This week has been a strange one, I’ve been trying to shake an illness but it keeps on getting worse, and my lessons have been disrupted a little bit by mock examinations. This, however, has given me a chance to work.woth small groups in some classes and to see how some classes are getting on with their courses.

In one of further maths lessons a student who takes maths but not further maths asked if he could.sit in the classroom and revise for his maths, asking if he needed help, I said it was fine and started the lesson,which was a review of the conic sections topic and an assessment sheet to identify any areas of weakness that may be apparent. I gave the none further maths student a spare copy of the assessment sheet, told him it was basically C1 skills but applied in a much more algebra heavy context, and asked him to have a crack.

Not only did he have a good crack at it, he answered it near perfectly. I was extremely pleased with his resilience in working through a question that has way more algebra than anything he’s looked at before and was glad he could make the links to the C1. His thoughts on the question were interesting, and I think they allowed the rest of the class to see more clearly how the conic section of FP1 fits with, and build on, the coordinate geometry sections in C1 and 2.

I think that in future I will use these parabola and hyperbola questions with all my high attaining AS maths students.

*This was cross-posted to the blog Cavmaths, here.*

### Like this:

Like Loading...

*Related*