#TodayInMaths

#TodayInMaths Dijkstra's Algorithm!
For which I have put together a digital tool: www.mrchapmanmaths.com/ks5/dijkstra

Happy to hear feedback on it! Think I have worked out the major kinks.

Venn Paint Flood fill the regions of the Venn diagrams according to the given statements.

www.transum.org/Maths/Activi...

Nice activity for Y2 Probability #ALevelMaths #TodayinMaths

'The Tips for Teachers Guide To The Do Now' by Craig Barton book

Got a very light timetable as of today so I've decided to start a project on DoNows. This just came in the post 😀 #TodayInMaths

Field testing a new question for our upcoming trigonometry test.
#iteachmath #todayinmaths #mtbos

Recent comments on here have got me wondering, what little Easter eggs do people leave in their questions? Bonus points if they're things that there is zero chance anyone but you will recognise. #edusky #TodayInMaths

Card written by a 12 year old that reads: "thank you mister gouter [sic] for everything. Youve made me really love maths bfore I was in your class I didnt really Like math's [sic] but thanks to you its my faverot Lesson so thank you mister gouter [sic] sorry for miss spelling your name"

So I got one of those cards that make it all worth while today 🥹 particularly touching as I've felt lately that I've not done very well by his class this year. #TodayInMaths #Edusky

#TodayInMaths my 7yo did some questions on a friend's 12yo's Sparx Maths homework 😂 it was a perimeter question, so she explained to my son what that meant and he did all the adding for her 😁 so funny

#todayinmaths I showed my Year 10s the Monty Hall problem

#TodayInMaths I taught a class of 2 year 9s in a bottom set for a double session due to Eid absences. Did some solid times table practice with the @lasalleed.bsky.social times table app. Started working together, then gave one the iPad and one the laptop to see who could score higher

Screenshot of a problem set including six problems on orbits of dynamical systems.

#TodayInMaths I'm working with some students on content for a new course. Playing with dynamical systems.

I highly recommend #5.

#mtbos #ITeachMath

#TodayinMaths we solved systems of linear equations with infinite and no solution for the first time. Their surprised reactions to these kind of problems were so fun to see.

We've got this honking big SOMA cube that lives in our classroom-- got it out for an end of term activity. The kids had to build a micro version out of multilink before they could have a go at the big one. #todayinmaths

#TodayInMaths a wonderful choropleth maps resource from tes on crime data in London. Pupils choose a crime statistic, determine their own key, and make a choropleth map for crime prevalence. Really impressed by some of these beautiful results.

#todayinmaths I accidentally taught a few year 8s basic set theory notation and later in my walk about they asked for more then asked a great question about infinity: "can I discover more numbers?" brilliant question

Baby doll on scales, with worksheet and medicine

#todayinmaths we "Saved that baby". The end of a four week project where students use some formulae, charts, and measuring skills to work out the dosage of medicine needed for saving a baby.

#TodayInMaths some backwards faded equations to solve involving brackets, for my low attaining Year 7 class.

Sides, and then connect the midpoints of those sides and then repeat until it’s so small it’s “just a point”. I love this, and had never considered it!

Sometimes kids come up with ideas that are way cool to think about!

#todayinmaths

Three ring binder opened to show a mathematics paper on polyomino tilings on the right. On the left a 24 pack of crayons, mechanical pencils and graph paper

My "en plein air" tiling mathematics kit 1.0. Making notes with definitions and my understanding/questions for every page of the three tiling papers.

Also - a still/nature/landscape color sketch kit

Reposting because I forgot to put the alt text in.
#Math #TodayInMaths #ITeachMath

#TodayInMaths we calculated the ideal height for a bungee jumper using conservation of energy calculations

Though if Desmos is getting used more by maths teachers (I think it is, right #TodayInMaths?) the learning curve may not be as large if some familiarity with it exists.

Also, if you have students taking CS/programmers on the side, can do some nice Python plots or even simulations!

A slide from today's lesson on "Betting, Bluffing, and Bayes." The text reads: Assume that 0.1% of people in a population have HIV. Also assume we know the following about HIV tests: * If a person is HIV positive, there's a 99% chance they test positive (1% chance of false negative). * If a person is HIV negative, there's a 98% chance they test negative (2% chance of false positive). Suppose a person tests positive for HIV. What's the probability they actually are HIV positive?

A slide from today's lesson on "Betting, Bluffing, and Bayes." The text shows the formula P(A|B) = P(A) · P(B|A) / P(B). Each part is labeled: P(A|B) — Posterior: The probability that your hypothesis is true, given the observed evidence. P(A) — Prior: The overall probability of your hypothesis before observing any evidence. P(B|A) — Likelihood: The probability that your evidence is true, given that your hypothesis is true. P(B) — Marginal: The overall probability of the new evidence under all possible hypotheses.

A slide from today's lesson on "Betting, Bluffing, and Bayes." The text reads: Suppose you're playing a game of poker, and it's down to just you and your friend. Assume there is: * A 7.7% chance they have a good hand (two pair or better) * A 42.2% chance they have an okay hand (one pair) * A 50.1% chance they have a bad hand (just a high card) During the second betting round, they raise. What is the probability that they're bluffing? (That is, what's the probability they have a bad hand, given that they raised?)

A slide from today's lesson on "Betting, Bluffing, and Bayes." The relevant events are as follows: * R: Raise or re-raise * C: Check or call * F: Fold * G: Good hand (two pair or better) * O: Okay hand (one pair) * B: Bad hand (high card only) The following probabilities are given: * P(R|G) = 0.6; P(C|G) = 0.3; P(F|G) = 0.1 * P(R|O) = 0.2; P(C|O) = 0.4; P(F|O) = 0.4 * P(R|B) = 0.1; P(C|B) = 0.4; P(F|B) = 0.5 The probabilities are used to construct a two-way table, with G, O, B on the rows and R, C, F on the columns. The columns other than R are washed out, so that only the R column is in focus. The probability is then calculated as: P(B|R) = 5.01% / 18.07% ≈ 27.73%

#TodayInMaths we showed how Bayes' Theorem is the math(s) behind both poker bluffing and medical tests!

We also talked about the implications of false positives AND false negatives, the importance of non-stigmatizing language, and further application to law.

Next week — Texas hold'em!

#TodayInMaths we looked at the Reduce element of Reduce, Reuse, Recycle for STEM Day. Inspired by the Max Box activity learners had to design a popcorn box that had the greatest volume from the same raw material in order to hold the most popcorn. The aim was to think about efficient packaging design

I love teaching with booklets but sometimes you want to include something that you don't want students to see until they've thought about it themselves. So I do spoiler sheets that get stuck in after the discussion #alevelmaths #todayinmaths

#todayinmaths The third years taught themselves stem and leaf plots. I gave them some examples, and off they went. A few misconceptions later when it came to problems, nothing major, Finding the mode was a good exercise, did s’s get that not all 5’s on the plot were the same number.

Then we started filling in missing detail ( #todayinmaths )

#todayinmaths we filled out frequency tables from bar chart and got information from it

#todayinmaths (yr 12) we used log base 10 to work out how many digits the largest mersenne prime has

#todayinmaths (yr 10) we used the power tables app on mathsbot to guess what happened when the powers were negative