When will I use algebra in real life?!

Oh how many times have maths teachers been asked this question? - and not just by their students!

Difficult problems in the real world, can sometimes be solved if the problem can be formalised into algebra.  As a simple example:

Now you could guess a number for how much money Susan has.  Then using that guess, you can calculate Paul and Kate's amounts.  Hopefully the three numbers will total £70.

But, is that efficient?  Using algebra, we can write all the information into an equation and solve!

Contact maths-starters.net for engaging and effective teaching and learning of mathematics.

From Taunton to Clevedeon; Watchet to Street

Mathematics in Nature - Cézanne

Many years ago, during my time as a middle-school teacher, my class studied a particular aspect of the French artist Cézanne's work: "Treat nature as cylinders, spheres, and cones."

I wish I had the work to share now.  Beautiful, creative scenes were hand-drawn - the only proviso, that only spheres, cones, and cylinders could be drawn.  Initially quite a challenge, through sharing ideas the students rose to the challenge.  From lamp post streets to flying robots - it made an epic display!

Where's the maths?  Provide the students with the formulae to calculate the volume of the shapes!  Quite a challenge for Year 7 students?  Yes but achieveable. We replaced pi with 3 and made good use of the calculators!  Try it some time.

Volume of this scene?

Contact maths-starters.net for engaging and effective teaching and learning of mathematics.

From Taunton to Clevedeon; Watchet to Street

Algebra for Everyone

Algebra for Everyone is written in clear, easy to understand English and makes no assumptions about your prior mathematical knowledge (apart from being able to +, -, x, ÷).  We begin with very basic (but key) algebraic skills which are practised and extended through supportive questions.  As you work through the book, the material gently introduces more thought-provoking ideas.

As the title suggests, this book has been written for lots of people:

·         Year 6 pupils who have a good understanding of number will find the early chapters useful – particularly with the onset of secondary school.

·         Key Stage 3 pupils at secondary school who meet significantly more algebra – particularly in Year 9 with SATs national tests.

·         GCSE pupils who are sitting the foundation papers and want to achieve a grade C

·         GCSE pupils who are sitting the higher papers and want to achieve at least a grade C

·         Parents who wish to support their children who may feel less confident with algebra.

Contact maths-starters.net for engaging and effective teaching and learning of mathematics.

From Taunton to Clevedeon; Watchet to Street

Computer programming is great for improving mathematics and vice-versa

As a teenager growing up with the BBC Micro in the mid-1980s, I soon became hooked on computer programming ("coding" seems to be the buzz word now!).

Writing simple programs - starting with simple programs - such as quizzes and graphical animations  - my skills of algebra strengthened significantly. Not to mention my skills of logic, problem-solving, planning, and most of all patience!

It was therefore with great delight recently on being asked to cover a Year 11 class I discovered the students were learning about assembly language.  Without wishing to get too nerdy, if you can program at this level, you show a really good understanding of what goes on at the heart of a computer.

There is something for everyone when writing software - for example children at Primary level can soon get to grips writing fun animations - and even simple games using Scratch.

I'm also a huge fan of R.T.Russell's BBC BASIC for Windows (takes me back to my teenage years!).

Then there's CodeCombat which so beautifully embeds the teaching of programming into a game environment, students think their playing the game - not writing it!

It's great to see coding is back on the curriculum - and I hope my maths colleagues agree too!

Contact maths-starters.net for engaging and effective teaching and learning of mathematics.

From Taunton to Clevedeon; Watchet to Street

Constantly revisiting basic number skills is the key

It is quite common to witness even Year 11 mathematicians - who clearly have much ability in some of the more traditional challenging topics - such as aspects of algebra, not having fully grasped the basics.

It all goes back to a thorough understanding of place value.  Recognising the value of each digit.  Regularly students tell me that to, "...divide by 10, you just need to take the zero away".  Really?  So how do we take the zero away, when dividing 45 by 10?

With a firm understanding of place value, can students accurately add, subtract, multiply and divide large and small numbers (involving decimals)?

• How do you add fractions with different denominators?
• What is the difference between a multiple and factor?  Commonly confused!
• How is your maths vocabulary?  Multiply, times, product

Only once we have a thorough understanding of numbers and how to make accurate calculations from them, can we apply to problem solving situations at the appropriate skill level.

Contact maths-starters.net for engaging and effective teaching and learning of mathematics.

From Taunton to Clevedeon; Watchet to Street

New GCSE Maths exams from 2015 - key changes

There are some significant changes with the reformed GCSE exams - which will be first examined in the summer of 2017.

Students and teachers need to be aware and plan for the increased skills and concepts which will be examined:

• Greater teaching time required than the current GCSE
• There is a broader and deeper mathematical content expected
• Increased skills of mathematical reasoning to provide clear mathematical arguments
• Increased problem-solving examined
• Increased examination time

 

Contact maths-starters.net for engaging and effective teaching and learning of mathematics.

From Taunton to Clevedeon; Watchet to Street