WTProject

Here for maths problems, neat solutions and good explanations.

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@Kalil_R91 I’ve wondered for a while about the following…duties are all double staffed (everyone is scheduled for twice as many duties as before), people can pick their partner(s), pairs don’t have to both turn up every time and can “cover” each other.

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@puzzlecritic I like this. Easy to start, but difficult to fully explain why a given integer must be the largest. This seems like a great question for a maths/comp-sci crossover too.

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Watching the #ParalympicGames … and thinking … how many medals are manufactured in total?
It’s not possible to know in advance exactly how many medals will be awarded, so I assume more are made than are needed. In which case I wonder what happens to the spare medals.

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@missradders The online tests on https://t.co/T1bdHgyYJ4 can be downloaded as pdfs. These are usually quite demanding and are multiple choice so easy to self-mark.

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@MrJ_Maths I often go with: “we’re trying to make you smarter.”

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Something I’ll try next year. To challenge one of the main misconceptions with decimal times, that 2.1 mins is 2 mins 10 seconds, I’ll ask what 2.6 minutes is. Hopefully some pupils will notice this can’t be 2 mins 60 seconds.

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@MathsTechnology This way it’s easier to see why we need to think about “replacing” 𝔁.

[WTProject @_WTProject]

@MathsTechnology I’ve started teaching this by talking about holding the graph still and moving the axes. For your example we drag the 𝔁-axis to the left 6 units (the graph looks like it’s moved to the right), then stretch the 𝔁-axis s.f. 2 (the graph looks like it’s been stretched s.f. 0.5).

[WTProject @_WTProject]

@missradders In my experience, September communication has been easier to manage. Often, once a pupil has spent some time in their new class, they realise the change is good. It’s easier to say “just trust us and try it out” in September.

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@MathsImpact I like OneNote lots and only miss my visualiser when I’m teaching constructions.

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@Ridermeister @chochlo I like the adjustment you suggest in 1. I would also have given pupils way more space to answer if I was setting the question.

[WTProject @_WTProject]

@Ridermeister @chochlo Maybe you’re right. I appreciate that my justification that the hexagon has a larger perimeter is that I know it’s 4r*sqrt(3) rather than 2πr. Which is kind of circular in the context of the question.

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@Ridermeister I wonder if this question is ok. It isn’t asking about the case for a polygon with infinite sides, just a hexagon. The diagram makes it pretty clear the hexagon has a larger perimeter in my view.

[WTProject @_WTProject]

@JavadSeif @MaartenvSmeden Yeah maybe the best way to challenge the thinking is to explain how it actually works right away. This person thinks you add probabilities for repeated events though, so I’m thinking maybe I’d need to start by demonstrating that can’t be right.

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@bphillipsonMP Could the maths curriculum be left alone for GCSE and A-level please? It would be great if we didn’t have to buy 1000s of new textbooks that contain the same materials grouped in a different way…again.

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@MadeUpTeacher1 My first thought is: I wonder whether or not the party that thinks 80% is too high has a different, evidence based percentage in mind.

[WTProject @_WTProject]

Today, for the first time, I introduced completing the square as a way of making 𝔁 the subject in a formula with both 𝔁 and 𝔁² . I think the pupils recognised the value of this more readily than when I’ve talked about maximisation/minimisation in the past.

[WTProject @_WTProject]

@littmath Yeah you’re right, something’s gone wrong there I think.