Knowledgehook enters Mexico to level up math attainment
- Math in Mexico: One in three (35%) of 15-year-olds not achieving the minimum level of proficiency in math
- COVID-19 impact: Schools in Latin America have been closed longer than in any other region as a result of the COVID-19 pandemic.
- National roll out: Knowledgehook’s AI-powered educational technology will help school teachers and parents improve low math attainment levels in Mexico
- Partner: RadIx Education secures distribution of Knowledgehook technology across Mexico.
15th September 2021, Toronto and Mexico City; Knowledgehook, the world’s most comprehensive mathematics learning platform, has launched in Mexico as the country fights back from the devastating impact of COVID-19. It is now available to schools across the country for children in Year 3 to Year 9 classes, through RadIx Education, a change consultancy working with local governments and schools across Mexico.
Knowledgehook’s proprietary technology harnesses the power of data to track where students are on their math journey. Their programmes connect a child’s at-home learning with in-school education, providing real-time insights to teachers on learning gaps. The platform empowers teachers to develop an understanding of the maths concepts related to their students’ challenges, enabling them to adjust instruction and monitor student progress.
The launch of Knowledgehook in Mexico comes at a time when Mexican teachers and officials are working hard to improve math outcomes for their students. Math achievement is at a low ebb with 35% of 15-year-olds not achieving the minimum level of proficiency in math, according to the recent International Student Assessment (PISA)1.
Indeed, Mexican 15-year-olds rank last among students in the 36 OECD member countries in mathematics, reading and science, according to a recent International Student Assessment (PISA) survey. Moreover, UNICEF reported that, on average, schools in Latin America were closed longer than any in any other region as a result of the COVID-19 pandemic.
Qamar Qureshi, President of Knowledgehook, commented: “This is an amazing opportunity for everyone involved in education in Mexico to turn the tide and accelerate change in math outcomes for young people. Having the right, personalised guidance for teachers makes all the difference. Every student deserves to have a teacher who has access to the best pedagogical tools, and parents who have insights into their learning. Our platform is not a game, it pulls together a 360 view on a child’s learning journey, enabling people around them to improve the child’s math experience and outcomes”.
Knowledgehook’s AI-enabled platform has grown to support schools across the US, Mexico, and the UK. It is designed to scale across multiple countries and languages, developing teacher capacity while engaging students and providing actionable insights for parents. Over the years, Knowledgehook’s research-based solution has garnered industry-leading partnerships and investments from the most recognised global education bodies, notably from the University College of London (UCL), the global leader in education research.
In launching Knowledgehook across Mexico, Erik Ramírez Ruiz, founder of Radix Education, commented: “Despite the historical lows in math attainment levels for Mexican children, we know that the gap between the top and bottom performers in math and science has shrunk over time. It’s now time to accelerate this change and move the needle further. Knowledgehook has proven across the world it makes a difference. We have already seen this first hand during the testing phase and are optimistic the technology will help teachers and improve the life chances of many young people ''.
Knowledgehook actively collaborates with governments around the world while also working directly with schools and their suppliers, to offer curriculum-aligned solutions. The company currently empowers teachers in more than 100,000 schools. In 2021, it is anticipated the solution will reach 50,000,000 students globally. Launching Mexico is the first time Knowledge will be available in Spanish. The solution is also available in French.
We have received growing interest for our technology and expertise to be applied to other subjects and we look forward to expanding our solution to empower more educators and support the learning of students to become the problem-solvers of tomorrow,” Qamar Qureshi added.
1 Based on the 2018 Programme for International Student Assessment (PISA) survey. It is conducted once every three years and is the most extensive and widely accepted measure of academic proficiency among lower secondary school students around the world.
Notes to the editor
For further information please contact the Knowledgehook press office: Bilal Mahmood on email@example.com or +44 (0) 20 3640 7759 and +44 (0) 771 400 7257.
Knowledgehook, a leading educational technology company, empowers hundreds of thousands of teachers and parents to collaboratively support the mathematics learning journey of millions of students worldwide.
Winner of Google’s Game Changer Award and named Top Disruptor by BNN, its platform analyses student understanding through engaging assessments, providing real-time personalised solutions to close learning gaps between classroom teaching and at-home learning.
Designed by leading numeracy and research experts, Knowledgehook’s Instructional Guidance System is known for reinventing how online technology supports education and educators, while inspiring the problem solvers of tomorrow.
Knowledgehook is backed by UCL’s VC fund Discentia Capital, Mesoamerica’s Alexandria Corp., Nelson Education and John Abele’s North Point Ventures.


This module comprises the abstract definition of two core concepts of propositional logic:
|data PropForm a|
A typical example of a propositional formula φ in standard mathematical notation is given by
¬(rain ∧ snow) ∧ (wet ↔ (rain ∨ snow)) ∧ (rain → hot) ∧ (snow → ¬ hot)
The primitive elements hot, rain, snow and wet are the atoms of φ. In Haskell, we define propositional formulas as members of the data type (PropForm a), where the type parameter a is the chosen atom type. A suitable choice for our example would be the atom type String and φ becomes a member of PropForm String type, namely
CJ [N (CJ [A "rain", A "snow"]), EJ [A "wet", DJ [A "rain", A "snow"]], SJ [A "rain", A "hot"], SJ [A "snow", N (A "hot")]]
This Haskell version is more tedious and we introduce a third notation for nicer output by making PropForm an instance of the Display type class. A call of display φ then returns
[-[rain * snow] * [wet <-> [rain + snow]] * [rain -> hot] * [snow -> -hot]]
The following overview compares the different representations:
Haskell displayed as kind of formula -------------------------------------------------------------------- A x x (without quotes) atomic formula F false the boolean zero value T true the boolean unit value N p -p negation CJ [p1,...,pN] [p1 * ... * pN] conjunction DJ [p1,...,pN] [p1 + ... + pN] disjunction SJ [p1,...,pN] [p1 -> ... -> pN] subjunction EJ [p1,...,pN] [p1 <-> ... <-> pN] equijunction
Note, that the negation is unary, as usual, but the last four constructors are all multiary junctions, i.e. the list [p1,...,pN] may have any number N of arguments, including N=0 and N=1.
PropForm a is an instance of Eq and Ord, two formulas can be compared for linear order with < or compare and PropForm a alltogther is linearly ordered, provided that a itself is. But note, that this order is a pure formal expression order does neither reflect the atomical quasi-order structure (induced by the subatomic relation; see below) nor the semantical quasi-order structure (induced by subvalent). So this is not the order that reflects the idea of propositional logic. But we do use it however for the sorting and order of formulas to reduce ambiguities and increase the efficiency of algorithmes on certain normal forms. In DefaultPropLogic we introduce the normal forms OrdPropForm and the normalizer ordPropForm.
PropForm a is also an instance of Read and Show, so String conversion (and displaying results in the interpreter) are well defined. For example
show (CJ [A 3, N (A 7), A 4]) == "CJ [A 3,N (A 7),A 4]"
Note, that reading a formula, e.g.
read "SJ [A 3, A 4, T]"
issues a complaint due to the ambiguity of the atom type. But that can be fixed, e.g. by stating the type explicitely, as in
(read "SJ [A 3, A 4, T]") :: PropForm Integer
|Parsing propositional formulas on string atoms|
|stringToProp :: String -> PropForm String|
|... CONTINUEHERE ....|
|class Ord a => PropAlg a p | p -> a where|
PropAlg a p is a structure, made of
a is the atom type
p is the type of propositions
at :: a -> p is the atomic proposition constructor, similar to the constructor A for atomic formulas.
Similar to the definition of PropForm, we have the same set of boolean junctors on propositions: false, true :: p, neg :: p-> p and conj, disj, subj, equij :: [p] -> p
There the set of ......................................................................
|Produced by Haddock version 2.4.2|


|Figure 13.3 Scatterplots|
Let's assume that in the graph the variable X on the horizontal axis represents a mother's weight, and that the variable Y graphed on the Y axis represents the birth weight of the mother's infant. If the two variables increase together and are perfectly correlated, all points in the scatterplot fall on a rising straight line, as you see in the upper left graph of Figure 13.3. In this case the correlation coefficient is a plus 1 . If they are perfectly correlated and as one variable increases the other decreases, the points lie on a falling straight line, as you see in the upper right graph of Figure 13.3. In this case the correlation is a minus 1.
In the middle left graph you see a little bit of a scatter about the line. The correlation coefficient here is .93. In the middle right graph you see more scatter and the correlation is about .49. In the lower left graph you see much more scatter and the correlation coefficient is about .02. In general, the correlation coefficient varies from +1 to -1 with 0 indicating no relationship between the variables.
The presence of a correlation means, given an X value on the horizontal axis, you can make a prediction of the Y value by using the straight line predictors you see in the graphs. The better the correlation, the more acccurate the prediction. The correlation coefficient just measures the degree to which the scatterplots for the variables approximate the straight lines.


Toby has been able to count to ten for a while now but they have only really been words that come in a particular order…and not always the same order…and not always starting with one. Recently, he’s really enjoyed the “1,2,345, once I caught a fish alive” song but it has meant that his counting has been reduced to the “3,4,5” part of the song (because it’s quicker?). He’s also been really keen to point out the numbers on his Thomas trains and so I thought it was time to start gently introducing more number games into our play.
I found the first on another fantastic blog (Imagination Tree) and thought he might enjoy it. I gathered a load of lids from general household items and fitted them inside the lid of a shoebox. I then traced around each lid and coloured the shape the same colour as the lid. They were both the shape and the lid were numbered ready to be matched.
When I showed it to him, he got really excited and straight away pointed out the number 1! I showed him how it worked and he completed the puzzle himself with me helping him with the numbers. He was fascinated by the number four and kept pointing to it saying ‘number pour!’ Although he was obviously matching the colours and shapes, he was also looking at the written numbers and we named them as we went.
Later, he took the lily and lily pads from our ‘speckled frog’ game (here) and placed them over the circles too, obviously identifying similarities in shape.


NONLINEAR CRITERIA OF QUASILINEAR REGRESSION MODELS
M. P. Bazilevskiy
Often, when choosing the best regression model in some given sense, this is can be non-linear regression. For example, with the implementation of the «competition» of models, the best regression may be quasilinear. The advantage of quasilinear regressions is the possibility of estimating them using the ordinary least squares. But the estimates obtained for the parameters of the quasilinear model rarely provide any meaningful interpretation. As a result, the constructed regression, provided that it has a high quality of approximation, can be used only for obtaining forecasts, which significantly reduces its practical significance. This paper is devoted to the problem of estimating the degree of nonlinearity of quasilinear regression models. Based on the Gini coefficient, a nonlinearity criterion for area has been developed. Also presented is its analogue – a nonlinearity criterion in length. These nonlinearity criteria allow us to estimate the degree of nonlinearity of both single-factor and multifactor quasilinear regressions. It is shown how the parameters of quasilinear regression can be interpreted with a low degree of nonlinearity. A specific numerical example of estimating the degree of nonlinearity of single-factor quasilinear regressions is considered. The developed criteria can be used in organizing the technology of «competition» of models to control the degree of their nonlinearity.
Keywords: : quasilinear regression, «competition» of models, interpretation of regression, Lorenz curve, Gini coefficient, nonlinear criterion.


Numbers and Numerals In this unit students experience a range of number and numeral systems to develop their understanding of the base 10 place value system from primary years. First, students explore time to see that numeral systems can be used to group number in ways other than base 10 (while time still uses base 10 within groups). This provides students with a context in which to explore decomposition and regrouping of number. Students then meet the Indian number system. They convert between this and standard short form naming convention to strengthen recognition and naming of large numbers, increasing an understanding of why we cluster digits in groups of three. Finally, the Mayan number system is introduced as an informal way of meeting base 20 (and base 5) number composition. By seeing the pattern of ‘place value rows’ in the Mayan numeral system students can become more aware of the pattern that exists in base 10.
Axioms and Arrays In this two-week unit, students develop their understanding of different models for multiplication and division. Students also explore the axioms of number and which operations they can be applied to. The unit begins by looking at structures which lead to multiplication and the different models that can be associated with these structures. The array model is developed to explore the commutativity of multiplication before looking at this axiom with other models. The array model is again used to introduce the associativity and distributivity axioms. Students’ understanding of these axioms is developed by showing how they can be utilised to calculate efficiently. Further use of these axioms takes place where students are asked the question: “What is the minimum number of multiplication tables they need to memorise?” It is shown that by utilising the axioms of number, and doubling and halving strategies, students can quickly generate other multiplication tables without the need for memorisation.
Factors and Multiples In this unit students are given the opportunity to explore the ‘structure’ of the natural numbers. Students will be introduced to factors, multiples and important sets of numbers such as prime numbers, square numbers and cube numbers. Once the fundamental concepts have been introduced students are given the opportunity to develop their understanding, conjecture, problem solve and generalise in a series of structured tasks. Throughout the unit, students consider the structure of number by considering some interesting and important properties e.g. a six-column number grid is used to show that any prime number greater than 3 can be written as 6n+1 or 6n-1. Students are exposed to a variety of representations and these are used to promote dialogue and develop understanding.
Order of Operations In this unit students will develop an explicit understanding of the order of operations based on the equal priority of addition with subtraction and multiplication with division. They will understand the higher priority of multiplication with division in written calculations and understand the use of brackets and vincula to manipulate this priority order. Throughout the unit, students will work with calculations represented via function machines, worded descriptions, area calculations of rectilinear shapes, and formal written calculations. Careful attention must be paid to identifying and representing equivalent calculations across these formats simultaneously to experience how the order of operations is embedded syntactically within each Students will also practise representing variables with letters within expressions accurately using the order of operations.
Positive and Negative numbers This unit provides opportunities to interpret negative quantities in practical situations allowing students experiences to shift their thinking from the idea that “measures” must be positive. Students will have experienced negative numbers in context from primary education and know that the number line extends beyond zero. Understanding is developed by placing number on a number line and using the number line as a representation for addition and subtraction of negative numbers as well as a scaling model for multiplying and dividing. Carefully structured tasks allow students to extend existing understanding of calculations with integer values to include negative numbers. By extending the axioms of positive numbers to negative numbers we will conclude that (−1) × (−1) = 1 and 𝑎 − (−𝑏) = 𝑎 + 𝑏. Teachers should be aware of language, using phrases such as ‘subtract negative three’ rather than ‘minus, minus three’. Laminated sheets with a selection of number lines (labelled and unlabelled) could prove a useful resource especially for demonstrating multiplication and division with negative numbers.
Expressions, equations and inequalities In this unit, students use algebraic notation to express the multiples of integers and see collecting like terms as a development of the distributive property. Students first use a range of representations and contexts including Cuisenaire rods, bar models, number pyramids to manipulate expressions into their simplest form as well as representing equality statements. Seen alongside ‘tracking calculations’, students will develop flexibility in expressing relationships algebraically as well as being comfortable substituting constant values for variables. Once familiarity with this notation system has been developed, students will explore representations of equality, and understand the preservation of equality in written equations. This will then lead to exploration of inequalities utilising bar models and algebraic coding of perimeter as a problem-solving context. Finally, students will explore tracking calculations for counting strategies in growing dot patterns as another context for generalisation, introducing the foundation for later study of sequences.
Angles This unit covers estimating, measuring, drawing and calculating angles. Students describe, classify and identify types of angles using clear vocabulary, and measure and draw angles accurately. Students revise facts involving angles around a point, angles at a point on a straight line and vertically opposite angles from experiences in primary school. Students will begin to generalise these angle facts. Students explore and clarify definitions of parallel lines and perpendicular lines, and use rules around corresponding, alternate and co-interior angles. This will be built upon and applied in the following unit when exploring properties of quadrilaterals. Students being to formulate equations to show relationships between angles using the angle facts that are introduced in this unit. This is first done numerically before introducing unknown angles. Through this, students begin to solve equations with one unknown.
Classifying 2D shapes This unit involves analysing the geometric properties of polygons before focusing more closely on triangles and quadrilaterals. Students begin by classifying polygons by their properties including number of sides, number of line and rotational symmetries, types of internal angles, number of equal sides, and number of parallel sides. Students are encouraged to conjecture and prove which properties are the result of other properties. For example, if a polygon has as many line symmetries as sides then it must be regular. Students move on to look at triangles and quadrilaterals more closely. Some properties are proved, some are identified inductively (by generalising phenomenon based on a number of concrete examples) and some deductively (using previous results). Special types of triangles and quadrilaterals are defined and the properties of each are explored. Generalisations are expressed algebraically, and students set up and solve equations involving special types of triangle and quadrilaterals.
Constructing Triangles and Quadrilaterals This unit involves students drawing and constructing triangles and quadrilaterals. In addition, there will be time allocated for a further analysis of their geometrical properties. Students will draw and measure angles within this context allowing them to practise the skills learned in the previous unit. As a way of setting the scene for construction, the unit begins by introducing the anatomy of a circle. The minimum conditions for constructing triangles are explored and thereby informally introducing congruence. Students will construct/draw triangles using initial information and conversely will deduce properties of triangles from completed constructions. Students will then construct/draw quadrilaterals, providing an opportunity to further develop an understanding of their properties.
Coordinates In this unit students develop their understanding of the cartesian coordinate grid and solve problems in all four quadrants. Students will be familiar with coordinates from work at primary school and in other subjects. The tasks in this unit will give students opportunities to apply their understanding from previous units including negative numbers and geometric properties of triangles and quadrilaterals. The unit begins by revisiting their understanding of working with a number line in one dimension to working in two dimensions. Students solve problems involving midpoints and develop strategies for solving related problems. Students will begin to label horizontal and vertical lines by recognising the constant 𝑥 or 𝑦 coordinates along them.
Area and Perimeter of 2d shapes In this unit, the concept of area as a measurable quantity is introduced. This begins by revisiting arrays introduced in previous units for multiplication. Starting with rectilinear shapes, this is built upon to explore the area of other shapes including, triangles and special quadrilaterals. Reasoning about calculating the area of shapes is built up by decomposing shapes and connecting to existing knowledge. The generalised expressions for finding the area of shapes are used to introduce rearranging formulae. Solving equations and substituting for an unknown is also practised in this unit. Students also engage with generalised statements about the relationship between area and perimeter.
Transforming 2d figures In this unit, students are expected to consider how different transformations acting on an object produce different images. Reflection, rotation, translation and enlargement are first applied to an object on a grid before moving onto a coordinate axis. Reflection and rotation are introduced through previous experience of line and rotational symmetry. There is a focus on language and consideration of the amount of information required to perform each transformation. The transformations are sorted into those which result in a congruent image (rotation, reflection and translation) and those which give a similar image (enlargements). The ratios within are considered and between the similar shapes produced when an object is enlarged by a given scale factor. This is the foundation for exploring similarity and trigonometry later. Combinations of transformations are explored, including which combinations can or cannot be described as a single transformation.
Prime Factor Decompostion In this unit, students revisit the composition of numbers developed in unit 3. Student use the “lots of” representation to find the prime factor decomposition of a positive integer. The uniqueness of the prime number decomposition, for which indices notation is used, is explored. This is used to show properties of particular numbers e.g. if a number is a square or cube number and therefore identify square and cube roots. Prime factorisation is used to determine the highest common factor and lowest common multiple of two or more numbers. Different methods for finding these are introduced and students are required to reason why different methods work. Students manipulate the prime factor decomposition to find how many factors a number has and also to problem solve. During this unit, indices are used to denote powers greater than 2 for the first time.
Conceptualising and comparing fractions This unit builds on knowledge of fractions from KS2. Students explore multiple interpretations of fractions and establish useful language and representations to use alongside these. Fractions are considered simultaneously as a number, as a way of expressing division, as a continuous part-whole model and as a discrete part of a larger set. The representations are built to consider the concepts of equivalent fractions, working with improper and mixed fractions. Students are required to find equivalent fractions including simplifying by finding common factors in the numerator and denominator. Students also convert between different abstract representations of fractions including decimal fractions and mixed numbers. Teachers should use fraction notation for division alongside the division sign in order to consolidate understanding that fractions can be viewed as divisions. When considering the equivalence of fractions and decimals in this unit, the notion of a percentage is dealt with briefly; this is revisited and developed. Using different representations, students compare two or more fractions in a set and order them by their size.
Manipulating and Calculating Fractions In this unit students extend their understanding of applying the four operations to non-integer values. This includes non-integers represented as fractions, decimal fractions and mixed numbers. Students find fractions of amounts by considering the multiplication of an amount by a fraction. The different conceptual meanings of × 𝑐 are explored as well as the equivalence of × 𝑐, 𝑎 × and × . Students build on this understanding and look at finding the whole given a fractional part before progressing onto the processes of fraction multiplication and division. After establishing methods and understanding for multiplying and dividing fractions, students move on to adding and subtracting fractions including those represented as decimals fractions. Bar models, line models and rectangular representations are used heavily throughout to represent the fractional amounts. Teachers should encourage students to use these to help them solve and demonstrate understanding of the problems even where not stated explicitly.
Ratio (2 weeks)
This unit explores ratio notation, language, representations and contexts. The ratio notation of 𝑎: 𝑏 is unpicked using bar models and this is used to show that in this notation it is possible to see the following fractional relationships: ା , ା , , , ା , ା . Students work on a series of problems that require them to use all of these relationships. Bar models, double number lines and line graphs are used throughout this unit to help develop and expand students’ conceptual understanding of ratio.
Percentage In this unit, students work with percentages as another representation of ratios and fractions. The different ways of interpreting fractions are again referenced in this unit building on work from the previous unit in connecting ratios to fractions and decimals. In order to manipulate calculations involving percentages, students need to be able to use their knowledge of arithmetic with decimals and fractions. Therefore, it is important that students are also able to interpret percentages first as a number between 0 and 1 before moving onto work with percentages greater than 100. The unit progresses to the use of percentages to compare quantities and find a given percentage of a quantity. Students then increase and decrease quantities by a given percentage and find the original quantity given a percentage of the quantity. Bar models provide an excellent representation of percentage change and equivalence between amounts, hence should be used throughout the unit to deepen understanding.
Sequences This unit on sequences builds on the work students have done in year 7. In the autumn term of year 7 students were introduced to algebraic notation and met sequences in the form of geometric patterns. In this unit, sequences are derived from the same geometric patterns and other contexts. Students start with the term to term rules, before expressing the position to term rules algebraically. Different types of sequences are explored including linear, non-linear, arithmetic and geometric. Fibonacci sequences are also introduced as well as special sequences of numbers such as triangular and square numbers. Graphical representations of these sequences help draw out the difference in how they behave. Students use the position to term rule and other ways of reasoning to decide if a term is in a sequence or if two sequences share a term.
Forming and Solving Equations In year 7 students explored the nature of equality by generating algebraic expressions and equations. Students also solved equations with one unknown where the unknown appeared on one side of the equation. In this unit students formalise methods for solving equations. Students use inverse operations to transform equations with one and two steps and encounter equations involving a single bracket. Equations are derived from familiar contexts and the solutions to these equations are interpreted within that context. Once secure with using inverse operations to solve equations, students should move on to working with equations where the unknown appears on both sides. Throughout the unit, students are encouraged to explore different transformations of an equation and reason which transformations are useful for solving different equation types.
Forming and Solving Inequalities In this unit students develop their understanding of solving equations to solving an inequality with one unknown. In year 7 students developed their understanding of inequalities and the notation by expressing relationships between known and unknown values. In this unit inequalities are derived from the same contexts that were met in the previous unit. Solutions are built up by substituting numbers that satisfy the inequality. This develops an understanding that the solution to an inequality has a range of values. The unit continues with more formal strategies for solving inequalities. The same strategies for solving equations are developed in the context of inequalities. Students are required to reason why traditional “tricks” for solving inequalities work. For example, flipping the inequality sign when dividing or multiplying by a negative.
Linear graphs This unit is students’ first formal introduction to straight line graphs. In year 7 graphical representation were used to describe horizontal and vertical lines. They have also seen linear and non-linear sequences represented graphically using coordinates in the previous term. The graphical representation of a sequence is used as a starting point for defining linear and non-linear functions. This begins with the plotting of discrete points beginning with � = 1. The �-axis is replaced by the �-axis and discrete points are replaced with a continuous line to represent all coordinate pairs. This is emphasised by looking at a range of examples of coordinate pairs along the line including fractional and negative values. The relationship within and between (�, �) coordinate pairs is explored and linked to the equation of the line where the equation is presented in the forms � = �� + �, �� + �� = � and �� + �� + � = 0 Students should be encouraged to see the connections between the different mathematical representations of a relationship e.g. the equation, the coordinates and the graphical representation. Functions derived from real life contexts are used to help give meaning to the features of a linear graph. Students develop strategies for identifying and drawing graphs of linear functions. The concept of gradient is introduced as the rate of change of the �- coordinates. Similar triangles are used to show the constant gradient of linear graphs and the gradient is linked the equation of the line in different forms. Parallel lines are identified from the equation where the equation is given in different forms and this is linked to the graphical representations. Students work on coordinate geometry problems by finding the equation of a line through two points and finding the equation of a line through a point with a given gradient.
Accuracy and Estimation This unit provides an opportunity to consolidate their understanding of rounding to a given decimal place which most students will have met at primary school. This unit will use contexts involving measures and quantities that have been meet earlier such as area and perimeter, but the concepts from this unit can be revisited again in the summer term geometry units. Significant figures are introduced through measuring contexts. Rather than meeting significant figures as a set of rules to follow, students are required to work out why the zero is 45.0 is significant, in terms of what it tells us about the accuracy of measure and contrast this with the 0 in 0.45. Estimation is encountered in a variety of contexts and is an opportunity to practice rounding and unit conversions.
Ratio, Real life graphs and rates of change In this unit students build on the proportional reasoning taught in year 7 and allows students to experience the different ways of defining ratio and proportion. Throughout year 7, students’ proportional reasoning was developed through experiences in multiplication, division, fractions, decimals and percentages, as well as a unit introducing the formal notation for ratio. Time is spent in this unit reinforcing the notion of a ratio as an expression of a constant multiplicative relationship which can be between two quantities in the same unit e.g. fractions or between two quantities in different units e.g. speed measured in miles per hour. A variety of contexts, both previously experienced (groups of objects, unit conversion, scaling recipes, cost) and new (speed and average speed, density) are used to explore and clarify concepts. Having established ratio as an expression of a relationship between two quantities, this is applied to ratio problems where students are required to divide an amount into a given ratio and find different quantities given a ratio. The models of ratio tables, double number lines, bar models and linear graphs are used to support development of flexible strategies and understanding of procedures.
Direct and Inverse Proportion This unit begins by looking at proportional relationships in familiar contexts building on their understanding of ratio from the previous unit. Students look at the meaning of direct proportion and make links to linear graphs from the last unit. Students will develop their proportional reasoning skills by solving a variety of problems. Students are encouraged to compare different approaches to solving problems involving direct proportion. In the second week of this unit, students will meet the concept of inverse proportion. Students will encounter different contexts where one variable increases, the other decreases, but their product remains constant. As a way into this, students are invited to make different rectangles with a constant area. The graphing of the side lengths will reveal an inversely proportional relationship. Students will use this understanding to solve problems involving inverse proportion.
Univariate data This unit explores a variety of methods of presenting data, with an emphasis on interpretation as well as production. Although students are not required to collect raw data, if they could collect their own data this would make the unit more meaningful. Some suggestions for how to do this as well as a large data set for students to work with for applying the statistical method taught in this unit. The unit presents a series of inquiry questions and students make hypotheses in relation to these. Each of the statistical methods taught in this unit are used to construct an argument for or against the hypotheses. Students begin by considering different ways of representing a data set such as in tables, bar charts, pictograms, line graphs and pie charts. Students organize data into different frequency distributions and look at the impact of different groupings. Misleading graphical representations of the data are presented and critiqued. In the second part of this unit, students begin to look at statistical measures and interpret these in terms of the data. Students calculate the mean, median, mode and range of ungrouped and grouped data. Time is spent discussing the different measures of centrality and the merits of each.
Bivariate data In this unit, students develop their understanding of statistical diagrams and measures to bivariate data. Students investigate ways of displaying a relationship between two dependent variables. Students present the data in tables and in a scatter graph. They examine relationships between point to make simple inferences about association and covariation. Types of correlation are discussed, and these are interpreted in the context of the data set. The difference between correlation and causation are introduced and the idea of an explanatory variable. As with the previous unit a large data set is provided for students to work with. Students could construct their own data set to contrast and compare with the one provided
Angles in Polygons In this unit students review angle work in year 7 by revisiting angle facts including angles in parallel and perpendicular lines. Students work on more complex problems using these rules and these provide a context for setting up and solving equations. Students use their understanding of angles in triangles from year 7 to build up to a proof for the sum of the interior angles in polygons with 4 or more sides by dividing into triangles. The perspective is then shifted to investigate the sum of the exterior angles of a polygon and students develop an understanding of the relationship with between the exterior and interior angles. Students solve a variety of problems using the angle relationships built up in this unit and in previous units.
Bearings The introduction of bearings is another chance to apply and practice concepts involving angles that have been taught in year 7. The first part of this unit introduces the conventions for measuring, drawing and recording bearings. Once these conventions have been established, students then engage with a series of problems involving the angles rules that have been introduced up to this point. The problems that students encounter in these lessons also provide an opportunity to practice applying the conventions for rounding and applying scales when measuring lengths.
Circles Within this unit, students explore the connection between the circumference of a circle and its diameter and through this are introduced to pi as the constant linking the relationship between the two measures. When introducing the area of a circle, dynamic geometry software can be used to show how the area formula for a circle can derived by slicing a circle into sectors. We can decrease the width of these sectors, so they become infinitely small, and the area can be shown to be equivalent to the area of a rectangle where one side length is the radius and the other is half the circumference. Exposure to this proof is important as often this type of formula can seem like a trick and applied with little understanding of the meaning behind it. However, it is not important for them to remember the exact steps of the proof. The unit ends with opportunities for students to apply their understanding to geometric problems involving the area and circumference of a circle.
Volume and Surface area of prisms In this unit, students formally meet volume as a measure of the space inside a 3- D object. Students may need to revisit the names and properties of 2-D shapes before moving onto 3-D. Time should be spent building and breaking down 3-D shapes, both with blocks and as nets, to fully understand the properties of these shapes and aid students as they progress onto finding volume and surface area. Students develop their own methods for finding the volume of prisms and before any exposure to the conventional formulae for cuboids, cylinders and other uniform prisms. Different units for volume are explored and converting between these units is an opportunity to practice fractional arithmetic and proportional reasoning. The primary focus for this unit is on developing an understanding of volume and use of formulae within this context. Students are expected to understand the concept of surface area as an application of the area formulae that they encountered in previous units earlier in the year and in year 7.
Place value & Number Properties In this topic pupils will deepen there understanding on place value by visiting elements such as ordering of decimals, related calculations and the use of the product rule for counting and calculations. This sets the foundations for the following topic of 4 Rules – Decimals This is a development of the pupils understanding of adding, subtracting, multiplying and dividing decimals. This allows pupils to revisit basic skills as well as developing it further, particularly with the use of AO3 problems. Factors, Multiples & Primes Within this area, pupils will recap factors and multiples through their do now activities and use this as the foundations of working out HCF, LCM and prime factor decomposition. Indices Powers & Roots Pupils will gain an understanding of how powers and indices operate and how they can be used and manipulated in context of the problem they will be facing. They will look at multiplying and dividing, powers of zero, negative powers and how to estimate using roots. Rounding & estimation Pupils will visit fundamental elements of numeracy within this topic by looking at significant figures, estimation and error intervals. Pupils will differentiate between decimals places and significant figures. Ratio In this topic, pupils will have the chance to gain an understanding of ratios by simplifying ratios, writing them in the form of 1:n and n:1. Students will draw on similarities to fractions and ratios. FDP In this topic, pupils will start drawing on their understanding of fractions, decimals and percentages. They will learn how to convert from one to the other. They will then go on to compare and order FDP problems. Fractions This develops from the previous topic by delving deeper into fractions. Pupils will learn how to multiply, divide, add and subtract fractions within AO3 types of problems. They will also be introduced to reciprocals and expressing one number as a fraction of another. Percentages Pupils will be introduced on how to use the multiplier and how this can be used to work out increases and decreases. Students will also be given an insight on hhow to find the amount of something following a percentage change. Proportion Students will learn how to apply direct and inverse proportion in real life conntexts, they will also learn about best buys and value for money when purchasing a good or service. They will also look at exchange rates and how to adapt recipes.
Notation Students will be introduced how to use fundamental notation when using algebra. They will look at key terminologies, symbols and expressions. This will ensure they have an understanding when looking at algebra more deeply. Simplifying Index Laws Students will learn how to multiply, divide, add and subtract algebraic fractions. This will enable them to apply their understanding of fractions in context of algebra. Students will also gain a deeper understanding of how to simplify expressions and algebraic fractions. Expanding and Factorising Students will continue their algebraic journey by exploring expanding and factorising algebraic expressions. They will look at linear and quadratics, as well as understanding the difference of two squares. Expression and substitution Students will delve into this topic by understanding how functions machines and algebra are synonymous. Students will explore the application of algebra across topics such as area/perimeter, number properties and formulae. Linear Equations Students continue their algebraic journey by exploring how to solve linear equations which contain single and multiple steps, subjects in the denominator, negatives, brackets/fractions and unknown on both sides. They will then go onto explore how to solve and substitute equations too. Linear inequalities Pupils will gain an understanding of inequality symbols and how they are used in number lines and equations. They will draw on their understanding of solving linear equations and apply it too solving equations with inequalities within it. Perimeter, Area & Measures In this topic, students will learn and remember key formulas which will help them solve areas of particular shapes. They will then be exposed to how area and algebra can be used together to work out measures and area/perimeter. Pythagoras Theorem Students will be introduced to the magical world of right-angled triangles and what Pythagoras theorem actually is. They will be introduced to key terms such as the hypotenuse and how this theorem can help them solve other geometric problems too.
Properties of Shapes This half term, students will begin looking at Geometry, therefore it is imperative that students have a deeper understanding of the properties of particular shapes and how they are used. Angle facts Students will start to explore the world of angles and the rules of angles in particular shapes. Students will differentiate between regular and irregular Polygons and understand how to work out exterior and interior angles. Angles in Parallel lines Developing on from angle facts, students will learn the significance of parallel lines and how key angles are worked out and explained. Circles Students will delve into the world of Circles by gaining a deeper understanding and development from previous learning surrounding circles. They explore how to calculate arc lengths, sectors of circles and learn how to work out area of compounded shapes which include circles. Volume Students will move from 2D shapes to 3D shapes by beginning to look at volume of key shapes. They will learn formulas and apply them to problem solving questions. Surface Area Students will continue their journey into exploring 3D shapes by looking at surface area. Students will understand that surface area is also a key component of 3D shapes. They will learn formulas which are a development of area of 2D shapes. Basic vectors Students will gain their first exposure to vectors and their special notations. Students will learn to add, subtract and multiply vectors use the resultant vectors for their problems. They will then go on to explore parallel lines and vectors too. Sequences Students will begin to delve deeper into sequences by learning how to calculate the nt term of an expression and how to use this to work out terms within this pattern. Plans & Elevations This topic allows pupils to look at the nets of 3D shapes (both regular and irregular) and look at the how to draw them too.
Key Stage 4
Rearranging the formulae Students begin their key stage 4 journey by developing upon their algebraic knowledge attained in Key stage 3. Students will begin by rearranging formulae’s which require single, multiple and complex formulae. Linear graphs In this topic, students will aim to grasp the concept of real-life graphs and the application of them. Pupils will engage in tasks which require them to interpret and explain particular graphs. Y=mx+c The complexity of this topic requires pupils to build up their understanding of this topic to ensure they secure their knowledge of it for long term application. They will learn how to derive the gradients and intercepts of straight-line graphs. They will then move onto find the equations of perpendicular and parallel lines. Compound measures This topic will allow pupils to draw on similarities between Science and Maths more clearly. They will learn how to calculate, speed/distance time, pressure/force/area and density/mass/volume. Quadratic graphs, turning points and roots Students will delve further into graphs and algebra in this unit by learning how to draw quadratics graphs, find the turning points and use lines of symmetry. Linear simultaneous equations In this topic area, students will further their skills of solving equations by solving simultaneous equations. They will be explore how to solve them algebraically and graphically and draw on conclusions what they are actually doing when solving simultaneous equations. Further graphs This will enable pupils to investigate graphs even further, by being able to plot, identify, illustrate and interpret graphs such cubic and reciprocal graphs.
Rearranging the formulae Students begin their key stage 4 journey by developing upon their algebraic knowledge attained in Key stage 3. Students will begin by rearranging formulae’s which require single, multiple and complex formulae. Linear graphs In this topic, students will aim to grasp the concept of real-life graphs and the application of them. Pupils will engage in tasks which require them to interpret and explain particular graphs. Y=mx+c The complexity of this topic requires pupils to build up their understanding of this topic to ensure they secure their knowledge of it for long term application. They will learn how to derive the gradients and intercepts of straight-line graphs. They will then move onto find the equations of perpendicular and parallel lines. Compound measures This topic will allow pupils to draw on similarities between Science and Maths more clearly. They will learn how to calculate, speed/distance time, pressure/force/area and density/mass/volume. Quadratic graphs, turning points and roots Students will delve further into graphs and algebra in this unit by learning how to draw quadratics graphs, find the turning points and use lines of symmetry. Further Expanding and Factorising Higher spec students will explore quadratics and cubics in more detail. They will learn to expand and simplify triple bracket, learn the quadratic formula and solve by comleting the square. In addition to this, they will learn to sketch quadratic graphs too. Linear simultaneous equations In this topic area, students will further their skills of solving equations by solving simultaneous equations. They will be explore how to solve them algebraically and graphically and draw on conclusions what they are actually doing when solving simultaneous equations. Further graphs This will enable pupils to investigate graphs even further, by being able to plot, identify, illustrate and interpret graphs such cubic and reciprocal graphs.
Probability Students will begin a detailed study of probability this half term, they will be able to work out relative frequency, use tree and venn diagrams which in turn allows them to understand elements of conditional probability too. Students will spend time grasping the concepts and applying them to AO3 styled problems. Standard Index form In this topic area, students will begin to learn a skill which relaxes the tensions of working with microscopical or astronomical numbers. They will learn how to convert to and from standard form and to do calculations with it too. Simple Interest Students will explore the world of how money is created in our western world. They will learn how to calculate simple interest with and without a calculator, and how to work with reverse percentages. Ratio (Further) This topic will enable students to work with ratios and fractions, sharing in a given ratio, identify changes within ratios and deduct linear functions. Students will begin to draw on comparisons between ratios and fractions. Growth & Decay Students will learn the difference between simple and compounded interest. They will learn the difference between the two and how they can be used in our real world. They will learn how to calculate compound interest and depreciation, along with repeated percentage change.
Probability Students will begin a detailed study of probability this half term, they will be able to work out relative frequency, use tree and venn diagrams which in turn allows them to understand elements of conditional probability too. Students will spend time grasping the concepts and applying them to AO3 styled problems. Capture & Recapture This topic is short and brief as it allows pupils to expand their knowledge further from Probability. It allows pupils to grasp a deeper understanding in a particular setting which is similar to that of Probability styled problems. Standard Index form In this topic area, students will begin to learn a skill which relaxes the tensions of working with microscopical or astronomical numbers. They will learn how to convert to and from standard form and to do calculations with it too. Proportion (Furthher) Students will learn how to work with direct and inversely proportional problems. They will learn how to apply their algebraic skills to these problem by solving for k. They will learn how to work with linear and non-linear styled problems and learn to deduce what the corresponding graphs and tables would look like. Simple Interest Students will explore the world of how money is created in our western world. They will learn how to calculate simple interest with and without a calculator, and how to work with reverse percentages. Ratio (Further) This topic will enable students to work with ratios and fractions, sharing in a given ratio, identify changes within ratios and deduct linear functions. Students will begin to draw on comparisons between ratios and fractions. Growth & Decay Students will learn the difference between simple and compounded interest. They will learn the difference between the two and how they can be used in our real world. They will learn how to calculate compound interest and depreciation, along with repeated percentage change. Recurring decimals This topic stretches students understanding of converting between decimals and fractions. Students will draw upon their algebraic knowledge and converting between FDP to do calculations which involve recurring decimals.
Statistics Students will learn most of their data and statistical skill in this topic area. They will learn key statistical language such as bias and sampling. They will then go onto learn averages and problem solving when applying the skills. Students will also learn how to interpret statistical analysis from frequency tables (discrete and continuous data). Students will then move onto time series, Pie charts, scatter graphs and frequency polygons.
End of year revision programme
Statistics Students will learn most of their data and statistical skill in this topic area. They will learn key statistical language such as bias and sampling. They will then go onto learn averages and problem solving when applying the skills. Students will also learn how to interpret statistical analysis from frequency tables (discrete and continuous data). Students will then move onto time series, Pie charts, scatter graphs and frequency polygons. Surds Students will begin to get comfortable with leaving their answer in surd format following this topic. They will learn to simplify, multiply, divide, add, subtract using surds. They will also use the technique of expanding and simplifying from algebra in this topic too. Students will also learn how to rationalise denominators and how to apply it to geometric problems. Bounds Students will learn how to apply the error intervals they learn in key stage to work out bounds of accuracy. They will also learn how to use bounds to leave their work to a suitable degree of accuracy. Trigonometry Students will gain a deeper understanding into right-angled triangles. Students will learn trigonometric functions and apply them. In this topic students will learn to find the angle and lengths of right angled triangles. They will then apply this skill to more complex problems. Students will learn to use trigonometry to non-calculator and calculator based problems. Similar shapes In this topic, pupils will learn about the properties of similar shapes and how lengths, areas and volumes are applicable to the concept of mathematically similar shapes. Quadratic sequences This is a development of linear sequences as students will not look to work out the nth term of quadratic sequences and other terms in the sequence.
End of Year revision programme
Pythagoras theorem Students will begin the year with learning about right angled triangles, beginning with Pythagoras. Students will learn the properties of a right-angled triangle and about the hypotenuse. Students will learn how to find missing lengths and other geometric problem involving triangles. Trigonometry Students will gain a deeper understanding into right-angled triangles. Students will learn trigonometric functions and apply them. In this topic students will learn to find the angle and lengths of right angled triangles. They will then apply this skill to more complex problems. Students will learn to use trigonometry to non-calculator and calculator based problems. Bearings and scale drawings Students will learn about bearings and how to apply them to problem solving. They will also be exposed to how to scale their drawings and how to use angles and Pythagoras/Trigonometry within it. Transformations of shapes Students will learn how to rotate, reflect, translate and enlarge shapes in this topic. They will learn how to apply all transformations in a single form and understand how to interpret these transformations too. Congruence In this topic, students will learn and Understand that distances and angles are preserved under reflections, so that any figure is congruent under this transformation. Students will learn the rules of triangles using SSS, SAS, ASA and RHS.
Algebraic proof Students will begin the academic year by continuing work on algebra. Students will learn terminologies and apply them to problems. Students will learn to work with equivalent statements and how to work out given terms. Solving quadratics and further simultaneous equations Students will continue their work in the algebraic world by exploring the algebraic formula, solving quadratics from algebraic fractions and non-linear simultaneous equations. Functions Students will begin to look at functions, composite functions and inverse functions. They will then go onto explore problems which require them to set up equations and use function notations. Iteration Students will use their understanding of rearranging the formulae to use the iterative formula to find roots which are suitable. Quadratic Inequalities In this topic students will learn how to graph inequalities by shading regions and drawing upon graphical solutions. Students will also learn how to use quadratic graphs to solve inequalities. Bearings In this topic students will learn to read, interpret and measure drawings which include angles, bearings, Pythagoras and trigonometry. Students will be expected to draw upon skills and knowledge previous learnt and build upon it. Circle theorems Students develop their understanding of circles further by exploring the seven theorems which will enable them to work out angles, give rational explanations and interpret the application of these theorems. Further Trigonometry and trigonometric graphs Students will build upon their understanding of trigonometry by learning about for triangles which are not right-angled. They will learn about the sine and cosine rules and how they translate onto trigonometric graphs. Students will also learn how to apply transformations to these trigonometric graphs.
Vectors Students will gain a deeper understanding of vectors and have exposure to vectors and their special notations. Students will learn to add, subtract and multiply vectors use the resultant vectors for their problems. They will then go on to explore parallel lines and vectors too. Similar Shapes In this topic, pupils will learn about the properties of similar shapes and how lengths, areas and volumes are applicable to the concept of mathematically similar shapes. Construction & Loci Students will learn how to use their compasses effectively and use them to construct shapes and solve problems involving loci. Students will learn how to draw bisectors segments and intersecting lines.
Statistics further In this topic students will develop their understanding further by delving into histograms, cumulative frequency, box plots and quartiles. Students will apply this deeper understanding upon the skills and knowledge previously learnt. This will enable pupils to tackle AO3 problem solving questions. Transformations Students will learn how to rotate, reflect, translate and enlarge shapes in this topic. They will learn how to apply all transformations in a single form and understand how to interpret these transformations too. Congruence In this topic, students will learn and Understand that distances and angles are preserved under reflections, so that any figure is congruent under this transformation. Students will learn the rules of triangles using SSS, SAS, ASA and RHS. Vectors Students will be exposed to the addition, multiplication and division of vectors in order to work out the magnitude. Students will learn how to work with parallel vectors and to solve geometric problems when given a ratio. They will also produce geometrical proofs to work with parallel vectors. Gradients and areas under a curve Students will explore a deeper understanding into graphs and be able to estimate areas under a curve between linear and non-linear equations. Students will also explore distance/time graphs and velocity/time graphs. Kinematics Students will once again draw upon comparisons between their physics lessons by applying the kinematic formulas to calculate speed, velocity and acceleration. Graphical Transformations In this topic students will learn how to transform quadratic, cubic and reciprocal graphs using function notations. They will also learn how to transform trigonometric graphs such as sine/cosine/tangent graphs. Construction & Loci Students will learn how to use their compasses effectively and use them to construct shapes and solve problems involving loci. Students will learn how to draw bisectors segments and intersecting lines.


Wow… I did my first Sudoku puzzle on the airplane yesterday (see photo below). This was an interesting test of my creative and critical problem solving capacity, and my ability to learn from my mistakes.
I took notes on my process in trying to solve this puzzle. The first thing I did was kind of go at it haphazardly. There was no real method, but I just tried to solve what some individual squares could be based on what they could definitely not be. I tried to do this on the easy puzzle (the one on the left) before realizing that this was definitely not a good tactic. I lost sight of why I chose certain numbers, and I tried to solve some of the individual boxes first (as a whole box) before really considering that in solving an individual box I might be incorrect when it comes to the whole puzzle. It was like my critical problem-solving skills were undermining my creative skills, or my ability to see the whole puzzle as important and dependent on the little parts.
Anyway, I gave up on the easy puzzle (or “gentle” as it is called in the magazine) because I got so far into it and I knew I was wrong, and I got frustrated at the fact that I would have to erase it all and start over. I probably should have done that, but this was also at around the time in my flight (I was on a plane) when my boyfriend asked me, “Do you want a tip?” “No!” I replied. I wanted to figure it out on my own, despite the fact that any good learner should take advice or help from others. I also saw him solving a Sudoku in his classroom once, and he had written out the whole puzzle on his whiteboard and written all possible numbers for every square within that square. I guess I sort of had my hint already.
After giving up on the first puzzle I moved onto the “moderate” puzzle. This was definitely challenging, but this time I took the whole puzzle into account. I filled in every individual square with all the possible numbers that this square could be based on the printed numbers that the puzzle gave me (for that row, column, and box). I tried not to take any shortcuts, and to suspend my judgment on what a particular number might be until I was done with this process. I did a pretty good job of this, and then looked at whole rows in order to see if there were any squares with numbers that did not appear anywhere else in that row or column. Unfortunately, when I thought I saw an answer I occasionally filled it in before completing this methodical process for the whole puzzle. Big mistake, I got within 2 squares of correctly completing the puzzle! Ughhh! How frustrating, but it makes me understand that I need to be more patient with problem-solving, and need to use that creative thinking to really avoid making judgments or deciding on solutions until I have exhausted all options.
This was definitely a good exercise in that it reminded me of how frustrating school can be for some students. I had no trouble with the mostly critical thinking that school demanded of me. However, many creative thinkers probably hated and got equally as frustrated with critical thinking demands (or lower order thinking demands) in school when it takes them a little bit more time to completely think through a problem. For instance, it took me over 3 hours to try to solve these problems and I did not even end up getting the answer! It must be so difficult for creative thinkers in classrooms whose teachers privilege critical thinking!


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0 - Wikipedia
0 (zero) is a number, and the numerical digit used to represent that number in numerals.It fulfills a central role in mathematics as the additive identity of the integers, real numbers, and many other algebraic structures.As a digit, 0 is used as a placeholder in place value systems. Names for the number 0 in English include zero, nought (UK), naught (US) (/ n ɔː t /), nil, or—in contexts ...
0 - definition of 0 by The Free Dictionary
Define 0. 0 synonyms, 0 pronunciation, 0 translation, English dictionary definition of 0. Noun 1. 0 - a mathematical element that when added to another number yields the same number cypher, nought, zero, cipher digit, figure - one of the elements... 0 - definition of 0 by The Free Dictionary.
0 - What does 0 stand for? The Free Dictionary
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Math Forum: Ask Dr. Math FAQ: 0! = 1
So 0! = 1 neatly fits what we expect C(n,0) and C(n,n) to be. Can factorials also be computed for non-integer numbers? Yes, there is a famous function, the gamma function G(z), which extends factorials to real and even complex numbers.
Math Forum: Ask Dr. Math FAQ: Zero to Zero Power
Some textbooks leave the quantity 0^0 undefined, because the functions 0^x and x^0 have different limiting values when x decreases to 0. But this is a mistake. We must define x^0=1 for all x , if the binomial theorem is to be valid when x=0 , y=0 , and/or x=-y . The theorem is too important to be arbitrarily restricted!
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Life has been busy in Sapphire Class so far this term! We learnt all about life in Antarctica and found out that the temperatures were so cold, we felt grateful to live in England!
Explore learning came in to do a maths workshop with us, which was great fun! We had to work together to solve problems and check that our answers were correct.
Our parents came in to work with us for a maths IMPaCT workshop which we really enjoyed. We are working on learning all the different vocabulary in maths. We then used all the maths skills that we had learnt to help us with a forces experiment. We had to measure how far the cars travelled on different surfaces.
The first half term ended with us leading the family assembly. We talked, acted and sang about everything we had learnt during the half term, including wisdom, antarctica, tongue twisters and riddles.
Our new topic is Victorian life and started with a wow day. We went back to school as Victorians. It was hard work for the day and Mrs Child was very strict!


5 edition of Welcome to Calculus&Mathematica found in the catalog.
|Statement||Bill Davis, Horacio Porta, Jerry Uhl; with special assistance from Alan Deguzman ... [et al.].|
|Contributions||Porta, Horacio., Uhl, J. J.|
|LC Classifications||QA303.5 .D38 1994|
|The Physical Object|
|Pagination||vii, 86 p. :|
|Number of Pages||86|
|LC Control Number||94237488|
1. Abstract The Calculus with Mathematica project is devoted to improving conceptual understanding of the calculus by making use of the Mathematica technical computing software to solve more challenging kinds of applications than are traditionally examined in undergraduate calculus. This MUSPIN-funded pilot project has been implemented at South Carolina State University for two. Welcome to Mathematica! Mathematica for Rogawski's Calculus 2nd As can be seen from the screen shot above, a cell formatted as an output box and containing the value 10 is generated as a result of the evaluation. To create another input box (cell), just start typing again and an input box will be inserted at the position of.
Help Calculus & Mathematica - - Davis, Uhl, Porta submitted 2 years ago by batdan Calculus & Mathematica was a CD that was used to accompany courses taught at UIUC and OSU I think it contains the material that the Netmath stuff is based on. $\begingroup$ Welcome to Guido! I changed the link to the American Amazon store instead of the German one to make it somewhat more useful to the general public here, and added a part of the index that I hope will be relevant in judging whether or not this book is useful.
Thanks for contributing an answer to Mathematica Stack Exchange! Please be sure to answer the question. Provide details and share your research! But avoid Asking for help, clarification, or responding to other answers. Making statements based on opinion; back them up with references or personal experience. Use MathJax to format equations. Edwards, in his book The Historical Develop-ment of Calculus, states: The contribution of Newton and Leibniz for which they are properly credited as the discov-erers of the calculus was not merely the fact Calculus&Mathematica—A Lab Course Calculus&Mathematica is a lab course. We do not lecture. We treat Calculus&Mathematica as.
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ISBN: OCLC Number: Notes: "Calculus & Mathematica"--Cover. Description: vii, 86 pages: illustrations ; 24 cm: Other Titles. Welcome to Calculus and Mathematica by Davis, PORTA, Uhl and a great selection of related books, art and collectibles available now at out of 5 stars A solid start for using Mathematica for calculus based physics.
Reviewed in the United States on November 2, There are a number of books out for using Mathematica in a physics setting. I Welcome to Calculus&Mathematica book found most of these books would require substantial "gutting" if I were to use their routines for my calculus based physics by: 2.
Calculus and Mathematica: Windows Version Har/Dskt Edition by William Davis (Author), Horacio Porta (Author), J. Jerry Uhl (Author) & out of 5 stars 1 rating. ISBN ISBN Why is ISBN important. ISBN. This bar-code number lets you verify that you're getting exactly the right version or edition of a book.
5/5(1). Vector Calculus book. Read reviews from world’s largest community for readers. A computer-based calculus course consisting Welcome to Calculus&Mathematica book a complete interactive elec 4/5(1). Welcome to calculus & mathematica (book, ) Welcome to Calculus & Mathematica.
[Bill Davis; Horacio Porta; Welcome to Calculus & Mathematica. Author: Bill Davis, Horacio Porta, Jerry Uhl ; Math everywhere: about mei What does Math Everywhere do. or part of a course in calculus, which was written by Bill Davis, Horacio Porta and Jerry Uhl.
In calculus even more than other areas, the Wolfram Language packs centuries of mathematical development into a small number of exceptionally powerful functions. Continually enhanced by new methods being discovered at Wolfram Research, the algorithms in the Wolfram Language probably now reach almost every integral and differential equation for which a closed form can be found.
Mathematica 10 adds enhancements to its traditional strength in symbolic calculus. Symbolic solutions to hybrid differential equations with events and delay differential equations. Discrete operations extended. New commands for curve geometry.
Special functions automate many tasks. These "How tos" give step-by-step instructions for common tasks related to calculus in the Wolfram Language. A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text.
Advanced Calculus with Mathematica Version is a complete electronic text in multivariable calculus in Wolfram Notebook format. The eText includes many interactive programs that illustrate fundamental concepts such as a movable plane tangent to a surface, a moving osculating circle, or the flux of.
Engineering & Matlab and Mathematica Projects for $10 - $ I have 5 questions that need answers. They are based on integration and its definitions. If you have very good knowledge of calculus, especially Stewart book, you may bid.
This unique book is a collection of Mathematica notebooks, designed to be used through the Help Browser. It is mathematically complete enough to be used as a text for a highly Mathematica-focused, three-semester calculus sequence.
It can also be used as a supplement to a more traditional text in courses that have a Mathematica lab component. For the latest information, please visit: Speaker: Keith Stroyan Wolfram developers and colleagues discussed the latest in innovative.
Completely interactive courseware package covering the standard calculus course. Contains Mathematica notebooks on diskette and printed material. Appropriate for structured, partly supervised, self-paced, or independent study.
Advanced Calculus Using Mathematica: NoteBook Edition is a complete text on calculus of several variables written in Mathematica NoteBooks.
Welcome to College Calculus with Mathematica!” The free online seminars are offered on a regular basis, at different hours to facilitate attendance by people living in different time zones. The seminar calendar gives details about upcoming sessions, and it is easy to register for one of these events from that page.
Don't show me this again. Welcome. This is one of over 2, courses on OCW. Find materials for this course in the pages linked along the left. MIT OpenCourseWare is a free & open publication of material from thousands of MIT courses, covering the entire MIT curriculum.
No enrollment or registration. From 31 MarchYouTube services in the UK will be provided by Google LLC. ISBN: OCLC Number: Notes: Computer disk in pocket. "For use with Mathematica version "--Label on computer disk.Jerry Uhl is the author of Vector Calculus ( avg rating, 1 rating, 0 reviews, published ), Matrices, Geometry & Mathematica ( avg rating, 0 ra.Who: Susan Gilleran, Instructor Where: Contact Susan Gilleran ([email protected]) What: AP Calculus AB & BC How: Take a look at a Sample Classroom Page When: Aug - May 5, Why: For a memorable adventure into the world of mathematics.
Now accepting applications for at AP Homeschoolers, Inc. Sponsored by: AP Homeschoolers, Inc. "Within the 20% of admission offices that.


If only maths class was this much fun for everyone!
By Kieran O’Mahony
IF only maths class was this much fun for everyone!
For the Transition Year students at Sacred Heart Secondary School in Clonakilty, studying maths got them out of the classroom and onto the glorious Inchydoney Beach to undertake a module on sand circles in a fun and innovative way last week.
On Thursday, from 11am to 3pm, the students used string and sticks as giant compasses, rakes as their brushes, and the stunning beach at Inchydoney as their canvas.
And with the aid of a drone piloted by Cathal O’Sullivan, a brother of one of the students, they captured some stunning overhead shots of the completed sand circles.
‘The results were spectacular and drew much attention from locals and tourists alike who were on the beach at the time,’ said maths teacher Colm Kiely. ‘The work looked even better from the aerial view, thanks to the use of the drone. We were also blessed with the fine weather to allow them make the circles.’
‘As circles, constructions and geometry are key elements of the maths syllabus, so this was an innovative and fun way to explore maths in a real life context,’ he explained.
The students planned their designs using the computer design software, Google Sketchup, and the patterns created were all based upon circles with different shapes or variants.
‘A circle which has a regular polygon with vertices on its circumference is called a circumcircle. Radiating from the centre of a circumcircle, a pentagon has a vertex every 72 degrees, a hexagon every 60 degrees and an octagon every 45 degrees,’ added Colm.
Colm said a special thanks had to go to their teachers Ms Hennessy, Ms Shanahan, Mr Hanley and Ber Downey and Siofra O’Shea, both SNAs, for their help.
‘We must also give a big thank you to all the Transition Year students who took part in this project from idea, through to planning, and to the final creation.’


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By solving our Sample Papers, students can gain enormous confidence before solving the final examination paper. TopperLearning Sample Papers empower students to get more marks in their examinations. We offer Sample Papers for CBSE Class 6 for the subjects of Mathematics, Hindi, Science and Social Science. To help you prepare better for the Maths exam, we have provided the CBSE Sample Paper for Class 6 Maths. CBSE Sample papers for class 6 Maths is an effective and useful resource to obtain good grades in class 6 Maths exams. Solving the sets of CBSE 6th Class Maths Model Question Paper helps you to check your current academic progress.
05/10/2017 · Sample Papers for Class 6-In this article, we are going to provide you the CBSE Class 6 Sample papers & UT/PT Question papers. These Class 6 Sample Papers will help you in Kendriya Vidyalaya KV, Navodya School, Delhi Public School DPS,. View and download previous years past question papers and sample papers for KAS Prelims Mathematics exam for years 2020, 2019, 2018, 2017, 2016, 2015, 2014, 2013. JKPSC KAS Mathematics Papers Download for last years from below and practice them so as to prepare in the more better way for the examination. JKPSC CCE Maths Previous Papers will help you to know what kind of paper pattern is being seen in front to solve. The exam is all about basic logics of the various topics of Mathematics.
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Rajasthan Board NCERT New Syllabus RBSE Class 10 Maths Notes Pdf free download in Hindi Medium and English Medium.
Rajasthan Board RBSE Solutions for Class 10 Maths in Hindi Medium & English Medium are part of RBSE Solutions for Class 10. Students can also read RBSE Class 10 Maths Important Questions for exam preparation. Students can also go through RBSE Class 10 Maths Notes to understand and remember the concepts easily. Students can refer to Ex 13.4 Class 10 is based on finding the volume, curved surface area and total surface area of a frustum of a cone.
Class 10 Maths Notes RBSE | Notes of Maths Class 10 RBSE
Class 10 RBSE Maths Notes
RBSE Maths Notes Class 10
We hope the given Rajasthan Board NCERT New Syllabus Maths Notes for Class 10 RBSE Pdf free download in Hindi Medium and English Medium will help you. If you have any queries regarding Class 10 Maths Notes RBSE, Class 10th RBSE Maths Notes, drop a comment below and we will get back to you at the earliest.


The best way of learning about anything is by doing - Richard Branson
Learning Math with CTE
The Math-in-CTE model provides opportunities for math and CTE teachers to team teach, showing students where math intersects in real world applications. The age-old question of "Why do I need to learn this?" is answered by teaching difficult math concepts in a practical and experiential way.
NSERVE will be hosting Geometry in Construction and AMPED training at
New Trier High School, WINNETKA CAMPUS, 385 Winnetka Ave, Winnetka, IL 60093
June 20 - 23, 2022.
Please note that the the location of the training has recently changed.
Click here for more information
These training sessions are full. We are no longer accepting registrations
Geometry in Construction
A.M.P.E.D. is an acronym for
Algebra in Manufacturing Processes, Entrepreneurship, & Design.
Also developed by Contextual Learning Concepts from Colorado, this course helps students with Algebra 1, which has one of the highest failure rates of any math class. Also team taught between the math and CTE teachers, and applicable to students of all ability levels, students learn about product development, manufacturing, and the running of a business.


I teach maths in Karragarra Island for about eight years already. I truly like mentor, both for the joy of sharing mathematics with trainees and for the opportunity to take another look at older data and boost my personal knowledge. I am confident in my talent to instruct a selection of basic training courses. I am sure I have been pretty efficient as a tutor, which is shown by my positive student evaluations as well as a large number of freewilled praises I received from students.
The goals of my teaching
In my opinion, the 2 major facets of maths education are conceptual understanding and mastering functional analytic skills. Neither of the two can be the only focus in a reliable mathematics training. My purpose as a teacher is to strike the right equity between both.
I believe a strong conceptual understanding is really essential for success in a basic maths program. of stunning views in maths are basic at their core or are formed on earlier opinions in straightforward means. One of the targets of my training is to discover this straightforwardness for my students, in order to boost their conceptual understanding and reduce the intimidation factor of maths. A major problem is that one the beauty of mathematics is commonly at probabilities with its rigour. For a mathematician, the utmost comprehension of a mathematical result is usually supplied by a mathematical evidence. Trainees usually do not think like mathematicians, and therefore are not necessarily geared up to take care of this kind of aspects. My work is to extract these suggestions down to their point and discuss them in as basic of terms as I can.
Pretty often, a well-drawn scheme or a short decoding of mathematical terminology into nonprofessional's terms is sometimes the only helpful method to report a mathematical concept.
Discovering as a way of learning
In a normal initial mathematics course, there are a variety of abilities which trainees are expected to learn.
It is my standpoint that students normally find out mathematics perfectly via model. That is why after providing any type of unfamiliar principles, the majority of my lesson time is usually devoted to working through lots of examples. I thoroughly pick my examples to have enough variety to ensure that the trainees can recognise the features which are common to each from the functions which specify to a particular example. During establishing new mathematical strategies, I commonly present the data as if we, as a group, are uncovering it with each other. Usually, I present an unfamiliar kind of issue to deal with, discuss any problems that stop former methods from being applied, recommend an improved strategy to the problem, and after that bring it out to its logical conclusion. I feel this particular technique not just engages the students however equips them through making them a part of the mathematical procedure rather than merely audiences that are being advised on the best ways to do things.
Basically, the analytical and conceptual facets of maths go with each other. Certainly, a firm conceptual understanding causes the approaches for resolving issues to appear more usual, and therefore simpler to soak up. Without this understanding, trainees can are likely to view these methods as strange algorithms which they have to fix in the mind. The even more competent of these trainees may still have the ability to solve these issues, yet the procedure becomes worthless and is not likely to become kept when the program ends.
A strong quantity of experience in analytic likewise develops a conceptual understanding. Seeing and working through a selection of different examples boosts the mental image that a person has regarding an abstract principle. Hence, my aim is to emphasise both sides of maths as plainly and briefly as possible, to ensure that I make the most of the trainee's capacity for success.


“Hit the Button” is one of the many online tools to help learning for schoolchildren. If your child is struggling with mathematics, this game can help open his or her brain to learn the subject. It is an interactive game that helps to develop a child’s mental maths skills.
Continue reading to find out more details about this game.
What is Hit the Button?
According to Topmarks, “Hit the Button” is an interactive maths game with quick-fire questions on various maths subjects. Designed for schoolchildren from 6 to 11 years, the subjects include maths, times tables, division, number boards, doubles, halves and square numbers.
Hit the Button is a fun way for a child to develop useful maths skills, such as number facts and multiplication tables. The game was designed to be played against the clock, which means each child should be able to answer questions correctly before the given time runs out.
Hit the Button math
As previously stated, Hit the Button math is designed to develop the mental skills of children between ages 6 and 11. It has large, widely spaced buttons which are ideal for children of that age. There are different game modes, each with their unique challenges, which should be solved before the allocated time runs out. Also, questions are generated randomly but they are replayable. You can play the game on any device but tablets are recommended.
How to play Hit the Button
Playing Hit the Button is pretty easy. All you have to do is download the app on Google Play Store for Android devices or Apple Store for IOS devices. Choose the topic you wish to play. It is recommended to practice playing without the pressure of a countdown timer to understand the game first.
There are 166 different maths game modes of varying difficulties and across six topics. These topics cover the four standard arithmetic operations: addition, subtraction, multiplication and division. Answer each question as fast as possible to get maximum points. Below is how you play each of the topics:
- Times Table: Select individual or mixed times tables up to 10 or 12. There are two options: ‘Hit the Answer’ or ‘Hit the Question’.
- Number Bonds: These include addition and subtraction facts, up to 10, 20, 100. The addition includes three single-digit addition, decimal number bonds to 1 and 10 and missing number problems.
- Doubles: Consist of 12 games beginning with doubles to 10. Then, it progresses in difficulty from 2-digit to 3-digit numbers and doubles which involve decimal numbers up to 10.
- Halves: Also consist of 12 games beginning with halves to 10 and progressing in difficulty from 2-digit to 3-digit numbers. There are also halves involving decimal numbers up to 10.
- Division Facts: Select division facts on individual or mixed times tables up to 10 or 12. You can either ‘Hit the Answer’ or ‘Hit the Question’. You can play this game with Times Table.
- Square Numbers: You can learn all the square numbers up to 10 × 10 or 12 × 12. Just ‘Hit the Answer’ or ‘Hit the Question’.