Bottom left is similar but a change of sign (follows sign changing like with index laws but will admit was struggling for a third misconception in this case). What misconceptions have you seen students make?

Top left deals with the common mistake of getting the sign wrong (probably more plausible if the problem had been a subtraction and students putting plus). Bottom right follows how you might teach multiplying fractions, that you operate with the numerators and denominators separately. 1/2

🧵 5/5 - From the weakest areas identified by the filters, you can now generate a retrieval practice board. This will display the initials of students who should prioritise these topics during starters.

🧵 4/5 - The data dashboard can be viewed not only as a table but also as a radar chart, which updates automatically based on the selected time frame.

🧵 3/5 - One of the most common requests from staff has been, “How can we monitor the Power Hour?” I’ve now introduced a dedicated data dashboard to make this easier.

🧵 2/5 - The staff dashboard has been refreshed, and I’ve added quick launch codes. These will be used in the Maths White Board QLA to support intervention after written papers. Students can enter these codes into their Maths Copilot UI to launch topics quickly.