Our syllabus requires most students in years 9-10 to learn to break degrees into minutes and seconds rather than having decimal degrees, but I guess yours does not.

We also teach students to use it whenever it is helpful to work with time calculations.

]]>I wonder if a listener might construe from your conversation about Anne’s session that she was *advocating for* any of these exercises? I suspect that she was not?

The questions you have, Jo, about pattern-filling, get to the heart of issues about designing tasks using ‘Variation’, whatever that might mean. And Craig, your “controversial” point about variation is an interesting revelation. Some variation worksheets seem similar to ten ticks worksheets, but with less variety.

It was also interesting to me that you both ‘liked’ the algebraic exercise. Why? What awarenesses might a learner gain through doing this exercise? Of course, this depends on the learner, so perhaps it’s more fruitful to ask: what was the intention of the person who designed this exercise, implicit in its design?

Related to this: the fact that you are left with more questions than answers may have been the intention in Anne’s design of this session, through *her* use of variation in the exercises she presented?

Thanks for the podcast,

Danny

]]>Nice that the puzzle you shared can be solved, once the thinking has been done, using Desmos: https://www.desmos.com/calculator/xlum7qijc9

]]>Worth a look at! Promise!

]]>We are intending to introduce memorable teaching with interleaving across the maths curriculum for our 1200 students. ]]>

Just to let you know that the link to Colin Fosterâ€™s Mathematical Beginnings Website is a bit garbled. ]]>

What strategies do you use at keystage 3 for intervention? If you have individuals who are not progressing what do you put in place? ]]>

I think you are right when you say that this is because of abstract nature of the topic.

this is really a nice post thanks for sharing it ]]>

Lesley aged 55yrs ]]>

gf(x) = x^2 -4 (done similarly to a) )

So x^2 -10x+26 = x^2 -4

=> -10x +26 = -4

=> x=3

Thanks for such a useful range of resources – that’s really valuable. I will probably be dipping into this list over the months ahead.

I wonder whether your readers might be interested in the new GCSE maths revision guide I’ve published at https://www.rsleducational.co.uk/blog/blog/47-powerful-gcse-maths-revision-tips-to-try-now .

I’ve tried to make it more comprehensive and actionable than anything that’s out there already: the idea is to give students a range of approaches which might work if others haven’t, as well as introducing some ideas (some of which will be new for many students) about how to approach the lead up to exams and the tests themselves.

Many thanks,

Robert

]]>Took a few car journeys but more than worth it!

Thank you both! ]]>

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 ]]>