WBarrassHemmens

@LyndaEv72042364 @catrionateaches I made this a few years ago. You can ask the students to explain how each one describe the area of a trapezium. geogebra.org/m/g5gbsqtt

@catrionateaches Check GeoGebra. There was an activity that simulated multiple different methods to find area of a trapezium. My students said wow when they saw it demonstrated.

I’ve been teaching Y8 to find the area of a trapezium by doubling it up to create a parallelogram. But I really underestimated how hard they’d find it to draw the correct parallelogram, especially when the trapezium was at a more unusual-looking angle.

@atulrana @paddymac_maths I made one small change, if you make the list [-3, -2.9, ..., k] and then make a slider for k, you can reveal the graphs for g(x) incrementally and really focus on what happens as n reaches -1.

@wsbarhem @paddymac_maths It’s one of the most beautiful mathematical connections I’ve seen. I put it on Desmos as soon as I got home.

Some fantastic ways to think about the Euler number @paddymac_maths #mathsconf35

@Ridermeister @HoneywillTim Arent there similar results for tangents/radii to a circle with centre (a,b) at the point (c,d) they could make a lovely set of derivations. I *think* @Whitehughes had a student who called it 'speed running', but I could be completely wrong .

#MindBlown The equation of the circle passing through (a,b) and (c,d) is (x-a)(x-c)+(y-b)(y-d)=0. #WhyHaveINotSeenThisBefore?!

@MrMattock I've been planning on using gain time to add some Frayer models to our KS3 schemes, but your frayer-model.co.uk website says its under-construction. Will it be back up soon? If not, are they available elsewhere? Thanks!

@paddymac_maths I remember loving curvature the first time I saw the idea, I hope you're introducing it to some of your students.

What's the radius of the largest circle that touches the parabola only at the origin?

@tallerteacher @Whitehughes Proofs of the mean and variance of most distcrete distributions are algebraically hard going. However, the introduction of a Probability Generating Function, which used to be in old S4, and is a clever (ab)use of notation, can make them much more accessible, if you have time.

Hi FM nerds, Edexcel FS1… proofs of geometric and negative binomial means and variances. Assessable or No? Spec says “no derivations” for binomial and poisson but conveniently omits it for Geo and NB. I think mean for Geo is fair game but the others seem silly. Thoughts?

@MrChapmanMaths If there is a degree of leniency (angles etc.), mark on the range of acceptable answers. If they're in the lines they'll get the marks.

Marking tip- use a piece of tracing paper to trace out a correct response and use it as a guide to mark other responses

@paddymac_maths @TLMaths @Desmos @MathsTechnology This is great. I did like the original as the null hypothesis is always that there is no relationship, and it is nice to see how a sample can, incorrectly, make it look otherwise.

@TLMaths @Desmos Now with slider to set the population pmcc, @MathsTechnology, @TLMaths : desmos.com/calculator/qvk…

Sampling with @desmos again: looking at the pmcc this time. desmos.com/calculator/9ld…

@MackenzieMaths @mrsouthernmaths @Whitehughes @Sheena2907 @BerwickMaths This website is great for past exam questions. alevelmathsrevision.com/further-maths-… If you have access to an old OCR S3/4 textbook, the exercises tend to be a bit more varied and interesting. I also have a break down of the key ideas that I can send you, if you would like.

Does anyone have some places or resources for further maths statistics non-parametric tests? @Whitehughes @mrsouthernmaths @Sheena2907 @BerwickMaths

@paddymac_maths @mrsouthernmaths I love this. I have tried to make Viete's approximation of pi accessible for A level students, it only really uses skills they have, but have not found a way to make it a manageable task.

I've been exploring Viète’s method for solving cubics ahead of my #mathsconf34 talk.

@mathscpdchat You can't add a and b.

Tonight’s #MathsCPDChat - “Common misconceptions in the classroom” Join us tonight from 8pm with your best misconceptions from the classroom. (Bonus points for screenshot/pictures) For example, …

@Ridermeister The difficulty with always including a modulus is that you can have the log of a negative number, you just get something complex. I'd be less comfortable with students thinking that log(-2) = log(2) = log|-2|

@Ridermeister @suffolkmaths @Whitehughes @mrsouthernmaths It might be a video call job, as it was slow, but extremely satisfying.

@Ridermeister @suffolkmaths @Whitehughes @mrsouthernmaths What value did you get?

@Ridermeister @suffolkmaths @Whitehughes @mrsouthernmaths I considered that as a possible approach but the differential is pretty awful too. The manipulation only uses basic indices and algebra work, and unfolds beautifully.

@Ridermeister @suffolkmaths @Whitehughes @mrsouthernmaths I knew they were really stuck when one of them did ask me about a limits question they found in a question set from Hong Kong. It only requires the standard limit for e, but is a real beast.

@Ridermeister @suffolkmaths @Whitehughes @mrsouthernmaths There has been an interesting move in general over the last few years. I always offer lunchtime/email support outside of lessons, but students now seem to prefer finding resources online. This isn't just for step but any enrichment, I think they're used to googling it all.

@Whitehughes @Ridermeister I think this issue is easily fixed by tweaking the original to make it sqrt(1+x²). It makes no material change to the question, as lots of the terms still cancel and leave a satisfying result.

@Whitehughes @Ridermeister Rewriting the fractions as 1 - 2/sqrt(1-x²) shows that this could be a real problem. Is there a single real value of x for which it is valid?