I’ve loved creating content for the Mr Mathematics blog this year and am always interested to see what you all read, shared, and commented on the most. Take a browse through the best performing posts below and we’ll see you in 2017.
Engaging students in our lessons so their behaviour contributes to learning is often a top priority for new teachers. Try not to think of behaviour management as separate to teaching but rather a direct result of it.
To help students visualise what is happening when we divide one fraction by another I do two things. First I keep the fractions simple and second I use proportions of a circle because it is much easier for students to see one circle as a whole.
If you’re new to teaching mathematics or have recently been given a new teaching room this blog is designed to help you in setting up your maths classroom so you have more time to focus on the teaching.
We start the topic learning how to measure and draw acute and obtuse angles with a 180° protractor. Students have lots of practice to learn how to position the protractor correctly. Understanding the types of angles is also key.
These four ideas are some homework tasks that have worked well for me in the past. I find getting the students to rely on each other for completing homework often works best for ensuring accountability.
An elevation drawing is the view that you would see in real life as you stand looking at either the front or side of the solid. The plan is what you would see if you were looking directly down. A set of elevation and plan drawings gives you the chance to see all of the object from the multiple viewpoints.
When calculating the volume of a pyramid we can substitute the values of the length, width and perpendicular height into the formula V = 1/3 lwh. In my experience this is often provided for the students with little explanation as to why a volume of a pyramid is exactly one third the volume of a […]
When teaching solving 3D problems using trigonometry we begin the lesson with a recap of Pythagoras’ Theorem and the three trigonometric ratios. We do this by matching the ratio and equations to the respective right-angled triangle. Students are encouraged to work in pairs and to show the diagrams as part of the working out on […]
When I teach rounding to a significant figure, I ask the class to discuss in pairs or small groups a definition for the word significant. It is a word that all the students have heard before but not all are able to define. After 2 or 3 minutes of conversation I ask the students to […]