Access 25,000+ Diagnostic Questions to identify what each student doesn't understand and why they're going wrong.
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Each Diagnostic Question tells you what each student gets wrong and why they do.
Schedule quizzes to understand how students retain concepts you are teaching today.
Pick from a set of Diagnostic Quizzes that mark themselves. Spend your time making a difference to your students.
Diagnostic Questions are designed such that each incorrect answer reveals a unique misconception. Knowing each student's misconceptions lets you support them better. Let's look at an example:
150°
Subtract multiple-digit integers mentally.
May suggest that they understands that angles on a straight line must add up to 180°, but they used the wrong angle to calculate P.
Resource to illustrate the relationship between angles on a straight line, followed by exercises designed to help them develop fluency in this skill.
65°
Find missing angles using angles on a straight line.
May be the result of the student muddling up their angle facts, mistakenly thinking this is an example of opposite angles being equal.
Resource to illustrate the relationship between angles on a straight line. Exercise where they are challenged to match up an assortment of diagrams with the angle fact they represent.
115°
Subtract multiple-digit integers mentally.
The answer is correct! There are no apparent misconceptions.
The student is ready to tackle more challenging exercises in angles and geometry.
85°
Find missing angles using angles on a straight line.
May imply that the student is aware of the concept that angles on a straight line must add up to 180°, but has included all visible angles in their calculations.
Resource to illustrate the relationship between angles on a straight line. Selection of examples and non-examples of angles on a straight line.
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Teacher
Sydney, Australia
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Teacher
Glasgow, United Kingdom
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Irena
Teacher
Winchester, United Kingdom
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Maths is not her favourite subject and we didn’t really know how she was going to get along with the class. As soon as the class started, she was so excited. She was laughing and telling us how fun it was, so I was really impressed. She asked us today when she was going to have another class.
Helen
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At first when I told her about the lesson, she was quite dismissive and was like oh no, not more work. But after the lesson she was really happy that she’d learnt something that she can apply to her schoolwork and when I mentioned another lesson, she was quite happy to do it.
Farrel
Parent
I think the chat format was actually better. I thought it was clear and not using terminology that was too advanced, but equally not using too baby-ish language. The terminology used was spot on for her.
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