"If a student masters a standard by week ten, it shouldn't matter that they blew it on week two. A final grade should reflect where a student ultimately landed, not serve as a cumulative ledger of how many times they tripped along the way."

Teacher2Teacher@teacher2teacher.bsky.social · last mo.

Teacher William S. asks, "What’s your actual grading philosophy? I’ve been rethinking mine after 12 years." Join the conversation:

I'm already planning for September... a first. My new first-year IB AA SL students will be welcomed back with this task on equations, graphs and gradient. The idea is to tease out how they think as a mathematician and set us up for some work on straight line graphs. #MathsToday

In #MathsToday, my end-of-year-low-expectation-in-the-heat lesson has been a @drfrostresource.bsky.social quiz in the style of the 1% Club. What a life saver!

Let's go beyond the Anglosphere and venture into the French Baccalaureate. The French Bac has undergone lots of updates over the years, so let's focus on the post-2019 French bac for now. The French Bac is known for their rigour - which makes sense when there are 4 questions for 4h. #ALevelMaths

A couple of questions for the final day of my #calculus class. The hexagon question was from a post at the other place by Henk Reuling. I added the square version as a simplified option. #ITeachMath #MathsToday

In #MathsToday: constructing pie charts. My students suggested such varied methods: calculate a percentage then find that percentage of 360; find what fraction per response and find fractions of 360; work with proportionality, identifying the constant of proportionality between the total and 360.

In #MathsToday my year 8's were finding the volume of prisms. We used multilink cubes to help understand the concept as finding the number of cubes in a 'layer' then multiplying by the number of layers. I'm trying to get them away from thinking shape work is all about remembering formulas.

In #MathsToday, the first time I am running a Bowland Maths project. Students design a recipe for a smoothie and use proportionality to calculate the nutritional content of their ingredients. Link to the task: www.bowlandmaths.org.uk/materials/pr...

I have become very interested in how KS3 is about enriching our students rather than just preparing them for their GCSEs or equivalent. How do we do this when our subjects are siloed? And what should we be measuring and reporting on? #EduSky

SecEd@seced.bsky.social · 2mo ago

#Teaching key stage 3 is about more than preparing for GCSEs. @mattbromley.bsky.social outlines how to establish routines in year 7, support transition & build strong foundations across KS3 with a range of practical strategies for new #teachers: buff.ly/LfQ2JCO #schools #edusky

Au lieu de noter les élèves en cycle 4, mon établissement évalue leurs compétences globales par matière ; en mathématiques, il s'agit d'explorer, de calculer, de raisonner, de modéliser, de représenter et de communiquer. #TeamProfs

Instead of reporting grades or "above/at/below expected progress" at KS3, my school reports on per-subject holistic skills; in maths, these are explore, calculate, reason, model, represent and communicate. #EduSky

In #MathsToday, I used this excellent standards units matching task to help students qualitatively describe cumulative frequency charts -- something I myself find quite difficult to do. Do people have "instinctive" ways to look at these, which can be shared with students? #ALevelMaths

This might be my magnum opus. Taylor Swift as pie charts. #MathsToday

(Yet) another "Blank is Best" slide used in #MathsToday. I made up the coordinates of A and B and Y10 had to try and fill the rest.

A task I liked from this week: instead of directly teaching the inclusion-exclusion formula, we treated finding probabilities as a puzzle to be solved with a Venn diagram. Then I showed them the formula and let them choose which they preferred to use. #mathstoday

If you wish your students had better number sense, then you'll love the estimation tasks from Andrew Stadel on Estimation 180. Here are the first twenty to get you started. estimation180.com/days-1-20/

#MathsToday We did gradient of line segments in Year 9 by considering a rescaling of the overall countable change. No change in y over change in x, or rise over run.

Would anyone know where I might find a matching task for algebraic, trigonometric and exponential form of complex numbers? #Mathstoday #Alevelmaths

Adding some extra tasks for when I teach inverse trigonometric functions. When do arcsin, arccos and arctan behave, and when do we need to be careful? #mathstoday #Alevelmaths

My old friend the second derivative, we've been expecting you...

Question for #ALevelMaths teachers. When teaching the exponential form of a complex number, how do you motivate this intuitively? I will (soon) be teaching this and interested in the various ways of doing it. #MathsToday #UKMathsChat

You've heard of elf on the shelf but have you heard of

In Year 11 foundation #mathstoday we're doing just a past paper. Energy has waned and getting new content across so close to the holiday (we break up tomorrow) is really tough. Any tips for keeping new learning going before the holidays?

A simple, but one of my favourite, worksheets from mathspad today. I like the way the jumbled answers are in terms of pi or written to two decimal places. It forces the learners to be conscious about the distinction between the two. #MathsToday

#MathsToday Same but different parametric equations to match to their graphs. We had a lovely 15 minute discussion based on this task, plus lots of Desmos animated particles to help us think about the x- and y-coordinates changing at different rates.

I tried something different to help an #ALevelMaths student who was stuck with a question: instead of telling them what to do, I wrote down my thoughts about how I would solve a question (kind of like @davidkbutler.bsky.social does with #TryMathsLive, except I never actually did the question).

#MathsToday "Slanty" shapes were turned into right shapes by imagining them as stacks of paper which needed a push. This helped us identify needed lengths and ignore distractions. The aim was long-term learning, not short-term performance obtained by using formulae. Time will tell.

Two triangles with the same area. Which has the greater perimeter? How do you know? No calculators. Thanks to @studymaths.bsky.social for the geoboard software on mathsbot.com

The mathematician David Bessis believes that mathematical skill is not innate, but learned. “Genius is not an essence. It’s a state. It’s a state that you build by doing a certain job.”

Mathematical Thinking Isn’t What You Think It Is | Quanta Magazine

The mathematician David Bessis claims that everyone is capable of, and can benefit greatly from, mathematical thinking.

quantamagazine.org

In #MathsToday I used stem sentences to support teaching of expanding brackets. I was pleasantly surprised to hear pupils respond to questions using the structure of the stem sentence without me prompting them to do so. Would love to hear others' experiences of stem sentences in secondary maths.