^8.

(c) Be able to raise a fraction to a power, e.g. (3/2)^-3 = 8/27.# Law of Indices Head to Head

## 1 files11/05/2016

(Used for Tiffin Year 8 scheme of work)

A 'head to head' game in which students compete in their pair. The winner and loser in each pair moves table, corresponding to increasing or decreasing their rank.# Equations with Fractions

## 3 files11/05/2016

(From the Tiffin Year 8 scheme of work)

(a) Solve simple equations involving fractions, e.g. x/3 - 4 = x

(b) Solve equations where the variable is in the denominator, e.g. 1/(1 - 3x) = x

(c) Solve equations requiring cross multiplication, e.g 3/(2x + 1) = 4/(3 - x)# Factorising Quadratics

## 7 files12/05/2016

(Used for Tiffin Year 9 scheme of work)

Covers 6 different methods of factorising quadratics and other types of expressions (e.g. cubics), the last two of which are extension:

(a) Factorising out a single term (b) Factorising expressions of the form x^2 + bx + c, (c) Difference of two squares (d) Expressions of the form ax^2 + bx + c (where a is not 1) ,

(e) 'Intelligent guessing' (e.g. bx - x + ab - a = (x + a)(b - 1)) and (f) Pairwise factorisation.

Includes expressions which require multiple types of factorisation.

# Area & Perimeter

## 4 files05/01/2017

(a) Find the perimeter and area of rectilinear shapes.

(b) Find the area of a triangle, trapezium, parallelogram.

(c) Find the area and circumference/perimeter of circles and fractions of circles (e.g. 1/2, 1/4).

(d) Appreciate strategies to find areas of composite shapes, by (i) adding areas (ii) subtracting areas, including appreciation of the 'frame' method and (iii) cutting/reforming areas.

(e) Appreciate that triangles have the same area if their base and height are the same, and compare sizes of triangles by considering the proportion of base/height.

(f) Find what fraction of a shape is shaded by splitting into congruent shapes.# Changing the Subject (pre-GCSE)

## 8 files24/05/2016

(Based on the Tiffin Year 8 scheme of work) (a) Change the subject of any formula where the new subject appears only once. Includes roots, squares, brackets, where x appears within a negative term and/or in the denominator.

(b) Be able to cross multiply.

(c) Determine a value when the formula and values of all other variables are given.# Factorising Quadratics

## 7 files12/05/2016

(Used for Tiffin Year 9 scheme of work)

Covers 6 different methods of factorising quadratics and other types of expressions (e.g. cubics), the last two of which are extension:

(a) Factorising out a single term (b) Factorising expressions of the form x^2 + bx + c, (c) Difference of two squares (d) Expressions of the form ax^2 + bx + c (where a is not 1) ,

(e) 'Intelligent guessing' (e.g. bx - x + ab - a = (x + a)(b - 1)) and (f) Pairwise factorisation.

Includes expressions which require multiple types of factorisation.# Trigonometry (pre-GCSE)

## 5 files28/05/2016

)Used for the Tiffin Year 9 scheme of work)

Find lengths and angles in triangles using trigonometry. Resource set includes a levelled activity with progressively harder questions.# Counting / Combinatorics

## 5 files05/06/2016

(Used for Tiffin Year 8 scheme of work)

(a) Appreciate that if different selections are independent, each with a number of choices, then the total number of combinations is the product of these.

(b) Understand and use factorial function.

(c) Understand and use 'choose' function.

(d) Solve a variety of arrangement problems.

# Sherlocked - Laws of Indices

## 1 files13/05/2016

A variety of puzzles. Allows students to select questions. Perfect for interactive whiteboards.

# Sherlocked - Volume (KS3)

## 2 files13/05/2016

A variety of puzzles. Allows students to select questions. Perfect for interactive whiteboards.

# Sherlocked - Transformations (KS3)

## 1 files13/05/2016

A variety of puzzles. Allows students to select questions. Perfect for interactive whiteboards.

# Sherlocked - Ratio

## 1 files13/05/2016

A variety of puzzles. Allows students to select questions. Perfect for interactive whiteboards.

# Sherlocked - Solving Equations (KS3)

## 1 files13/05/2016

A variety of puzzles. Allows students to select questions. Perfect for interactive whiteboards.

# Sherlocked - C2 Logarithms

## 2 files13/05/2016

A variety of puzzles. Allows students to select questions. Perfect for interactive whiteboards.

# C2 Chapter 3 - Logarithms

## 4 files13/05/2016

Based on the Edexcel syllabus.