I thought I was going to have how to insert pdf into drawboard pdf do the best I could with the resident desktop PC instead. But first I thought I’d try attaching the cover again and then opening it. Amazingly the machine sprang back to life!
Below is a message I just sent to our first year students about a connection between modular arithmetic and working in other bases. I don’t know if this helps, but somehow arithmetic modulo 10 always seems so easy to explain! 10, using decimal notation, we only care about the last decimal digit. That is the same as the remainder when you divide by 10. For example 25 in base 10 is congruent to 1 modulo 8, and 25 base 10 is written as 31 in octal. Kenrick Mock to highlight the cursor position when I want a digital pointer in my classes. Pen Attention highlighter is invisible.
So I will have to avoid that if I want to do any digital pointing! I can still have plenty of writing space, just not everything. The inking is very good! However it takes quite a few clicks to insert a blank page if needed, so it will be best if I have the right number of blank pages in my document before I start.
Actually, one of the most common requests from students last year was that I should include enough blank space in their notes for them to write down my annotations, so that gives me two reasons to do so. I’ll base the number of blank pages on the number of extra pages I needed last year. G11FPM Echo360 video archives from the autumns of 2012, 2013, 2014 and 2015. The Smith review of post-16 mathematics has now been published, along with a response letter from the Government. Clearly the issue is being taken seriously, and steps will be taken to encourage more uptake and better provision. Universities will probably have an increased role in supporting post-16 maths through outreach and enrichment.
16 million Level 3 Maths Support Programme. It will build on the momentum created by the Further Mathematics and Core Maths Support Programmes, and will work with schools and colleges to improve mathematics education by sharing best practice, and delivering knowledge-rich curriculum materials, as well as working to increase participation and attainment in 16-18 mathematics. The programme will work to deliver focused intervention targeted to those who need it most. Fifthly, I also welcome your recommendations on encouraging universities to widen access by supporting 16-18 mathematics education. Universities are an important influence on students’ post-16 choices.