Algebra tiles demonstrating that 5 consecutive integers can always form a 5 by "something" rectangle.
We used algebra tiles in #MathsToday to prove that the sum of 5 consecutive integers is always a multiple of 5.
Found my year 7 class discussing Numberblocks in #MathsToday to help them with square numbers. Such a brilliant TV show that clearly has an impact on children's understanding of number. #iteachmaths
By the way, why not make your New Year’s resolution be to start sharing little things that went well in your maths lessons using #MathsToday?
Whenever I make a habit of this, it always makes me feel more positive about my job. It’s lovely to scroll through and see what everyone else is doing too.
How could splitting up the rectangle help you find the area? A rectangle measuring 16 by 23 has been split into four regions by splitting the lengths into (10+6) and (20+3). The individual areas have been calculated and added to get a total of 368.
The same 16 by 23 rectangle has been split into four regions by splitting the lengths into (12+4) and (10+13). The individual areas have been calculated and added to get a total of 368.
The same 16 by 23 rectangle has been split into four regions by splitting the lengths into (20-4) and (25-2). The individual areas have been calculated and added to get a total of 368.
Having some fun with area models with Y8. I love the bit where you go into negatives and it all still works! I often skip this step, but (as well as being a nice demo for negxneg=pos) it helps overcome their distrust at negative terms appearing as lengths/areas in algebraic models. #MathsToday
It’s not quite what @dwekselgreene.bsky.social is doing, but inspired by a general idea, put these together for expanding and collecting like terms #MathsToday #ukmathsteachers
16 questions that involve adding, subtracting or multiplying terms, some of which are negative.
Our Y8 SOW sensibly includes recapping negative arithmetic before they start expanding brackets. This year I realised I don’t usually get them to practise negatives in the context of algebra, though, so in #MathsToday I gave them these questions to fill that gap.
X~N (50,21) a) Find P(X<54) b) Find a such that P(X>a) = 0.1 c) Find K such that P (KX<60) = 0.5 d) Fund P (2X-30<54)
Worked solutions to parts c and d using two different methods.
Today’s Y13 starter - I really like how c & d can be solved either by changing the inequality and using the original distribution, or by transforming the distribution and using the original values. #MathsToday #ALevelMaths
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.
Four students write the number 2,500,000 in words. Two and a half million. Two million, five hundred thousand Twenty-five hundred thousand. A quarter of a billion. Which are correct? Use a place value chart to help.
The four descriptions from the previous slide modelled in four place value charts.
I enjoyed doing this question with Y7 #MathsToday. I need to remember to revisit this with Y8 when they start standard form - it’s exactly the way I want them to be thinking about it.
#Mathstoday
Year 8 finished their section on simplifying expressions ending with adding x^2 types to the mix. They also got to do some finding expressions of perimeter questions.
A bell curve with the area greater than 40.8 shaded with the area marked as 0.1044, and then 8 related questions with blanks to fill in.
After #MathsToday I created a new fill in the blanks generator on Normal Distribution.
www.interactive-maths.com/normal-distr...
You can choose what is revealed / hidden for any randomly generated distribution by clicking. Easy to screenshot into a presentation, or use live.
With Year 11 F today we are beginning to revisit nth term rules of arithmetic sequences. First, a task I made deducing the hundredth term of sequences constructed with dots and "describing" the nth term. #mathstoday
Four linear sequences all starting at 7 and ending at 19 but with a different number of gaps to fill for each (1, 2, 3, 5)
I used this yesterday with Y7. The number line helped them get their heads around the idea that there is one more "jump" than blanks to fill.
#MathsToday
#Mathstoday
Got to start expressions with my other year 8 group today.
Loving simplifying surds using areas of squares and side lengths in #MathsToday
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#MathsToday reposting this brilliant opportunity to work in a dept who teach for mastery and genuinely an excellent and welcoming team, lovely school and fantastic students!
KS3 5 times a year (2 summative assessments and 3 mini assessments) students mark a lot of their own work.
KS4 once per week plus assessments (too much IMO)
KS5 once per unit plus assessments.
I love teaching quadratics. I find there it makes a lovely closed universe to explore. And we start with factorising! Today, my favourite factorising task with some low-prior attaining Year 11s. They hate how the numbers are "the same", but it gets them thinking. #mathstoday
💡 No calculators allowed! 😈
A great one to finish a lesson on equating bases. Perfect for testing those laws of indices!
#maths #mathsteacher #iteachmaths #MathsToday
In #MathsToday a brilliant opportunity to work at my school for a temporary period. It is an amazing school, supportive department and an excellent opportunity for the right person. Please share with anyone who it might suit:
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Trickier Surds questions with Y11 in #MathsToday
I love writing questions based on fun maths challenge qus and found these I wrote a while ago that I really like
PPT on old blog post here: chelekmaths.com/2023/06/20/s...
If you can’t identify data that would prove you wrong, you are not really data-driven.
Next cover lesson is up! Unit 2 Foundation - simplifying expressions, indices, expanding, factorising and substitution etc. Print the double sided worksheet and use the video to support students. www.hannahkettlemaths.co.uk/cover
#mathstoday
"What's the same and what's different?" 4 pairs of simultaneous equations with very similar coefficients.
I used this task this week to introduce Y10 to simultaneous equations.
Drawing attention to important decisions that need to be made.
#MathsToday
#mathstoday Brilliant time with @vwheelhouse.bsky.social in session 1 of MEI’s TGM:Live course, discussing use of ratio tables, double number lines and bar models to support GCSE students to tackle ratio problems. Not too late to join this fantastic cohort of teachers: mei.org.uk/teaching-gcs...
Arranging digits ncetm task
In #MathsToday we used this ncetm checkpoint and followed it up with this Don Steward beauty donsteward.blogspot.com/2013/12/near... for Functional Skills level 1 #FEMaths
New blog post on this PYTHAGOREAN SQUARES day! Go For Geometry! 7 is here, how to build the squares-on-sides Pythagorean figure with all technology platforms!
karendcampe.wordpress.com/2025/09/16/g...
Happy 9-16-25!
#MTBoS #iTeachMath #T3Learns #Geometry #MathSky #MathsToday
MathsTeachers - looking for an excellent CPD? I would highly recommend @mathshubs. Everyone of their courses are brilliant! Please share. Thank you.
#mathstoday
My year 8 LPA were using mathsbot today to help them collect like terms. It worked really well
Teaching #ALevelMaths in 2025/26? Based in Gloucs or Worcs? Want to join a workgroup where there is plenty of networking with a willingness to be challenged on an area of pedagogical teaching?
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