Where would you give the marks here? It depends how you do your trigonometry of course. But if you teach it via a similar triangles approach I can only find 3 marks. Is there even a 4th mark (with this approach)? (2003 Scottish Credit Paper 2 – 4 marks). #UKMathsChat #iTeachMaths

Apologies for jumping out of the thread … interested in conceptual explanations accessible to pupils. My take: 8/21 ÷ 4/3 8 twentyoneths ÷ 4 thirds So 4 thirds into 8 twentyoneths 4 goes into 8 twice. A third goes into a twentyoneth 'a seventh' times. So 2 × (1/7) So 2/7 @germinalmaths.bsky.social

#poetry Anna Akhmatova, trans. Kunitz and Haywood. Akhmatova lived in Tashkent in the early 40’s. Termez lies to the south, on the border of Uzbekistan and Afghanistan. I go through phases with poetry … it’s been a while … for the last week or so I’ve felt it calling … specifically Akhmatova.

Euclid's Dedomena/Data. 94 'If A is given then B is also given' propositions. The Data proves only whether relationships exist: 'If in a circle given in magnitude a straight line be drawn cutting off a segment admitting a given angle, the line drawn is given in magnitude.' – that's trigonometry!!

Wondering about the parallels (if any) in other disciplines.

Trying to write a question that requires the use of the Angle Bisector Theorem (Eu. El. VI – 3) … but failing … somehow a non VI – 3 solution always presents itself. Still, ended up with a nice enough question. #UKMathsChat #iTeachMaths

Does anyone teach this? Wondering if it's generally known or generally not known. #UKMathsChat #iTeachMaths

An hour in the wind this afternoon collecting an oak forest :-)

#MathsToday Looking through the jotter of a girl I’m tutoring … today’s page … the first two trig identities … below one the word ‘Tesco’ … below the other ‘Scone’. Just when you think you’ve seen everything. I’ll leave you to work out which is which ;-)

When you're teaching integration by substitution, what do you tell pupils is going on (conceptually)? Interested in the phrases people use ... and I appreciate you may just take a procedural route. #UKMathsChat #iTeachMaths

Been thinking more about the merits of the Exterior Angle Theorem and the fluency of pupils' geometric thinking. Here's a proof of one of @karencampe.bsky.social 's angle–arc theorems. Step 4 is beautifully immediate _if_ one uses Exterior-Angle-Theorem thinking. #UKMathsChat #iTeachMaths

Left: Requires triangle-interior-angle-sum and straight-angle-sum. 3 steps. Slower? Right: Exterior Angle Theorem (Euclid 1–32). Requires corresponding and alternate angles. 1 step. Faster? Right feels cleaner to me ... I wonder what pupils would think? #UKMathsChat #iTeachMaths

What things in maths do we teach before we have taught the maths that shows it is true? #UKMathsChat #iTeachMaths

A very short primer on mixing degrees of arc with degrees of angle for circle theorems. #UKMathsChat #iTeachMath Historically degrees measured arcs and arcs measured angles. This might feel uncomfortable but remember how we measure an angle today … with a protractor … measuring around an arc. 1/6

Idle thought: Explain in a sentence why for any numbers n and s such that n>s, s²/n is closer to s than n is . #UKMathsChat

Idle thought: Explain geometrically why the square-root operator is distributive over multiplication. #UKMathsChat

Something I didn't know. #UKMathsChat

#poetry #poem Christian Wiman

An aide-memoire for right-angled trig?! … maybe not … but it's interesting how orientation affects our ability to remember relationships. In this orientation I find the symmetry of the relationships much clearer. If only all trig questions had horizontal hypotenuses ;-) #UKMathsChat #iTeachMaths

#poetry #poem Louise Glück.

An Ailles Rectangle problem. Find the value of a°. More an exercise in (trigonometry) language fluency than anything else. i.e. do you know how to interpret the terminology to be able to do it in your head. @davidkbutler.bsky.social #UKMathsChat #iTeachMaths

If … you broke trigonometry into smaller pieces … spread it over 3 years … and taught the basics of just sine in early Secondary … then you could play around with problems like this … without everyone collapsing in a heap. Gradual trigonometry. #UKMathsChat #iTeachMaths

Is there a good working definition of 'understanding' (c.f. knowledge) that people regularly turn to? (Apologies, not a #CogSciSky person, unfamiliar with the various schools of thought. Looking for something succinct).

If there was a cot button on calculators … I’d be one of the people that used it.

A sort of proto-trig task. No angle values required. Certainly no sin/cos/tan required. In one sense trigonometry was always two things: 1) building a table of values and 2) learning how to manipulate the results. This task concerns the latter. #UKMathsChat #iTeachMaths

#poetry #poem Mosab Abu Toha, from 'Forest of Noise'. There's a moment in each poem where he gently stops you in your tracks and shows you something you have never had to experience.

Strand curriculum. t.ly/v-JCL. Two different topic tasks per lesson. 15min HW+LSQ, 15min Task 1, 15min Task 2, 5min spare. Keeping to time and the right resources essential. Pros: Pupil focus, spacing. Cons: Time making resources. Intense 50min but I loved it. #UKMathsChat #iTeachMaths

#poetry #poem Anna Akhmatova, trans. Kunitz and Haywood. This grabbed me the first time I read it. O.M. is the exiled Osip Mandelstam. The still shaking earth. The chill of the last four lines.

0.38 × 72 − 0.72 × 38 The top set decided they needed a calculator :-( Everyday is a learning experience ;-) #UKMathsChat #iTeachMaths

Proof shamefully cribbed from @mathforge.org‬ … redrawn because I like my unit circle ;-) loopspace.mathforge.org/CountingOnMy... I like the way the identity is posed, not as a double angle question … but as 'what is tan x + cot x?!' … which feels a more natural question. #UKMathsChat #iTeachMaths

#poetry #poem Linda Gregg. For me it’s often just one line that draws me in.‘The quiet is in the idea of silence’.

A t-shirt design for mathforge.org. Thank you Andrew for helping me see differently. For Andrew's proof, see: loopspace.mathforge.org/CountingOnMy... #UKMathsChat #iTeachMaths

A task attempting to view Pythagoras' theorem through a purely geometric lens ... i.e. with a focus on areas rather than numerical lengths. (Are there already tasks out there like this? Maybe I've just not seen them.) #UKMathsChat #iTeachMaths

Thinking about the lenses we see Pythagoras through. I'm not arguing one is better than the other but I am struck how a geometric lens feels different to the other two ... also how hard it is to think exclusively through just one lens. Looking for a sounding board. #UKMathsChat #iTeachMaths

#poetry #poem Alice Oswald. ‘A greenwood through a blackwood/passes (like the moon’s halves/meet and go behind themselves)’.

Trying to get into the head of Varāhamihira (6th century, India). I think he saw sine 30° as the root of a one-quarter area and sine 60° as the root of a three-quarter area. The geometric partition into ¼ and ¾ will definitely stay with me. #UKMathsChat #iTeachMaths

I couldn't resist a go at this. A 'proof without words' using just Pythagoras' Theorem. Requires a bit of effort on the part of the reader (as PWWs do) but hopefully kept to a minimum. Wish I had a class actually that could talk through it and articulate the steps. #UKMathsChat #iTeachMaths

#poetry #poem Louise Glück. ‘You see again how far away/each thing is from every other thing.’

A starter for my class who have had one lesson of C≈3.14×d. 'Measure the diameter of each circle and calculate the circumference ... and stop bending the rulers.' #UKMathsChat #iTeachMaths

περιφέρεια – periphery Hence the letter π to denote 3.141592... 1706 William Jones I didn't know that. #UKMathsChat #iTeachMaths

The brilliance of Indian mathematics! Mādhavan is Mādhava (1340–1445) YB is the Yuktibhāsā of Jyeṣṭhadeva (1500–1575). New Years Resolution: Refer to the 'Mādhava Series for sine, cosine and arctangent.' From: link.springer.com/content/pdf/..., p423 #UKMathsChat #iTeachMaths

#poetry Osip Mandelstam. Two translations. I'm drawn to the first. From stale staircases and squares/palaces all walls and angles ... the gentle slowing of the last two lines. Written in exile, his shadow his diminished self, it alludes to Dante's own exile in 1302 and lines from Dante's Paradiso.

Two slides for my S1 on Monday; an upgrade of something I had on the old site. For the blue-red one I'll be looking for the answers 3/15, ¼, ¾ and 3/1. Thanks to @dpfl.bsky.social for prompting the last question type. #UKMathsChat #iTeachMaths

My school is going down the route of Bloom and ‘meta skills’ to promote thinking about thinking. I’m resistant naturally ;-) … and I think I prefer this. I like the questions (eg What am I curious about?) and can see myself using them. As a framework it seems less … well, contrived. #UKMathsChat

Initial thoughts for a lesson on relative areas. Choose a diagram, label the smallest region X, label the remaining regions in terms of X (e.g. 2X, 3X, whatever they are), add up the Xs, work out the fractions. Feels like a magic power once you know how to do it! #UKMathsChat #iTeachMaths

#poetry John Burnside ... 'on the borders of dunlin and tern' has stayed in my mind for years. The last line (from what I understand) is ... uisge; aran; oidhche; gealach; teine /ɯʃgʲə/, /aran/, /ɤ̃ĩçə/, /gʲaLəx/, /tʲenə/ oosh-ka, a-ran, oy-sha, gee-al-ach, chin-eh water, bread, night, moon, fire

This has been occupying me for the last few days. There are some nice moments in it, which in themselves would make for an interesting couple of lessons. Prompted by a post by @berniewestacott.bsky.social. #UKMathsChat #iTeachMaths

Osip Mandelstam, trans. Greene. McKane & McKane translate the first two lines as: 'Today is a little yellow round the beak, I cannot understand it –'. Does anyone know what the yellow would have symbolised in Russia in the 30s? #poetry

Anna Akhmatova, trans. Kunitz and Haywood. Kunitz writes: 'Her poems exist in the purity and exactness of their diction, the authority of their tone, the subtlety of their rhythmic modulations, the integrity of their form ... The only way to translate Akhmatova is by writing well.' #poetry