zero

the smallest total would be 4; since each spinner has been spun twice. Even in your video you only used a single spin for each spinner.

It is language that stops students from being successful at probability!

]]>We have the same theme music. ]]>

Love your videos.

]]>Many Thanks

Duncan

]]>First of all, many thanks for creating such a good website and set of resources. I am trying to get the kids to use them as much as possible.

The second matter is a little bit sadder.

It is with great regret that I am informing you that Mark Chadwick died of cancer last year. Therefore we will not be having a new Christmaths for this year. His wife is very much keen for his christmaths legacy to continue and would love to see people using it. As you have such a huge following, I was wondering if you could plug it and highlight his website so people have access to the previous years. Unfortunately the answers died with him so people are going to have to work these out for themselves.

Many thanks

Alex Wells ]]>

Is it possible to create student accounts for all my pupils in bulk. Getting every one of our pupils to set up their own account will take a considerable amount of time and involve alot of chasing up. We are keen to start assigning test as soon as possible.

Many Thanks

Kev

]]>Is the SOW available to download or view as a finished article?

I will be required to write the year 7 and 8 SOW soon so i’m looking for as many ideas as possible!

Keep up the good work,

J

I’m an English and geography teacher by training and inclination, but this year I’ve been drafted in to teach Y9 (English Y8) maths and I’ve been demented for the past month!! I’ve been struggling to follow units of work and remember everything I’ve forgotten ever since I last stepped into a maths classroom.

One thing I find interesting is the idea of teaching slightly different concepts separately; I do this as a matter of course in English with homophones- kids get very confused with them and I find it much more effective to keep the ideas apart.

Many thanks for such an entertaining and informative blog- it’s going to be bedtime reading for the next while ]]>

At about 2:03, you mentioned your ‘current obsession’ is the increasing difficult questions on…..I cant quite make it out as Ed responds just as you mention where ever it is. Would you be able to let me know what that was? Sorry I am not twitter educated or I would ask that way.

Many thanks

Sheila Greenaway ]]>

I was reading about your lobster game (we call it lobster pots) and I was wondering whether there was an algorithm that gets a reasonable amount of money at the end?

This has been an interest for years and I am entering my last year of sixth form and would like to do as well as possible before I leave.

If there is no algorithm then any advise would be much appreciated.

Thanks a lot.

-Sam ]]>

I’m trying to solve the podcast puzzle and possibly work out a formula for other numbers of houses/letters.

Firstly is the solution 44/120? Secondly is there a formula?

Kind regards

Matthew Smyth

]]>Hello Mr. Barton

First off I have really enjoyed listening to all 12 podcasts as a parent with a daughter (currently Y8) who is very able in mathematics and would like to go on and become an engineer.

Our problem as parents is that we are both highly educated but in ARTS but can’t support high level mathematics after a certain point. My husband is severely dyslexic and can barely work out average scores of University undergraduates for their end of year mark. I made it to Freshman Calculus (US education system) in my first year at University and regularly work with spreadsheets/ simple descriptive statistics for my own work as a researcher but would only consider myself highly numerate, definitely not a mathematician.

My worry is this. My eldest daughter achieved NC L6 on her KS2 SATs in mathematics but she failed to pass the 11+ and therefore is now at an ordinary state comprehensive (Kings Norton Girls School in Birmingham). Like you, Kings Norton Girls School Maths Dept strongly believe in teaching by mixed ability in KS3 – but I suspect they don’t approach it in the same way as you do.

They approach maths homework by starting worksheets (the same for every pupil) in class and my daughter either finishes the entire sheet in class or is asked to start half-way through the sheet. In general this means she is technically doing less maths daily (in terms of time put in) than less able pupils (one presume this is ‘designed’ and intentional to allow lower ability pupils the time/ space to ‘catch up’) and she is not extended (in that she is not given extra or more challenging problems to consolidate and perhaps stretch her mathematical knowledge).

I have approached the school about my concern over this in Y7 and Y8 parent/ teacher meetings and have met with ‘the wall’, as I’d like to describe it.

The wall is multi-faceted: first there’s the ‘WE ARE A TES TEACHING AWARD WINNING DEPARTMENT FOR MATHEMATICS’ (an award from what I can see which was based on catching lower ability pupils back up – and had ‘nowt’ (please read w/ Cumbrian accent) to do with getting higher ability pupils achieving at the highest possible levels at GCSE/ A-LEVEL.

Second issue is that the Russel Group universities are increasingly dubious about maths ability from GCSE scores (typically treating GCSE grades as unlikely to be maintained at A Level – i.e. an A at GCSE is treated as a B at A-Level) and find teacher predictions at A Level often are over-optimistic so are considering implementing the Cambridge Sixth Term Examination Paper for all maths intensive subjects – which effectively expects students to be at the cusp of engaging with differential Calculus. In part this is a response to the decoupling of AS Levels & all of this has been reported in the Times Higher Education Supplement.

Finally – there is my frustration as a US national at the curriculum in KS3 which is vague and unclear about how much emphasis should be given to consolidation of KS2 maths vs. acquiring algebra/ trigonometry skills. In the US more able pupils at middle school would start pre-algebra and commence algebra in 8th grade (= UK Y9). A diet of Trigonometry/ Advanced Algebra and Pre-Calculus & Calculus would follow in High School (= UK Y10 – Y13). Many advanced maths pupils take Calculus for ‘College Credit’ (i.e. University Level course credit) in their Senior Year of High School (= UK Y13)

I am of course no expert and respect that the school should be allowed to teach as they desire – but 1) they refuse to tell me how many pupils achieve A or A* at GCSE (average GCSE score for higher ability pupils at the school is B-). Instead, I have been informed repeatedly ‘they get good outcomes’/ ‘children make expected progress’. Given that expected progress in the English system for a child achieving L5+ is a B at GCSE – which will be read as a C by any Russell Group Uni for predicted A Level – you can forgive me for feeling deeply concerned about how they’re preparing my child to go on to be an engineer on that basis.

So my appeal to you Mr. Barton is could you consider having a discussion with maths experts/ teachers/ trainers regarding what to do with this top 5% cohort in ordinary state comprehensive schools. What should teachers be doing to stretch them? What websites/ on-line learning platforms are available to parents who fear their kids aren’t being stretched? When should things be happening (i.e. if your child isn’t equipped to solve simultaneous equations by Y9 – should I be worried?)? What questions should parents be asking (and when)?

I respect I’m hijacking your blog – which is geared to improved maths teaching – but I think this is an important issue and I am deeply worried that my child’s aspirations (to be an engineer) are crashing and burning because I don’t know how to help.

WHAT WE ARE DOING in the meantime: CIMT MEP worksheets (because they’re structured and reflect the national curriculum) + My MATHS lessons/ homeworks (when we hit a subject where more explanation/ instant feedback would help) + NRICH maths problems (for challenge – but she’s frustrated because they often don’t seem to link with what she’s doing in class/ sees it as unfair extra work).

What I’m dealing with is a child who was totally switched on to maths (we used Mathsfactor to great success and did all L5 My Maths homeworks in run-up to 11+ here) gradually losing interest and increasingly describing maths class as ‘boring’. I feel we’re living those KS3 ‘lost years’ OFSTED warns about.

With thanks for any help you can offer.

]]>