Comfychair
@comfychair.bsky.social
Looking for mathematics and problem solving. I sometimes remember to post interesting things related to my maths teaching.
Students needed to integrate the square of sin(𝔁) today. Reminded me to show them this neat way to derive forms that are easier to integrate. #MathsToday
February 6, 2025 at 2:08 PM
Students needed to integrate the square of sin(𝔁) today. Reminded me to show them this neat way to derive forms that are easier to integrate. #MathsToday
Wow, thanks calculator, this is helpful 😁 #MathsToday
January 31, 2025 at 2:42 PM
Wow, thanks calculator, this is helpful 😁 #MathsToday
A nice extension I made up while working on nth terms. #MathsToday
January 28, 2025 at 1:14 PM
A nice extension I made up while working on nth terms. #MathsToday
In #MathsToday we tried to write the equation in the image below in the form 𝔂 = f(𝔁). We were asked to find the gradient function so we explored 2 approaches; implicit differentiation and quotient rule.
January 27, 2025 at 1:12 PM
In #MathsToday we tried to write the equation in the image below in the form 𝔂 = f(𝔁). We were asked to find the gradient function so we explored 2 approaches; implicit differentiation and quotient rule.
Today we tackled a question that boiled down to the image below. How would you guide students with generally helpful approaches/principles rather than giving specific steps? #MathsToday
January 20, 2025 at 4:11 PM
Today we tackled a question that boiled down to the image below. How would you guide students with generally helpful approaches/principles rather than giving specific steps? #MathsToday
In #MathsToday we tackled a traditional hand written worksheet to build skills in deciding which method of differentiation to choose. Mainly product, quotient and chain rules. Answers to follow.
January 17, 2025 at 3:49 PM
In #MathsToday we tackled a traditional hand written worksheet to build skills in deciding which method of differentiation to choose. Mainly product, quotient and chain rules. Answers to follow.
In #MathsToday we looked at collisions of 2 spheres. My choice of how to display the Restitution equation led to some confusion. I think it’s because, in the second image, I had a numerator where I thought about direction and a denominator where I just applied the “different of velocity” rule.
January 16, 2025 at 2:58 PM
In #MathsToday we looked at collisions of 2 spheres. My choice of how to display the Restitution equation led to some confusion. I think it’s because, in the second image, I had a numerator where I thought about direction and a denominator where I just applied the “different of velocity” rule.
I also showed them the classic puzzle, “how do you slice a cake into 8 equal pieces with only 3 cuts?” Here the natural model for the cake, a circle, makes the problem impossible.
January 14, 2025 at 2:34 PM
I also showed them the classic puzzle, “how do you slice a cake into 8 equal pieces with only 3 cuts?” Here the natural model for the cake, a circle, makes the problem impossible.
Today Y13 were studying collisions of spheres and wanted to know “why, in the spec, do spheres need to be of equal radius?” A good occasion to teach the general lesson that sometimes, by simplifying problems, you lose important features. Here the Impulse isn’t parallel to the plane. #MathsToday
January 14, 2025 at 2:33 PM
Today Y13 were studying collisions of spheres and wanted to know “why, in the spec, do spheres need to be of equal radius?” A good occasion to teach the general lesson that sometimes, by simplifying problems, you lose important features. Here the Impulse isn’t parallel to the plane. #MathsToday
One student did ask about the reason for taking the +ve square root. We looked at the graphs below to help us decide.
January 13, 2025 at 10:51 PM
One student did ask about the reason for taking the +ve square root. We looked at the graphs below to help us decide.
Today’s work on the chain rule led to finding this derivative. I enjoyed one student’s suggestion that we “times both sides by dy/dx to get 1 on the left.” I was expecting them to say find the reciprocal directly. #MathsToday
January 13, 2025 at 6:28 PM
Today’s work on the chain rule led to finding this derivative. I enjoyed one student’s suggestion that we “times both sides by dy/dx to get 1 on the left.” I was expecting them to say find the reciprocal directly. #MathsToday
Finding a good reason to study limits with Y12. “It would be a real shame to have this whole pattern and just have to shrug when 𝔁 = 0.” #MathsToday
January 10, 2025 at 7:53 PM
Finding a good reason to study limits with Y12. “It would be a real shame to have this whole pattern and just have to shrug when 𝔁 = 0.” #MathsToday
Today I was teaching about collisions with slopes. I was quite pleased with how this example turned out when I used colours to help eyes track the right elements. #MathsToday
January 9, 2025 at 1:32 PM
Today I was teaching about collisions with slopes. I was quite pleased with how this example turned out when I used colours to help eyes track the right elements. #MathsToday
A student asked me today how they are supposed to know whether there is a part of the function on the x-axis (I’ve added it in purple). The mark scheme required that they assume there is no line segment on the x-axis. I think I now know why but didn’t spot it in the lesson. #iTeachMath #Mathematics
January 19, 2024 at 4:25 PM
A student asked me today how they are supposed to know whether there is a part of the function on the x-axis (I’ve added it in purple). The mark scheme required that they assume there is no line segment on the x-axis. I think I now know why but didn’t spot it in the lesson. #iTeachMath #Mathematics
Here are copies of some responses. The last one resulted in a good discussion about being clear on what each variable represents.
January 17, 2024 at 11:58 AM
Here are copies of some responses. The last one resulted in a good discussion about being clear on what each variable represents.
Today students worked on identifying methods for finding a value of N that works. Their responses were mostly variations of the same equation. This prompted some good discussion on algebraic equivalence.
January 17, 2024 at 11:55 AM
Today students worked on identifying methods for finding a value of N that works. Their responses were mostly variations of the same equation. This prompted some good discussion on algebraic equivalence.
A student in today’s lesson said: “I’m not sure I get the difference between reciprocal and negative reciprocal when we’re doing perpendicular lines.” I thought if they saw both represented by line graphs they might find it easier to see why we need the negative reciprocal for perpendicular lines.
January 15, 2024 at 5:24 PM
A student in today’s lesson said: “I’m not sure I get the difference between reciprocal and negative reciprocal when we’re doing perpendicular lines.” I thought if they saw both represented by line graphs they might find it easier to see why we need the negative reciprocal for perpendicular lines.
This is a recreation of the working a pupil used to find the nth term of the quadratic sequence. The use of a table is standard but the explicit use of 𝔁 as a label for the sequence is their idea. I thought it might help students grasp the last step more easily. #iTeachMath #Mathematics
January 9, 2024 at 3:03 PM
This is a recreation of the working a pupil used to find the nth term of the quadratic sequence. The use of a table is standard but the explicit use of 𝔁 as a label for the sequence is their idea. I thought it might help students grasp the last step more easily. #iTeachMath #Mathematics
I used this question in class today. The answer is 0.16 but a few students needed persuading that P(X < 60) + P(X > 60) = 1. They had previously met only discrete distributions and were worried because similar reasoning doesn’t work there.
January 8, 2024 at 2:23 PM
I used this question in class today. The answer is 0.16 but a few students needed persuading that P(X < 60) + P(X > 60) = 1. They had previously met only discrete distributions and were worried because similar reasoning doesn’t work there.
A lesson on the difference of 2 squares today…show how the prime factors of 3599 can be found without a calculator.
January 5, 2024 at 1:49 PM
A lesson on the difference of 2 squares today…show how the prime factors of 3599 can be found without a calculator.
Key point from a maths class today…R = mgcos(θ) only when F = 0. Several students needed help seeing that F has an impact on R. Considering very steep slopes helped with this.
January 4, 2024 at 3:28 PM
Key point from a maths class today…R = mgcos(θ) only when F = 0. Several students needed help seeing that F has an impact on R. Considering very steep slopes helped with this.