The Maths Bazaar
@themathsbazaar.bsky.social
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themathsbazaar.bsky.social
I was teaching that yesterday!
Do you have a photo of that High Holborn protest from (I think) 2019?
themathsbazaar.bsky.social
see ya guys I'm off to Reddit where my amusing stories get WAY MORE ENGAGEMENT
themathsbazaar.bsky.social
Thanks
I read the synopses on Wikipedia to make sure, and have saved myself 24 hours of viewing.
themathsbazaar.bsky.social
Having read a spoiler for number nine, I have no intention of watching it. “I am your father“ was bad enough, without all the nonsense about Rey.
themathsbazaar.bsky.social
I had both of mine a fortnight ago, I’m 55 and immuno compromised. The pharmacist described me as “Young” and had to ask why I was getting it.
But it was all arranged for me by my GP
themathsbazaar.bsky.social
Is it just me or is Andor unwatchable. I tried it on the plane and gave up after 20 minutes. Now I've started again on Disney+ and after 40 minutes I hust couldn't care. Kids in the jungle? Bored man shot a security guard? I've seen Rogue One and I don't even remember Cassian. Plus he's going to die
themathsbazaar.bsky.social
same arm? I'm definitely a left-arm-double kind of guy.
themathsbazaar.bsky.social
Sarah is out tonight, so I was having a cheeky Philly Cheese Stack in McDonald’s. Entitled dad on the next table demands all of my Monopoly tokens, presumably because he doesn’t imagine that a fat 55-year-old man could possibly want free food.
Reposted by The Maths Bazaar
schoolsweek.bsky.social
Exclusive: Teachers will use 'deepfake' technology to create an AI avatar of themselves to deliver catch-up lessons for pupils who have missed school

Watch one of the school’s ‘deepfake’ teachers in our story below

schoolsweek.co.uk/schools-trus...
'Deepfake' teacher avatars to help pupils catch up
Academy trust staff to use AI generator to introduce resources for pupils returning to school
schoolsweek.co.uk
themathsbazaar.bsky.social
decided how I'm gonna decorate my house for Halloween lads
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paulwtrueman.bsky.social
I like how the second para hints that the 'urban daubing' is a direct result of the PC-gone-mad appointment of a woman to the top job.
themathsbazaar.bsky.social
The historical precedent for this is the writers of Laurel and Hardy comedy “A Chump at Oxford“ never having visited Oxford
themathsbazaar.bsky.social
Anyone else getting a "There are no active competitions that allow OMR upload" message on the UKMT website when trying to upload the SMC answer sheets?
themathsbazaar.bsky.social
Busy adulting this evening:
claiming Delay Repay for yesterday's horrendous Avanti journeys to Birmingham
writing a stiff letter to Avanti demanding compensation for the First Class Lounge being closed
submitting an invoice to get the cost of the train tickets back from my Maths Hub
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theeef.bsky.social
Are you a maths teacher or leader in an English school? 📐

We're running a short survey on how maths is taught, planned and adapted — and we’d love your insight.

🎁 Chance to win a £50 Amazon voucher!

🔗 forms.office.com/e/Y...

Please share with anyone in your network who fits the bill!
themathsbazaar.bsky.social
So Pearson has a set of four practice books to go with the four single maths books, but does not have any additional exercises for Core or the other further options.
So we almost exclusively use the level tests in Integral, zigzag topic sheets, Hartlepool topic sheets, Edexcel topic sheets
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catrionaagg.bsky.social
The main aim of this session was really to get teachers using this framework to discuss which representations they would use and when. But colouring in is always a bonus.

An interactive version of the representations is here: www.desmos.com/calculator/3...
Thinking carefully about representations

Teachers carefully select representations of mathematics to expose mathematical structure.
The intention is to support pupils in 'seeing' the mathematics, rather than using the representation as a tool to 'do' the mathematics.
These representations become mental images that students can use to think about mathematics, supporting them to achieve a deep understanding of mathematical structures and connections. Thinking carefully about representations

What and why?
What mathematical structure does the representation expose?
Why this representation, and not another?

When?
In what topics?
At what point within those topics?

How?
How will you use it?
How do you want students to use it?
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catrionaagg.bsky.social
In #MathsToday I made 40 A Level teachers colour in representations of the binomial distribution.

This is your regular reminder that if you teach #ALevelMaths you should definitely try to join your local Maths Hub’s A Level Pedagogy group. There is some brilliant stuff going on all over England.
A quartet of representations of the binomial distributions. Screenshots from https://www.desmos.com/calculator/3ea50eafbc X ~B (10, 0.4)
Shade the diagrams to represent the probability
P(3 ≤X <6)
and draw a numberline. X~B(10,0.4)
Shade the diagrams to represent the probability P(3 ≤ X < 6) and draw a
numberline.

X ~ B(8, 0.7)
Which is larger:
P(X < 5) or P(X = 6)?

X~B(12,0.36)
P(X ≥ c) < 0.5
What is the smallest possible value of c? X~B(10,0.4)
Calculate the interquartile range of this distribution.
What is the mode?

X~B(8, 0.7)
P(X ≤ a) < 0.1
What is the largest possible value of a?
P(X ≥ b) < 0.1
What is the smallest possible value of b?

X~B(12,0.36)
P(X ≤ a) < 0.2
What is the largest possible value of a?
P(X ≥ b) < 0.2
What is the smallest possible value of b?
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john-self.bsky.social
‘You could, on the fringes of the conference, hear people muttering that the Tory pitch boiled down to “what if Reform, but led by people who conspicuously failed to do the things they’re now promising?”’