Showing a general angle on the coordinate plane.

On MathsLinks: https://mathslinks.net/links/defining-the-coterminal-angle

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Simple game that asks 10 timed multiple choice questions.

On MathsLinks: https://mathslinks.net/links/addition-and-subtraction-game

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Featuring Ben Sparks, looking at the light switch problem, also known as the locker problem.

On MathsLinks: https://mathslinks.net/links/the-light-switch-problem

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An interactive that shows the geometric meaning of the inverse trig functions *arcsin* and *arccos*.

On MathsLinks: https://mathslinks.net/links/geometric-view-of-the-functions-arcsin-and-arccos

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An idea for a problem solving activity using Pythagora's theorem in a 3D box.

On MathsLinks: https://mathslinks.net/links/square-roots-and-lengths-in-the-3dbox

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The Unit Circle is typically a tool students learn to use when they begin memorizing certain trigonometric ratios and special right triangles. Sometimes teachers will give a mnemonic device for when sine or some other function is positive, when they're negative, etc. It can also be helpful for remembering certain equivalencies between radian and degree measures of an angle. But the unit circle is too meaningful to use only as a simple memory tool. This Desmos implementation is intended to highlight certain relationships on the circle, so that students can more meaningfully discern what's happening and why.

On MathsLinks: https://mathslinks.net/links/interactive-unit-circle-desmos

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This tool generates box-and-whisker plots. Parallel boxplots can be provided and outliers can be shown/hidden.

On MathsLinks: https://mathslinks.net/links/advanced-boxplot-maker

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A collection of virtual math manipulatives. Includes algebra tiles, fraction tiles, integer chips.

On MathsLinks: https://mathslinks.net/links/virtual-math-manipulatives

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An interactive tool for learning about the Greatest Common Factor (or divisor) of an integer. The tool shows two methods, listing the factors and using an algorithm (including code).

On MathsLinks: https://mathslinks.net/links/interactive-greatest-common-factor-or-divisor

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A visualisation of cos^{2}*x* + sin^{2}*x* = 1.

On MathsLinks: https://mathslinks.net/links/pythagorean-identity-cos2x-sin2x-1-visualisation

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Starting with the question:

What are the chances that there are two people in London with the same number of hairs on their head?

Includes The Pigeon Hole Principle.

On MathsLinks: https://mathslinks.net/links/a-hairy-problem-and-a-feathery-solution

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A proof without words of 1^{2} + 2^{2} + 3^{2} + … + n^{2} = ?

On MathsLinks: https://mathslinks.net/links/sum-of-squares-proof-without-words

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Investigate the area of a circle with this widget.

On MathsLinks: https://mathslinks.net/links/area-of-a-circle-revamped

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A visualisation of (*a* + *b*)^{2}.

On MathsLinks: https://mathslinks.net/links/a-b2-visualisation

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A 3D visualisation of *a*^{3} − *b*^{3} = (*a* − *b*)(*a*^{2} + *ab* + *b*^{2}).

On MathsLinks: https://mathslinks.net/links/a-b-visualisation

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Learn how the concept of infinity can be used to convert a round pizza into a rectangle, which explains the formula for the area of a circle, with this video excerpt from NOVA: *Zero to Infinity*. Use this resource to provide opportunities for students to reason abstractly and to construct an argument about the formula for the area of a circle.

On MathsLinks: https://mathslinks.net/links/the-area-of-a-circle-explained-with-pizza

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Marcus du Sautoy on Fibonacci Numbers, considering music and poetry.

On MathsLinks: https://mathslinks.net/links/the-truth-about-fibs

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Ben Sparks presents an integration problem. A good demonstration of ensuring students write +c.

On MathsLinks: https://mathslinks.net/links/an-integration-conundrum

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A simple online interactive that judges your ability to draw a circle.

On MathsLinks: https://mathslinks.net/links/can-you-draw-a-perfect-circle

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A growing collection of backward faded worked examples.

*'In backward faded worked examples, students are required to try to find a solution in the last step on problem 1, the last two steps on problem 2, and so on. In other words, students are required to continue the steps given to solve the problem.'*

On MathsLinks: https://mathslinks.net/links/backward-faded-maths

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