AQA do seem to have a tendency to take the second half of a question as one of their examples, without realising that the first half contained crucial information

😂

A 1 star rubric?

Which one is that?

Yes, that struck me too. I think that this is a true/false exercise about statements that contain the words always, sometimes and never. Nothing wrong with that of course, but it's not what I mean when I think of an always, sometimes, never activity

Oh no

Yes, I see what you mean. It seems to be dependent on an assumption about which way up the numbers are. I suppose that this is why dice normally show a number of dots rather than the actual numbers?

It's an absolute treasure trove of wonderful resources

Agreed, I would do something very much along the lines of what you have done.

For those of us who haven't seen it, tell us more!

I've had this once in my career...I was really taken aback by it. Tbh it was quite a treat to be able to sit in a quiet room and actually do some Maths - much easier than teaching - but I don't really think it should be sprung on candidates

I'm obviously not arguing that this is a good approach, but you could do (d) without using (c), by working out the composite function gf(x) (in two pieces) and setting these equal to 16.

I don't think there is a "one size fits all" solution. We would all like more teaching time and we would all like our students to do more work, and balancing those two demands may work differently in different settings. I do think there's an element of looking for the least bad option.

One thing I have learned the hard way is that if you don't set specific work, and just say something like they should be spending 4 hours a week outside lessons on Maths, they will not do it. If you set something specific but do not check then some, but not all, will do it. It's a balancing act.

I'm not entirely sure...it is a method mark not an answer mark, and you have factorised out n(n+1), just incorrectly. I've never done any proper exam marking (and I always lean towards giving the marks rather than taking them away) but I think you cold make a case for 3 marks

Wonderful 😀

I think there are other advantages to a matching task too. I like the visibility it gives me as the teacher of their progress, the students working together and also the self-checking that comes as the puzzle does (or doesn't) fit together. I agree that including blanks is great.

Good! I designed this particular tarsia for Integral, and I always worry that it is a bit of a design flaw that you don't need to integrate to do it. So I'm glad that it's still useful 😀