Find the percentage error if rounded to 4dp?

Or, by writing both as fractions in their simplest form, find the percentage error?

It might be a friendlier task with some well chosen recurring decimals, mind you.

Pots of gold: trace?

I’ve given teaching my all. Now I’m told I don't belong here The thought that I won't be able to be treated as a citizen is disturbing

The points @msjasminemn.bsky.social makes in the body of the article are important.

Rhetoric around immigration has now moved against not only illegal immigration, but legal immigration.

schoolsweek.co.uk/ive-given-my...

I have a vague recollection of a Nrich task and re-discovered (with a quick search) this:

nrich.maths.org/articles/vol...

Perhaps not quite what you're looking for, but I remember enjoying reading it a few years ago.

But, by then, part (a) is always: By rotating the line hy-rx=0 2pi about the x-axis between x=0 and x=h...

Six similar- looking integrals. The sixth one is the integral of 1/(x^2+4)

Y13 did their first set of integration looky-likeys in #MathsToday. Looking forward to lots more of this in the next few weeks!

The last one was a bit mean (I put it there to slow down the fast finishers) but they did manage it when I gave them the right substitution. #ALevelMaths

Looks interesting!

#MathsToday

euromathsoc.org/news/ems-lec...

In #MathsToday I ran a lunchtime session with some year 12 students where we looked at this activity. Trying to get them into the mindset of "just trying things and talking about what you're doing", with the eventual idea of leading to Oxbridge-interview-style questions
share.google/RtVNN66Y9bq1...

A selection of integrals and the structure of their solutions, linked by an arrow labelled “integrates like”

Today I realised that “integrates like” is the phrase I’ve been missing for talking about spotting the structure of an integral. #ALevelMaths #MathsToday

... a champion? Love this concept.

Me77i1y we r0ll...?

I have exactly the same problem. They've been too drilled at GCSE. Might steal the vampire comment, but I'm concerned that the number of them that have actually seen Lost Boys is negligible.

A parabola passing through the origin and a positive value on the x-axis, with a maximum point in the first quadrant. A straight line with positive gradient intersects the parabola at 2 points in the first quadrant. Vertical line segments are drawn from each of these intersection points to the x-axis, so the area enclosed by the parabola and the x-axis is divided into 4 regions. The left hand region has area 13, the right hand region has area 44 and the top region has area 8. The final region is labelled with a question mark.

I saw your labels and thought these represented the actual areas (as in the area of region 1 is 1 unit, of region 2 is 2 units, etc...) which got me thinking that that sort of thing might make a nice problem. Impossible to get regions with those areas using a parabola, but I came up with this:

Well, I will next time 😂

Love this. I'm still playing around with whether to demonstrate/encourage MoDs by changing the limits on the sums i.e. \sum_{r=1}^n (r^2) - \sum_{r=1}^n(r+1)^2 becomes ... - \sum_{r=2}^{n+1}(r^2)

It seems like a great idea, but do I lose a load of pupils along the way?

#mathstoday #alevelmaths Gave a reasonably challenging problem to my A level class today, namely (3^6-1)/(3^5+3^4+...+1) as a "starter", although I'm not so keen on the term. It provoked quite a bit of conversation and, although not my intention, led us down GPs before factorising. Lots of fun.

A little follow-up to my post yesterday about integrating ln(x).

loopspace.mathforge.org/CountingOnMy...

#UKMathsChat #ALevelMaths #ITeachMaths

I don't know how I missed this back in February, but it's excellent. Love the graphs, in particular.

These are great. Thanks for sharing. There's often a disconnect between simultaneous equations and how the solution can be represented on a graph.

If you're yet to place them in front of your pupils, there's a small typo in the bottom left equation of slide 1.

I think Ben Sparks did some Excel and Geogebra instructional videos using the LDS (although I might have made that bit up). He's done some amazing stuff that's worth exploring if you get a chance.

I love it. It immediately makes me wonder why I've never seen this idea before.

I'm pretty sure that woolly jumper is the punchline to a different "cross" joke...

#mathstoday I may have derived the Gauss Shoelace Formula with my year 10s. Spot the name of my OneNote page 🫣

I should add that my HoD is planning to change all this but is on maternity leave. Her cover is, understandably, reluctant to make any significant changes in her absence, which I think is the right thing to do.

Indeed. I feel somewhat forced into mine very own SoW. Fortunately, the kids buy in and we will revisit all these things later too (regular cohort testing does limit what I can realistically get done). I'm hoping that, as we dip in and out of these topics, some of the maths comes together for them.

#mathstoday Our SoW puts similar triangles after right-angled trig, and volume and SA before both. Being the bloody-minded individual I am, I may have already introduced some trig and, today, had fun finding the volume of a frustum using all of the above. Lots of "Ohhhh" moments.

Assume everything is complex and then all your options are covered.

Also, it's exhausting.

Even sgn on its own is quite an unusual graph to examine. It's also no bad thing to see something that looks horrendous and then slowly unpick it. It reduces that sense of being overwhelmed, and gives confidence to look at other things. With time, they may even be able to read maths on wikipedia 😂

But produces some great M4 (I think) questions 🫣

Many happy returns