Yes! I don’t teach the ‘formula’ for z, and just refer to it as ‘the number of standard deviations away from the mean’. I think understanding was much easier to build pre Casio 991

The one I struggle with is the common perpendicular to two skew lines - I use three metre rulers but run out of hands…

Much easier for fractional m and c, but more importantly, as soon as you sub in, you have a valid representation of the line and you just have to rearrange it… otherwise you have to calculate c and then rewrite

Yes! This is how I teach it 😁

I had a rant yesterday about this, and showed them an exam paper pointing out all the ‘show that’ questions…

And how crucial to your understanding of maths is your knowledge of the weather patterns in Beijing several decades ago? 😆

Which board? We are edexcel and I can’t get past the frustration with the exam questions 🙄

Very nice. In my head I’ve always parsed parabola as ‘equal stretchiness’ (from focus and directrix) but I keep that one to myself…

I also talk about NUMERator and deNOMinator - the top of a fraction tells you how many there are and the bottom tells you its ‘name’ - what type of fraction it is

I’m really pleased to hear you say that - I do sometimes wonder whether some of the things I’ve been saying to the kids for years are actually true 😆