Each year, at some point in the summer, year 11s return to school for a day to try out some taster sessions in different subjects. The idea is, we tell them a bit about the course, and we show them what A-Level maths is all about.
Last year it was my job to do the taster session and I hope I get the chance to do it again this year.
I don’t like the idea of teaching them anything, but I want them to explore some problems using their knowledge from GCSE.
I got this idea from the UKMT teacher’s meeting last year. It is a bit hands on a creates a nice discussion, as well as making use of some pure maths.
A4 Paper
Until last summer I had no idea why the size of A4 paper is the size it is. At the UKMT teacher meeting I learnt that A0 is in fact exactly 1m² in area.
https://motivate.maths.org/content/BePaperMathemagician/InvestigatingA4Paper
The ratio of the shorter side to the longer side of any A-sized paper is:
Last year it was my job to do the taster session and I hope I get the chance to do it again this year.
I don’t like the idea of teaching them anything, but I want them to explore some problems using their knowledge from GCSE.
I got this idea from the UKMT teacher’s meeting last year. It is a bit hands on a creates a nice discussion, as well as making use of some pure maths.
A4 Paper
Until last summer I had no idea why the size of A4 paper is the size it is. At the UKMT teacher meeting I learnt that A0 is in fact exactly 1m² in area.
https://motivate.maths.org/content/BePaperMathemagician/InvestigatingA4Paper
The ratio of the shorter side to the longer side of any A-sized paper is:
I ask if anyone knows anything about the size of A4 paper and then explain this to the students.
Activity
1. Give students an A5piece of paper. Tell them that the shorter side has a length of 1 unit.
2. I ask students to show me how I can fold a corner of my paper to create a square.
3. I then ask the students to make one more fold so I make a kite. (See photo).
4. The task for the students is to use their knowledge to work out the perimeter of the kite, using the units I have given them and the knowledge of the ratio of the sides.
They will need to use Pythagoras to prove it is a kite.
Hopefully this task will create a bit of a buzz and students will be working together.
It does not matter if a solution is not found, as long as they are practising some techniques and showing off their skills. It could be something they can take away and figure out.
I have scribbled down some working out for those of you who are wanting to know how it’s done…… if not DONT LOOK!
Hopefully this task will create a bit of a buzz and students will be working together.
It does not matter if a solution is not found, as long as they are practising some techniques and showing off their skills. It could be something they can take away and figure out.
I have scribbled down some working out for those of you who are wanting to know how it’s done…… if not DONT LOOK!