TomTeach

Was a segue before doing more manipulations with harder simultaneous linear equations.

Question asked on board to Year 10s:
A=B
C=D
From this, create as many equalities as you can.
Got some nice answers and some to discuss (eg can we really write sqr(A)=sqr(B) for sure?).
To be fair, was already happy to see some do A+D=B+C, as opposed to just A+C=B+D.

#mathstoday

Also, what is basic and what is not (for others) keep on being redefined in my head as i encounter more and more students...

I'd say i am undecided about it. Personally i would agree, but from experience of mark schemes there is often 2 marks for those type of questions i think. (either due to correct choice, rearranging ot calculation ie final answer).

...but i might have misunderstood your post..

Hence there is always the task of "chosing" or "identifying". I am not saying it is worth a mark, but that it does not depend on what you call the "procedural scaffold of sohcahtoa". You still always have to define sin and cos in some way.

I might be mistaken but even without any mention of SOHCAHTOA, you still have to "chose the side" (or to be more precise know what side relates to sin or cos). In your triangle 1, sin(theta), cos(theta), you hope one not switch sin(theta) for cos(theta)...

Toffee Crisp and Blue Riband no longer called ‘chocolate’ after recipe change Nestlé confectionery treats now described as being ‘encased in a smooth milk chocolate flavour coating’

www.theguardian.com/food/2025/de...

Recent action taken by UK as per their regulations

1st can be done as per UK Reg
2nd is EU reg

Anyone has done a percentage task with chocolate bars and cocoa solids % requirements yet?

Can also be extended to various regulations such as: there is a max thresold of 3 g of fat per 100g for a product to be labelled as "low fat". What is the max % of fat i can put in my product?

#mathstoday

Yes my question should stimulate questions such as "does a line have a width?". Interesting with any younger ages classes. Also with older advanced students if one ask thereafter "can a curve fill a square?".

Have you ever asked one of your class (any year) the following: "What is the area of a line? What is the area of a segment?" ?

#MathsToday

Ok. Sometimes manipulatives with area can help retention,but i guess not foolproof.

At least for 2d shapes area/perimeter have you tried having them "cutting and gluing" or similar activities

Find y in as many ways as possible. Include one exact solution obtained without a calculator.

Was thinking of giving this to Year 10 soon to sum up what they have seen in trigonometry.
Goal: Find as many ways as possible to solve.
One exact solution needed.

Could be turned into a more or less rigorous exercise with bounds as well.

#MathsToday

Improvised hashtag:
#HowManyMathsWays

Another great case for that are inequalities on a graph. An evidence for some and an aberration for others.

This is despite probably countless table of values some have done...
I always repeat to every year from 7 to 11, "the equation is the way to link the y and x coordinates of all the points of that curve/line blablabla..." hoping something some time will stick but words do not suffice for many.

True..thanks.

Thank you, i did not know it, so this just started this year it looks? If i sum it up clvery crudely, is it like a Gsce paper, but only the hardest topics and harder questions? I will look into it.

I knew underground Maths, but not well enough to see there were some stuff accessible to GCSE, thanks.

I am new to this (both profession and bluesky), but curious if there ever was a #WeeklyFails ?

Not that i want to ruin the atmosphere but it might prove quite informative and useful as well? I'm sure I will be able to share a few.

Hello #MathsToday, would someone know a good place to find quite challenging questions for Year 11s, and which are as remote as possible from a GCSE style question (but workable with what a year 11 should know in theory)?

Squeeze theorem or "two policemen" theorem in France, or also "two cops and a drunk" theorem in some quarters.
Sorry for the disgression and poor contribution to your issue.

But I am not saying this means it is better this or that way...

As an example, you can go through all ks3/ks4 content without ever defining what a plane is, and what it means for two planes to be parallel...whereas this was probably something i was shown early in my secondary education...

Thanks for the feedback. With my limited experience, it just feels a bit light in England, compared to how I remember it being taught to me (quite some time ago...and in another country)

This is just based on my distant and foggy school memories of ks3 geometry.

I was a ks3 student a long time ago and in a different country, but my superficial impressions is that the curriculum remains quite light and not very rigorous..?

Curious...i'd be interested in honest thoughts of uk teachers about how Geometry is taught in KS3/KS4 and its curriculum in those years?

#mathstoday

Great pairing