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Mathematics Teaching Self-evaluation Tools


You are viewing a limited version of the NCETM’s self-evaluation tools. Any answers you save during this session will be removed after seven days. Log in or sign up to view, and use, the full version of the tools.
Send to printer For the following questions, select the statement which most accurately matches your level of confidence (1 is not confident and 4 is very confident) or choose from the alternatives detailed in the question. You do not have to answer all questions. Your answers will be saved so you can exit and come back to your self-evaluation at any time. Click Save and Results to view the next steps for questions you have answered.
1. How confident are you that you understand the distinction between:
      1 2 3 4  
a. the words expression, formula, equation and identity?
 
2. How confident are you that you can find:
      1 2 3 4  
a. the nth term of an arithmetic sequence and the nth term of a geometric sequence?
 
3. How confident are you that you know :
      1 2 3 4  
a. different ways of factorising algebraic expressions?
b. how to solve a linear equation with fractional coefficients?
c. how to identify and cancel common algebraic factors in rational expressions?
d. how to change the subject of a formula where the subject appears twice or where a power of the subject appears?
 
4. How confident are you that you can think of:
      1 2 3 4  
a. situations in which pupils can generate formulae?
 
5. How confident are you that you can:
      1 2 3 4  
a. know how to find the gradient of lines given by equations of the form y = mx + c?
b. find the gradients of parallel lines and lines perpendicular to them?
c. know how to deduce and graph inverse functions?
 
6. How confident are you that you know how to
      1 2 3 4  
a. find the exact solution of a pair of linear simultaneous equations by eliminating one variable?
b. find an approximate solution of a pair of linear simultaneous equations by graphical methods?
 
7. How confident are you that you know how to::
      1 2 3 4  
a. generate points and plot graphs of quadratic functions?
b. find approximate solutions of a quadratic equation from the graph of the corresponding quadratic function?
c. solve exactly, by elimination, one linear and one quadratic equation?
d. solve quadratic equations by factorisation?
e. solve quadratic equations by completing the square?
f. solve quadratic equations using the quadratic formula?
g. how to check the answers to questions that involve solving quadratic equations?
 
8. How confident are you that you are able to:
      1 2 3 4  
a. a range of graphs modeling real situations and can interpret them?
b. a range of formulae from mathematics and other subjects for pupils to investigate, derive or change the subject?
c. examples of real−life relationships that are directly proportional and can relate these relationships to graphical representations?
d. examples of real−life relationships that are in inverse proportion and can relate these relationships to graphical representations?
 
9. How confident are you that you know how to:
      1 2 3 4  
a. find the length of the line segment AB, given the coordinates of A and B?
b. find points that divide a line in a given ratio, using the properties of similar triangles?
 
10. How confidently can you:
      1 2 3 4  
a. explain and exemplify the use of the inequality symbols?
b. solve simple linear inequalities in one variable?
c. solve simple linear inequalities in two variables?
d. solve several linear inequalities in two variables and find the solution set?
 
11. How confidently are you able to:
      1 2 3 4  
a. recognise and understand the key features of cubic graphs, the reciprocal graph and simple exponential graphs?
b. recognise and understand the key features of the basic trigonometric functions y = sin x, y = cos x and y = tan x?
c. apply simple transformations to graphs of y = f(x)?
 
12. How confident are you in knowing
      1 2 3 4  
a. why the quadratic relation x² + y² = r² represents a circle with radius r, centred on the origin?
b. why two simultaneous equations representing a straight line and a circle can have 0, 1 or 2 points of solution?