I am so deeply fed up of this discussion happening over and over without anyone mentioning that lack of said parity might be do with the wage premia for general academic qualifications rather than snobbery.

2026 is the year I'm introducing my 6yo to the Star Wars films.
He's got plenty of Star Wars Lego and has watched some of Young Jedi, but never seen anything else.
I've decided to go in release order so he can appreciate the world building (which makes the prequels so good IMO).

We need to be careful how we teach this as
32.7% = 32.7/100 = 3/10+2/100+7/1000

I'm fairly certain they wouldn't get the mark.

I always say they can use decimals in their working but not their final answer.

A decimal is equivalent to a fraction thus becoming
4.5/20 = (9/2)/20

Glad you enjoyed it Amie!
I also really enjoyed your session on Negatives, particularly the 180 degree turn for vectors showing our flipping of the counters. Game changer of an explanation.

Place value fun with @mrtaylormaths2.bsky.social - looking at how we can show decimal and percentage equivalents.

Please ignore me
x = 9 and x = -2
With x = 9 being the solution in this context

Could you make one that is solvable with an integer solution?

I like this question a lot, I'm going to use it with my year 9's for their Histogram recap lesson.

And conversely
13×326+2=4240

424 +4(0) = 424
42 + 4(2) = 50
5 + 3(0) = 5

So it does work when you iterate it too!

13×326=4238

423 +4(8) = 455
45 +4(5)= 65
6 + 4(5) = 26
2 + 4(6) = 26
Then doom loop

I'm guessing that if you're not sure if the abc+4d number is in the 13s then you can do ef+4g etc h+4i = 13×?
?

Which base are we in? 🫣