Mrs P ♥️ maths
@mrs-p-maths.bsky.social
66 followers 51 following 43 posts
Maths teacher always looking to learn 😁
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mrs-p-maths.bsky.social
In #MathsToday I used this activity to gauge and challenge my pupils' understanding of parallel lines. Two were convinced b are parallel because they look like train tracks. Really made me think about the language we use when defining these things.
mrs-p-maths.bsky.social
I do something similar. I say "The 1 with a tan is sexy' and "The 1 in a cot is cosy" and accompany these with a cute photo of my son as a baby in his cot and this classically tanned sexy man 😂
mrs-p-maths.bsky.social
2. When having class discussions, include the phrases “How can we say it better?” or “How can we say it like a Mathematician?”
3. Hand out the Talk Tactics sheets from Voice21 and direct them to the type of communicator you want them to be.
4. Have Discussion Guidelines to promote good listening.
mrs-p-maths.bsky.social
So, what can we do to get all pupils engaging in effective discussions?
1. Make it explicit that pupils should be discussing what they notice, comparing their methods, making predictions, etc. You can do this by popping some sentence starters on the board.
mrs-p-maths.bsky.social
In #MathsToday I have been looking at where my department are in terms of developing oracy skills. I found that many activities lend themselves to discussion work naturally but that not all pupils engage in these discussions and not all pupils demonstrate authentic listening skills.
#oracy #voice21
mrs-p-maths.bsky.social
Lower prior attainment is probably a fairer phrase and one used in my school but I fell into old habits with that post, not to mention I wouldn't have had enough characters to write it!
mrs-p-maths.bsky.social
It probably is yes. But now you've made me question whether I should describe them differently. Can you suggest an alternative for those pupils who find maths difficult?
mrs-p-maths.bsky.social
I had a tough lesson with low ability y8 on Tuesday unsuccessfully trying to find circumference of a circle but tried again in #MathsToday and thankfully the relentless work done on what is radius and what is diameter paid off. Made this sheet inspired by @draustinmaths.com fill in the blank sheets.
mrs-p-maths.bsky.social
I've resorted to editing my lessons to make sure no 6 is followed by a 7 because of this but I keep missing odd ones. It's infuriating! Bring on the next ridiculous meme/slang trend 🥴
mrs-p-maths.bsky.social
In #MathsToday my year 11s were writing error intervals. They asked if the inequalities were always the same (...<=...<...), I originally said yes but then one pupil mentioned negatives! Brilliant discussion about whether an error interval for x rounded to -4 to the nearest integer is -4.5
mrs-p-maths.bsky.social
The first task helped to drill home the key features of each part, in particular it's location within the circle and this then helped with the second half of the lesson where they needed to justify their decision using correct vocabulary.
mrs-p-maths.bsky.social
In #mathstoday I had my year 8s sit back to back, then one partner had to describe the circle diagram and the other had to draw it from the description. We then formally introduced each of the parts of a circle and used our correct vocabulary for the white rose task. #oracy #voice21
mrs-p-maths.bsky.social
Thanks @missradders.bsky.social for reminding me about the Durham Maths mysteries. I used the straight line graphs one to get my year 10s warmed up and using their oracy skills yesterday.
Reposted by Mrs P ♥️ maths
nathanday.bsky.social
Calling all Maths teachers!

What are some of your all-time great tasks for secondary Maths?

Ones that could have their place in any curriculum, one that should be studied in PGCE courses, ones that started whole new genres of tasks...
... or just ones you really like.

(see some of mine below)
mrs-p-maths.bsky.social
However if explaining to pupils I would refer to yellows as positives and reds as negatives
mrs-p-maths.bsky.social
But it went want to do 1 - - 4 we don't have any reds to literally take away so we need to rewrite 1 as 1 with 4 zero pairs. Now we can remove the 4 reds and are left with 1+4 yellows, therefore 5. Hope that makes sense.
mrs-p-maths.bsky.social
First you need a lesson showing that any number can be written in an infinite number of ways by adding zero pairs to it.
Then show we can demo 3 - +2 by literally removing 2 yellows from 3 yellows.
mrs-p-maths.bsky.social
In #mathstoday I used this visual from a core maths lesson. Pupils were tasked with ranking the competitors however they wanted as long as they could explain it. Interesting chat about when a low range was a good thing and when it was not so good, no one wants to be consistently bad! #iteachmaths
mrs-p-maths.bsky.social
Really thought provoking day so far at @yrmathshub.bsky.social with great talks by Axiom Maths, Liz Lambert and Sue Johnston-Wilder. #yrsummerconf
mrs-p-maths.bsky.social
So after working on this on and off for 5 years I have finally finished typing up and creating a book of my dad's letters home and accompanying photos from his time as a VSO in east Asia for his family to read again. My dad died over 30 years ago so this means so much to my family.
#VSO
mrs-p-maths.bsky.social
Excited and a little nervous to be presenting my #WomenInMaths assembly this week. Such an important message as my student voice date showed we still have pupils who believe maths is a boys subject and boys are better at maths. #May12
mrs-p-maths.bsky.social
I taught this recently and found using multilink cubes helped. But totally agree about Boss Maths resource, it's brilliant
mrs-p-maths.bsky.social
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.