# Prompt 24: Length Scale Factors

Questions:

1. Which methods leads most seamlessly to area scale factors and volume scale factors?
2. Is there an argument for method 2 being helpful to practice algebraic manipulation?
3. Imagine you had a scenario in which there was a missing length on both similar shapes. Which method might be least confusing in this case?
4. Which method connects most effectively to scientific concepts learnt in school regarding scaling things up or down – i.e. Antman is made 100 times smaller in length. How will this affect the strength of his muscles?

# Prompt 23: Subtracting a Negative

*Johnathan Hall’s Site (@StudyMaths): Link for cell 2

# Prompt 22: Adding and Subtracting things

This is an obvious concept to me now, but I’m not sure that it was wholly obvious to me when I first started teaching. Finding common units is a necessary element to adding and subtracting all things.

# Prompt 21: Solving Linear Equations

This is a task I gave to a Year 8 mixed attainment class which I think would be a nice pedagogy prompt given the question set below:

Questions:

1. How do you show balance operations between steps? Is this consistent between department members? Should all department members use a consistent approach?
2. Do you explicitly reference all variants of linear equations in curriculum documentation? i.e. I can solve a linear equation with unknowns on both sides when one or both unknown terms are negative, or, I can create a linear equation given the solution.
3. Do you teach only one method for an equation like this? How do you approach different methods? Is this student led or do you explicitly instruct on a range of methods?

# Prompt 20: Order of Operations

Which approach do you utilise to help students understand the order of operations?

Some interesting blog posts to back up this post:

1. Cell 4: Dani Quinn (@danicquinn) – Tried and Tested: GEMS
2. Cell 2: Colin Foster (@colinfoster77) – Higher Priorities Article in favour of BIDMSA
3. Cell 5: David Butler (@DavidKButlerUofA) The Operation Tower
4. Cell 6: Chris McGrane (@ChrisMcGrane84) – Order of Operations Area Model (A task which highlights that BIDMAS is not required).

# Prompt 19: Substitution Enrichment Questions

Some of these are amended from the work of others – but unfortunately I don’t know which ones I made up, which I amended and which I found. It’s likely that one of them comes from Don Stewards blog.

# Prompt 18: Exponential Growth – Comparison with Linear

Questions:

1. Even if simple interest does not appear in the curriculum, would you still utilize it in order to make a direct comparison between linear and exponential growth?
2. Do you show the entire curve to begin with, or would you build up as in the 3 pictures given in the prompt?

Further examples of exponential growth:

a. My Geogebra Applet on Bacterial Growth.

b. Nrich Task – Modelling an Epidemic (Nice kinaesthetic starter). You could also have an interesting discussion about how gossip could be modelled very simply with exponential growth.

c. Grains of Rice on a Chessboard Problem (The video is quite old but I love it).

d. Towers of Hanoi Puzzle (NCTM Applet)

e. Paper Folding TED Talk.

f. Dan Meyer’s Domino SkyScraper.

g. Human Population through Time (exceptional video on population growth shared by @atulruna on twitter)

h. How often do real world phenomena actually follow exponential growth indefinitely?

# Prompt 17: Understanding the Area of a Circle

1. My applet – Cell 2: Area of a Circle
2. My applet – Cell 4: Circle Area through Integration
3. Popular Applet: Anthony Or: Area of Circle

Questions:

1. In regards to Cell 1, students require Pythagoras’ Theorem to find the area of the inscribed triangle. Would you ever set this as a question after a unit on Pythagoras?
2. Cell 2, 3 and 4: The parallelogram method may be the most common way of understanding the formula. However, the triangle method may lead more seamlessly into deriving the formula with calculus. Does this affect your decision of which method you show earlier on in school?
3. The How-before-Why debate is a popular one right now. Would you ensure students knew how to use the formula before promoting understanding or vice-versa? How about if you go backwards from a parallelogram or a triangle into a circle – does drawing on what students already know about areas of shapes change your response to this question?

# Prompt 16: Introducing/Justifying Expanding Brackets

The only questions to consider with this prompt are:
1. How would you introduce expanding single brackets?

2. How do you justify the algorithm of expanding brackets?

. How do you justify

# Prompt 15: Pythagoras 4

This prompt is for those teachers who may not teach beyond Middle School (Year 9/Grade 8) or beyond GCSE (Year 11/Grade 10). I find it’s always pedagogically helpful to know how a concept might be extended beyond the curriculum I teach.