Because it isn’t obviously misleading or confusing. I think you’re being overly pedantic for the sake of it.

I didn’t have time to accurately measure and it’s a representative sketch? Could be wrong but the acute numbers go with acute angles?

Can you apply key stage 3 or 4 algebra in a meaningful or purposeful way?

Properties of triangles for Year 7. #mathstoday #mathsteaching

Some tasks to round up a unit on speed, distance and time for my foundation GCSE class. #mathstoday #mathsteaching

Nice. Thank you

Yep, fair point. How would you rephrase them? The wording has always been a weakness of mine. Must admit to using copilot to rephrasing for me more and more.

On a theme, some scale drawing work going the other way. #mathstoday #ukmathsteachers

#MathsToday some simple tasks on scale drawings #ukmathsteachers

“Know f**king chance”, as I once heard it referred to.

Yeah, at gcse level I would say so. You’d only really use a vertex in relation to polygons.

Some tasks on finding simple percentages of amounts. #mathstoday #ukmathsteachers

In #mathstoday we looked at turning points. And we’ll try these tomorrow

As is said elsewhere, it’s a particular part of the overall QA process. I use it as a way of checking that our feedback policy is being adhered to. But I also find, almost invariably, that the quality of work and the care over the book (ignoring handwriting quality) do reflect lesson obs.

👍🏼

Is that one of those "no right answers" type of questions?

Can I ask what your approach is to finding the gradient from a line? I've started using the idea of drawing triangles, scaling to a movement of "right 1 square". Wondered from Qs3 - 7 if you do too?

Some questions on plotting quadratics. #mathstoday #ukmathsteachers

Interesting approach. I'm not sure if I rush into it too quickly. I basically use a multiplication grid, then find what I need to change the constant by. Obviously a bit of run up to notice that coefficient of x will always be halved.

#mathstoday returning to Pointon and Sangwin's taxonomy to try and create a small summary activity for factorising quadratics back into two brackets. Bit rusty, not sure I've quite got it right, would love some feedback from any #mathsteachers #ukmathsteachers

This looks a little like how I start looking at completing the square. What’s your approach to that out of interest?

I got a dollar on holiday in America once.
Then my dad was giving me a basic explanation of exchange rates and on some level I realised I’d been conned out of my usual pound.

So for a bit of context, the students get a formula sheet that uses a for coefficient of x^2, b for coeff of x and c for constant. Makes sense to go off those I would say.

Beginnings of work on quadratic formula. Task 4 very specifically designed for this particular group, who frustratingly keep changing cases on variables. #mathstoday #ukmathsteachers

Yes! This is the only way to go about it!

Hopefully there’s enough going on so
it doesn’t get too samey throughout. I wanted to avoid just putting the radius in all the time.

#mathstoday some questions on the volume of a sphere, “forwards and backwards” #ukmathsteachers

6 they found difficult, but once they had the idea they found 7 pretty straightforward. All of them who got to 8 made the obvious error. It’s a bottom set, but I was really proud of how they tackled it!

Got to say, delighted with how that went.

Glad it worked well. My turn tomorrow!