ProfSmudge

I've just had to send off my current passport in order to get it renewed. Until I get it back, I'm staying indoors to avoid Shabana putting me in an asylum hotel.

But for many students, isn't GCSE maths primarily a bundle of tricks? How do we get sense-making back into the curriculum?

PS. "Trump is no Roosevelt"

Or to put it another way, it's a sine curve whose slope is approaching the maximum!

Yvette (butter wouldn't melt) Cooper

Adam Faith?!

Yes, I guess spotting that it involves a circle is more challenging and more satisfying that simply being told this

Variation on a theme.
Two squares. Show that the red point bisects the green segment.

US spelling is often more sensible than ours, but we'll stick to it nonetheless!

I will try to remember all that! And nice that there's an actual rule there, even if it is arbitrary!

I've just written 'modeling' but my spell-checker wants 'modelling'. Which to choose?!

Sorry, Bernie, I couldn't resist, especially as the Barton link from a few days ago contained the same error for the verb.

I'm beginning to think that our flawed first-past-the-post system might give us a good chance to defeat Reform at the General Election through a growing willingness of people to vote tactically (but requires good evidence about which party is the non-Reform front runner is each constituency)

practice (n)
practise (v)

Clint Deplorable?

#EE
Maths, according to my EE broadband service:

And when we represent numbers on a number line, are they represented by points or by segments?

When we introduce fractions as parts of a whole, are we conveying the idea of a number that expresses a ratio, or are we describing a quantity of, say, pizza?

Yes, I've used a diagram like the first with pgce students and about half say the rectangles are similar.

Wow! Actually, the third diagram provides a nice way of analysing the first diagram. If you consider the diagonal of each rectangle (top left to bottom right, say), their slope changes (they don't remain parallel).

Wonderful photo!

I've recently come across this nice task - nice because I imagine many pupils' initial ideas won't work, but they might collectively get to a solution through (guided) discussion.

Like the Dienes blocks. As good as any, I suppose!

How are the total lengths of these yellow+black lines determined? Weird.

Another nice thing about 4 is that it is small compared to 10, so one can get a more coherent sense of the exponential nature of the column headings (shown on their side, here) rather than having to resort to Dienes-type longs and flats and cubes

Nice, but where would you go next? A column of 4 of the big squares, or a row, or a cube...?
A nice thing about 4 is that one could build larger and larger squares in a kind of spiral - but it doesn't really generalise!

'...that's all I'm saying'
Hm, I think that's a bit of a sleight of hand. I feel the table is not as 'dense' as it doesn't show the compound measure and so is (potentially) easier to access; and the within and between relations are simpler to identify and understand.

They need to work through this first....

Might be quite nice to walk it!
Each step back I go down 4, so to go down 28 I take 7 steps, so I land on (18–7=11,-6).

Yes, but I think it is important to be able to go back to a model at any time, as a kind of check or reassurance, rather than forget it completely which seems to happen with some children