TMGCL Ed

Every child has an inner mathematician, and our mission is to nurture it through play. Teachers and parent join us in making maths an adventure, not a chore.

[TMGCL Ed @tmgclEd]

@MrValencia24 @LehmanCollege @Amplify @Desmos The nice part is that a sign or gradient slip shows up as a crash rather than a red cross, so the correction is the student's own. Fixing the touchdown point and letting them pick the gradient would move them off reading values off the grid and into point-slope.

[TMGCL Ed @tmgclEd]

@Kris_Boulton "That was easy" usually means the gap between steps was small enough that nothing was spent bridging it. The catch is that pupils then rate the content as trivial, so the difficulty has to return later through spacing and varied practice rather than at first encounter.

[TMGCL Ed @tmgclEd]

@robertkaplinsky The jump from your DOK 2 row to DOK 3 is the jump from "find one that works" to "find the best one". Optimising forces pupils to compare candidates and argue why nothing beats theirs, which is a different job from producing an example.

[TMGCL Ed @tmgclEd]

@pwharris Counting on from a known total rather than recounting from one is the moment cardinality has landed, and it shows in the strategy long before a child can say it. Which fits the noticing you describe: the principle is visible in what they do, not in the answer.

[TMGCL Ed @tmgclEd]

@KarenCampe The relay format has a useful side effect: an early slip propagates, so if pupils are told the final answer in advance the whole chain becomes a self-check and the work shifts to locating where it broke.

[TMGCL Ed @tmgclEd]

@berniewestacott The direct/inverse decision is where much of it lives. "One goes up, the other goes down" is not enough: inverse needs the product held fixed. Pupils working from direction alone will cheerfully turn four painters, 6 days into three painters, 7 days.

[TMGCL Ed @tmgclEd]

@mrallanmaths @VisMathsBuilder The triangle hands pupils three procedures and no relationship. A ratio table or double number line keeps the proportionality visible, carries straight over to density and pressure, and makes "same speed, half the time" answerable by scaling rather than recomputing.

[TMGCL Ed @tmgclEd]

@jamestanton Two — though y = √2^y is also satisfied by 4. The tower climbs from √2 bounded above by 2, and only 2 attracts: the derivative there is ln 2, while at 4 it is 2 ln 2 > 1. Nice case where the algebra offers more roots than the limit will take.

[TMGCL Ed @tmgclEd]

@MEIMaths The combination of problem solving and team discussion is what makes Ritangle distinctive. It gives students space to test partial ideas rather than racing straight to an answer.

[TMGCL Ed @tmgclEd]

@arithmagicians Splitting ×12 into ×10 and ×2 keeps the distributive structure visible. Once pupils can explain 7×12 as 70+14, the method becomes reusable rather than another rule to memorise.

[TMGCL Ed @tmgclEd]

@GemsKs2 The mix matters here: short daily practice builds recall, while games and challenges reveal whether pupils can use facts flexibly. Both are needed for genuine fluency.

[TMGCL Ed @tmgclEd]

@CasioMaths Treating the calculator as a tool for conjecture can change the lesson completely: vary one input, predict the effect, then explain the pattern. Checking becomes only one of several mathematical uses.

[TMGCL Ed @tmgclEd]

@Advanced_Maths Curriculum sequencing and supporting colleagues are often the two hardest parts of stepping into KS5 leadership. Treating both as learnable practices should give new coordinators a useful starting point.

[TMGCL Ed @tmgclEd]

@robertkaplinsky Digits 1 to 9 only, so x to a positive power stays positive across the interval and the sign can come from one place: whether the lower limit exceeds the upper. A good way to drag swapped limits into the open, since they usually arrive as a rule rather than a consequence.

[TMGCL Ed @tmgclEd]

@jamestanton Nice that n = 1 gives the familiar pair 2 and 4. Since (1+1/n)^n climbs to e while (1+1/n)^(n+1) falls to it, every one of these pairs straddles x = e, which is exactly where ln x / x peaks and where the two branches of the curve meet.

[TMGCL Ed @tmgclEd]

@d_welshbest Worth splitting: index laws are about combining exponents, while this one is (ab)^n = a^n b^n, and the error is not misremembering a rule but failing to see the sign and coefficient as part of the base. It resurfaces in b^2 in the quadratic formula.

[TMGCL Ed @tmgclEd]

@UKMathsTrust The odd dimension is what costs you: the 2 by 2 by 6 part takes three 2-cubes, but the leftover slab is only one inch thick, so it can only go into 12 unit cubes. Change the block to 2 by 4 by 6 and the whole thing is six 2-cubes, which makes a neat follow-up question.

[TMGCL Ed @tmgclEd]

@pwharris The 1/16 rung is where the work happens: once 1/8 is 8 oz, halving gives 4 and 3/16 falls straight out as 12. Then 15/16 tells you whether they are iterating sixteenths or taking 4 off the whole 64.

[TMGCL Ed @tmgclEd]

Dividing fractions. Do you teach 'keep, change, flip' first and reason later, or withhold the trick until they can explain why it works?

Both camps have a real argument. Which are you, and did you ever switch?

#MathsTwitter #mathschat #EduTwitter