Pietro Liuzzo Scorpo

Teacher of maths x2 We will expand in size by over 200 students as we move into our new £30m building for year 4 of @WinterstokeHA Come and join us for the next part of our journey as our maths team goes from 5 to 7 teachers. #BeSafeBeKindWorkHard accesspeople.accessacloud.com/CabotLearningR…

This is a must attend event for year 11 who have applied to WHA for September along with our current 12 and 13. It will give you key revision skills to boost your GCSE and A level grades. There is a parents session on the same night 6.30pm-7.30pm. #BeSafeBeKindWorkHard

Teacher of mathematics. A unique opportunity to focus on KS3. January, April or September starts possible as part of our growing team. #mathchat #sltchat #nqtchat #education #teachers isw.changeworknow.co.uk/cabotlearningf…

iv) Triangles (find the perpendicular height)

iii) Parallelograms

Year 7 - Perimeter and area. Joint planning with @9711Burgess i) The basics

@helenallan1981 @MrLuke_Thomas Thanks!!!

@MrLuke_Thomas @pliuzzoscorpo have you seen this?

@hanspricesci imho both views are conceptually correct depending on what you're doing Two different place value grids can be used for scaffolding: when mult/div by powers of ten the digits move (left); when converting between units I'd say that is the decimal point moving (right).

@pliuzzoscorpo To conclude, do the digits move or the decimal place? We battle with students in KS4 who cannot convert units and therefore miss out on crucial marks in all combined science papers 😞

Place value and metric conversions. A thread When I was in primary, I was taught to move the decimal point when multiplying or dividing by powers of ten. When training to become a teacher I was told that it is better to say that the digits move, and it made a lot of sense to me.>

@jcrowthermaths @Arithmaticks I've been using the ratio approach too: in particular using ratio tables. I think there is too much going on with ratio tables though: arrows, numbers with loads of zeros. I wonder if it would be easier for students just to remember (and use) the place value table.

What is actually changing is the way to express the number "how many kilos, i.e. how many thousands, is 23?". With this framing it makes perfect sense to me to move the decimal point when converting between units.

>Today I realised what was bothering me: when converting between units, the quantity per se does not change (23g is/means exactly the same as 0.023kg), so it "seems weird" to change the value of the digits, i.e. mult/div the number by powers of ten.>

Simplifying a ratio - two complementary interpretations 1 - Regrouping parts: in this interpretation, the multiplicative relationship is seen as repeated addition 2 - Distributive rule: here, the multiplicative relationship is a scaling one

4 Key Skills added today on @DrFrostMaths - there are now 650 Key Skills for KS2 to KS5. I've pushed @Desmos to its limits on that one by drawing a protractor from scratch! Pupils can move and rotate it to measure the drawn angle.

Since the beginning of Covid-19, teachers and their unions have been right about schools while the government was wrong. That's why the right-wing press is trying to demonise them – and why we need to fight back. tribunemag.co.uk/2021/02/teache…

@mathlinux @TesResources Thanks! :)

@pliuzzoscorpo @TesResources Beautiful and very nice work !!!!

Multiplying and dividing with fractions - Modelling, animations, definitions and rules tes.com/teaching-resou… via @tesResources

Latex jacobian symbol - math-linux.com math-linux.com/latex-26/faq/l… #mathlinux #math #mathematics #maths #lesson #Latex