Dan Lewis

“Know f**king chance”, as I once heard it referred to.

Yeah, at gcse level I would say so. You’d only really use a vertex in relation to polygons.

Some tasks on finding simple percentages of amounts. #mathstoday #ukmathsteachers

In #mathstoday we looked at turning points. And we’ll try these tomorrow

As is said elsewhere, it’s a particular part of the overall QA process. I use it as a way of checking that our feedback policy is being adhered to. But I also find, almost invariably, that the quality of work and the care over the book (ignoring handwriting quality) do reflect lesson obs.

👍🏼

Is that one of those "no right answers" type of questions?

Can I ask what your approach is to finding the gradient from a line? I've started using the idea of drawing triangles, scaling to a movement of "right 1 square". Wondered from Qs3 - 7 if you do too?

Some questions on plotting quadratics. #mathstoday #ukmathsteachers

Interesting approach. I'm not sure if I rush into it too quickly. I basically use a multiplication grid, then find what I need to change the constant by. Obviously a bit of run up to notice that coefficient of x will always be halved.

#mathstoday returning to Pointon and Sangwin's taxonomy to try and create a small summary activity for factorising quadratics back into two brackets. Bit rusty, not sure I've quite got it right, would love some feedback from any #mathsteachers #ukmathsteachers

This looks a little like how I start looking at completing the square. What’s your approach to that out of interest?

I got a dollar on holiday in America once.
Then my dad was giving me a basic explanation of exchange rates and on some level I realised I’d been conned out of my usual pound.

So for a bit of context, the students get a formula sheet that uses a for coefficient of x^2, b for coeff of x and c for constant. Makes sense to go off those I would say.

Beginnings of work on quadratic formula. Task 4 very specifically designed for this particular group, who frustratingly keep changing cases on variables. #mathstoday #ukmathsteachers

Yes! This is the only way to go about it!

Hopefully there’s enough going on so
it doesn’t get too samey throughout. I wanted to avoid just putting the radius in all the time.

#mathstoday some questions on the volume of a sphere, “forwards and backwards” #ukmathsteachers

6 they found difficult, but once they had the idea they found 7 pretty straightforward. All of them who got to 8 made the obvious error. It’s a bottom set, but I was really proud of how they tackled it!

Got to say, delighted with how that went.

Glad it worked well. My turn tomorrow!

A small activity to finish off work on constructing error intervals for my GCSE foundation class #mathstoday #ukmathsteachers

Let me know how it goes. I’ll get to it either tomorrow or Thursday with my group, but not sure how they’ll get on with it.

Great, I’ll check it out. Thanks!

It’s not quite what @dwekselgreene.bsky.social is doing, but inspired by a general idea, put these together for expanding and collecting like terms #MathsToday #ukmathsteachers

What you using to make these?

Thank you, v grateful

These are lovely. Mind if I use them with my dept. in a meeting? I like to start the meeting with a question or problem, something thought-provoking, and these look great.

Looking at an application of products of prime factors in simplifying fractions. #mathstoday

Nice. I’d love to see some of those at some point as a bit of inspiration myself.