One week, start of January, exam timetable AM/PM. Full supervision in case of clashes, external invigilators. No lessons, only exams. Plus our Y12 all sit the AS exams which, these days, all fit into two weeks.

Nice! I've always been a geogebra fan but maybe I should look into desmos.

Antilogging

Interesting, somehow I think the 1st root would turn out to be the modulus function something like sqrt(x²)

Why not 0.5th root for squaring?

No, I don't think they have to, the total of the notional component boundaries will be the starting point for the setting of the final boundary which needs to take into account that year's national reference test amongst other things

As the matrix is singular when x=y, y=z and z=x we obtain the remaining factors from the factor theorem.

Not many teachers who wfh!

Yes, one pun is enough. I only noticed when I got home yesterday a student had snuck 'happy Christmaths' into a card which was why it was in my mind.

Very boring policy from me, 'if I write it on the board, you write it in your notes'. Of course there then will be lots of bits where I say 'don't write this'.
It is worth finding the child who annotates their own work and using as an exemplar to model what you want.

ChRISPmaths

Well done to them! Two of ours qualified for BMO2 as well, and another earned a merit. We haven't had so many do BMO1 for many years so it is quite exciting!

A book of abstract algebra by Charles Pinter. DOVER publications.

Very well written, higjly accessible. Good exercises with selected solutions.

This *very* nice. The final line reminds me of the similar final line in the approach via the multiple product rule.

(abc)' = a'bc + ab'c + abc'

yields

(x³)'
= (xxx)'
= x'xx + xx'x + xxx'
= xx + xx + xx
= 3x²

From memory a lot of the textbook exercises felt too short

I'm afraid the textbook only came out in the last year i was delivering it so I was quite used to muddling through with items cobbled together from integral and the core maths developers network and others made up by me. Cat van saarloos had some good padlets related to prerelease materials

I sometimes show colleagues in England my old gcse fm CCEA textbook, they can't believe it compared to say AQA L2FM

I taught it for about 5 years, my advice is get them using real data sets and asking their own questions about the data. A lot of the content then becomes well motivated. Find out what issues they are interested in and use a chi squared test to investigate. Get them comparing, leads to normal dist

YouTube video by James Tanton How Archimedes First Deduced the Volume of a Sphere

See james Taunton's video for more info youtu.be/npG4MwDmDDc?...

With an able y9 class I might justify the volume of a sphere using Archimedies' argument that sphere = cylinder containing the sphere - double cone with both tips at the centre of the sphere. It can follow quite easily from pythagoras which they have seen.

How come I have been teaching the constant product of the diagonal for years but never thought of using the name magic squares...? was this your own worksheet or is it online

Fun game, just flagging that the entry boxes for the numbers come out one to the left when I play it on my phone! Notoriously difficult to get css right across multiple browsers. This was chrome.

Look at your list of finished jobs, I wager it is longer, more meaningful and full of things that are more important.

Thanks for sharing, a really interesting vision

For early work im thinking 'Why this and not a table of x and y values?' Seems like additional cognitive load. I might give a table of values, ask to identify points, then ask to link to the x(t), y(t) graphs.

I think the Hessian Matrix has the answers you are looking gor here.

en.m.wikipedia.org/wiki/Hessian...

Yes, should be
∂z/∂x = dz/dv × ∂v/∂x

I thought you liked knots and braids?

YouTube video by HamburgerKunsthalle Ausstellungsfilm »Rendezvous der Träume. Surrealismus und Deutsche Romantik«

youtu.be/Xq59DCEaBj8?...

They have a great video essay on their website (with English subtitles available under cc).

Thanks for sharing, it looks amazing and a really thought provoking juxtaposition.

We keep the cost as low as possible with a local supplier, have a second hand system and can support with uniform costs if needed so no one is left behind. When you let kids buy any supermarket sweater you can tell who can afford what just by looking.

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