WBarrassHemmens

A maths teacher in North Yorkshire

[WBarrassHemmens @wsbarhem]

@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.
https://t.co/2w5AiQJI3z

[WBarrassHemmens @wsbarhem]

@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.

[WBarrassHemmens @wsbarhem]

@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 .

[WBarrassHemmens @wsbarhem]

@MrMattock
I've been planning on using gain time to add some Frayer models to our KS3 schemes, but your https://t.co/Dq2l1TnT4B website says its under-construction. Will it be back up soon? If not, are they available elsewhere?
Thanks!

[WBarrassHemmens @wsbarhem]

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

[WBarrassHemmens @wsbarhem]

@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.

[WBarrassHemmens @wsbarhem]

@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.

[WBarrassHemmens @wsbarhem]

@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.

[WBarrassHemmens @wsbarhem]

@MackenzieMaths @mrsouthernmaths @Whitehughes @Sheena2907 @BerwickMaths This website is great for past exam questions.
https://t.co/GTx99lYGPJ
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.

[WBarrassHemmens @wsbarhem]

@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.

[WBarrassHemmens @wsbarhem]

@mathscpdchat You can't add a and b.

[WBarrassHemmens @wsbarhem]

@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|

[WBarrassHemmens @wsbarhem]

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

[WBarrassHemmens @wsbarhem]

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

[WBarrassHemmens @wsbarhem]

@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.

[WBarrassHemmens @wsbarhem]

@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.

[WBarrassHemmens @wsbarhem]

@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.

[WBarrassHemmens @wsbarhem]

@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.

[WBarrassHemmens @wsbarhem]

@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?