gerard mcn

Here’s my interpretation, discounting the Italiano “heading”.

Test anxiety?

Need to think about this, but my initial response is it’s like a composite version of both forms of the cosine rule that has somehow dispensed with the need for information about the angle formed by line segments t and d.

You might want to quote from the John Cooper Clarke poem Salome Maloney:

“I was walking down the road
Dressed in what they call the mode”

Another wee linguistic strategy I have for distinguishing between mean (“miser” - see yesterday’s reply), median and mode.

“La mode” is the French for fashion. So the mode is the most “fashionable” member of the data set.

By the way, I would reword the question as “What is the modal colour?”

I speak about a “mean” or “miserly” person, like Ebeneezer Scrooge.
I try to evoke an image of them taking coins from various stashes and stacking them up in equally high columns.

Replenished this classroom display yesterday.
Lasted less than an hour.

An eleven-item “which one doesn’t belong“ #WODB

In what way is each of the Celtic starting line-up squad-numbers unique (apart, of course, from its actual numerical value)?

Add the expression
2x - 20
to both sides?

How about 10 - 20 = 2x
Would you consider that to be a single step?

I’m interested to know what your two steps would be.

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Fourths or quarters?

I’d guess there’s a strategy mark for obtaining and using the length of the common side. Whats obvious to us experts won’t be obvious to exam candidates many of whom, I suspect, wouldn’t know where to start. Possibly a couple of marks for finding any side length at all.

1/3 is 7 times 1/21
So
(1/21)/(1/3)=1/7=1/(21/3)
1/3 will go into 8/21 8 times as often as it goes into 1/21
So
(8/21)/(1/3)=8(1/7) = 8(1/(21/3)
4/3 will go into 8/21 4 times fewer than 1/3 will
So
(8/21)/(4/3)=(8/4)(1/7)=(8/4)(1/(21/3))=(8/4)/(21/3)

I’ve been mis-pronouncing your name (in my head) - sorry, and I now know better.

I’ll wager you get some wrong versions of your surname, too.

People commonly get both my first name and surname wrong; some persist in doing so even after I’ve enlightened them.

From no clue to, wait … , I get this; this makes a lot of sense
in jig time.

Thinking about variables, coefficients and constants in #MathsToday with Advanced Higher pupils, particularly with respect to differentiation (pun intended).

Noticing that both have the same answer, we can conclude that
2/3 x 2&1/2 = 1&2/3
since 44 is 2/3 of 66.

Answer 110
First instinct: 5 x 1/3 of 66
Next: 66 + 2x 1/3 of 66
Further thought: 2 x 66 - 1/3 of 66.
Further further thought: 3 x 5/3 = 5; 22 x 5

My diagram does include the four letters A-S-T-C. I call it the quadrant diagram and use the words/abbreviations All, sin, tan, cos. I don’t see any value in replacing these with other words (eg the All Students Take Calculus example). I avoid CAST as, sequentially, it starts with the wrong letter.

Completely agree. Thanks for that reminder.

It may, of course, be the teaching that’s at fault, so the “depending on how it’s taught” qualifier could apply regardless of which approach is used.

Some pupils, including some of the stronger ones, have struggled to understand the graphical approach, causing me to doubt my choice. One pupil sought help elsewhere and was shown the CAST method (her words), which she said she finds more useful.

I taught solving trig equations graphically for the first time very recently. I’ve previously always used the quadrants diagram (CAST, but I avoid that, or any other, acronym). I felt it this change was the right thing to do at the time.

From “Sciencia”, published by Wooden Books. Or the shorter QED, by the same publisher.

Great work!

Beautiful!

This is developing into a very interesting thread with a range of creative and diverse insights on show.

Thanks to all who have contributed so far.

Any more thoughts?