- RT @pepsmccrea: No surprise: experts able to provide feedback whilst continuing to monitor the rest of the class https://t.co/eD5kTAGcZ1 3 weeks ago
- RT @pepsmccrea: So much of being an expert (teacher or otherwise) is about efficient perception. books.google.co.uk/books?hl=en&lr… cc @Doug_Lemov h… 3 weeks ago
- @mrbartonmaths Genuinely all of them - can't think of one that I haven't enjoyed or learnt something from. 1 month ago
- Flippin eck!Just listened to 8 hours of @mrbartonmaths maths podcasts. Absolutely brilliant-so much to reflect upon.Thanks Craig! #longdrive 1 month ago
- @GWAS A tiny bit emotional finishing off this speech for our first ever graduating class... 2 months ago
Category Archives: Number
This activity is inspired first by Dylan Wiliam’s chapter on “Eliciting Evidence of Learner’s Achievement” in Embedded Formative Assessment. My approach to the task is inspired by Danny Brown’s (@dannytybrown) posts on noticing and listening (http://www.squeaktime.com/). Instead of setting a pre-test before … Continue reading
I’m starting this post with the end point. Before you start on the post though, you really HAVE to watch the “Double Rainbow” viral youtube clip (Here’s a post I wrote about rainbows for anyone interested). Right, now you’ve had … Continue reading
The last 2 lessons with Grade 7 (Year 8), we’ve discussed prime factor decomposition using factor trees and then finding the Lowest Common Multiple, LCM, and Highest Common Factor, HCF, of two simple numbers – e.g. Find the HCF and LCM of 12 and … Continue reading
Here’s a Geogebra app I made to help students who were struggling with percentage increase and decrease. Can anyone think of any improvements? Click the picture to go to the link.
I can’t speak for every Mathematics graduate, or any graduate for that matter, but there’s SO much stuff I can’t remember from University. Whilst that bothers me, I guess it’s just my brains way of being more efficient – it … Continue reading
Click the picture to go to the applet.
I’ve never thought about devoting a lesson to significant figures before. Partly because it’s a non-topic and partly because it’s possible to cover this topic through teaching other topics. If I think about it though, a large proportion of my students have had trouble with … Continue reading