Bruce Gray

@HarinaBassi @ChrisMcGrane84 tes.com/teaching-resou… A bit late now I know but I found a paper copy of the solutions and have just uploaded them to TES.

Does anyone have the answers to this worksheet please? @BucksburnMaths Increasingly Difficult Circle Equations startingpointsmaths.com/2020/11/21/inc… via @chrismcgrane84

@HarinaBassi @ChrisMcGrane84 Just checked my google drive and I don't appear to have answers. I recall having a paper copy with a post it note on it saying "scan me" but I clearly didn't get around to doing it! Sorry.

@hashtag_achieve Any plans to add some higher applications of maths content to the website?

My #HigherApps class are well into their projects after starting them earlier this week. I've reflected on the dataset links and guidance I've given them and made some improvements for next year. While it's a work in progress I'm happy to share what I've done.

@BirstallBirder 😅Nope, but was very careful on where I was marking on the hemisphere's radius.

@BucksburnMaths Any innuendo from the class when drawing the second row of questions?

Quite pleased with this wee set of compound volume questions I came up with on the fly for my #s3maths class. They definitely had the desired effect of getting pupils to think as I over heard a few comments like "Aren't q5,6&7 all the same... oh wait a minute!"

File names are important. Knew I'd be using this before I even opened it!

Looking forward to the ceilidhs on the last day of term. Staff band are sounding fabulous and thanks to the seniors for decorating the hall.

Lots of pictorial representations of mixed numbers and improper fractions with #s1maths today.

I'm quite pleased with the list of Fermi estimate questions I came up for pupils to do. I'm even more pleased with the questions the pupils came up with themselves.

Fermi estimations with #HigherApps. Estimating important quantities like "How many potatoes would be needed if every pupil in school had mash for lunch?" and "How many packs of chewing gum have been stuck under the English dept desks in the 15 years or school has been open?"

Final Movember update. After a couple last minute cash donations myself and Mr Byrne were able to push our total raised to over £600 (£615 to be presice!). Thank you all who donated!

@MathsDotScot I'd avoid method 2 like the plague. It's a trick that gives the result sure, but there's no actual mathematics going on. Teaching for understanding this ain't.

Which method is easier? Which method is better? Does easier equal better? (Yes, I know other methods exist, but for purposes of thinking about the questions above, I’m going to limit it to a comparison of these two.)

Clearly a frustrated artist at heart.

Getting pupils to create their own indices questions in the style of @MrCarterMaths bronze and silver questions at the end of today's lesson.

@pepeab8 It's a way of getting pupils to think about it in general. "a negative plus a negative will always give me an even bigger negative", "a small positive plus a large negative will always result in a negative". It's summed up quite nicely in these diagrams (also from the blog link).

@pepeab8 If you have a look at the link it gives a bit more detail but the grouping would looks something like this.

Some directed number + and -. The "work out or find the missing number" task was particularly good. At first looks like more calculations with bigger values but once pupils got into it it was clear there was lots of opportunity for thought and discussion. donsteward.blogspot.com/2011/03/adding…

Some variation / minimally different lists with #s1maths this morning to start the lesson. Later on pupils were tasked with creating their own lists that had a specific last question answer.

Did a wee blast of ratio revision with my #n4apps class today. I've taken a pictorial approach to ratio in the past so was interested to see how they'd tackle the bottom two questions. Like thus pupils approach (overlooking the × being used in place of +).