LESSON PLAN - Sage

LESSON PLAN Year:

7

Set:

3

Number in class:

23

Class Teacher: Mrs R Day and date: 15th May

Period: 1

Room: 2

Aims – Pupils will: a. Understand that the sum of the angles in any triangle is 180 degrees b. Know how to use this property to calculate missing angles in a triangle Objectives – Pupils will be able to: a. b. c. d. e.

state that the sum of the angles in any triangle is 180 degrees demonstrate for a given triangle the above property Use (a) to calculate the missing angle in a given scalene triangle *use (a) to calculate the missing angle in a given isosceles triangle *use (a) to calculate the angles in an equilateral triangle

* Additional objectives for James, Jaswir, Jade and Jackie. National Curriculum PoS – Shape, Space and measure. Pupils should be given opportunities to explore shape and space through drawing and practical work using a wide range of materials. 2(d) Explain and use the angle properties of polygons. AT3 Level 5 Pupils know the angle sum of a triangle Equipment Large cut-out triangle. Blu-tack. Card. Scissors. (No calculators allowed). Cards for starter. Set of text books. Answer book Prerequisites a. Knowledge of isosceles and equilateral triangles b. Knowledge of ‘angle on a straight line’ c. Skill in using a letter for a missing length (algebraic). STARTER Add the following and subtract from 180 (on cards) 80 + 80, 60 + 50, 20 + 100, 25 + 65, 45 + 45, 62 + 84, 112 + 38, 123 + 51, 147 + 23, 57 + 67 Time: 10 mins MAIN ACTIVITY STAGE 1 It may be necessary to recap on names of triangles. Demonstration of tearing off angles and them forming a straight edge using two volunteers. What does this demonstrate? If I had cut the angles off in a different position would we still have got the same result? Would this work for any triangle? Time: 5 mins STAGE 2 Pupils to demonstrate using their own triangle (given) Collect results from the class. Does this work for any triangle? If not, give me an example. Come to a conclusion and all pupils to write this down alongside their demonstration triangle. Time: 10 mins

STAGE 3 Return to board example but this time mark in two of the angles in degrees. Demonstrate the straight edge, this time asking how we can find the missing angle. Demonstrate again, this time separating the two known angles. What is the missing angle? Fit the triangle back together again and ask how we would find the missing angle. (Looking for a calculation, may be some algebra if lucky!). Time: 5 mins STAGE 4 Example 1 (on board) Triangle with angles 20, 50 degrees. What is the missing angle? (Crucial that this example illustrates clearly the method that I want the pupils to use – CHECK!).) 20° + 50° = 70°

OR

x + 20° + 50° = 180°

180° – 70° = 110°

x + 70° = 180°

The missing angle is 110°

x =180° – 70° x = 110°

Example 2 (on board) Triangle with angles 45, 62 degrees. What is the missing angle? This is to be done using directed questions at those individuals who didn’t seem to understand the first example. Time: 10 mins Give out textbooks. Page 229 Exercise 10:11. Extension work Exercise 10:12 (isosceles and equilateral triangles) (Cross-number page 234 as reserve) Time: 15 mins PLENARY Key points: What do the angles in a triangle add up to? How do we know? Spell equilateral, isosceles, scalene Draw triangle on the board. Label angles 65 and 75. What is the missing angle? What kind of triangle is this? How do we know? Time: 5 mins Assessment Before plenary, give out answers to the text-book questions. Check who got all correct. Check who finished Ex 10:11. Check progress regularly by walking round. Use plenary to assess. Use traffic lights for pupil self-assessment.

LESSON PLAN Year – 10

Set – 6

Number in class – 17

Class Teacher:

Room – 42

Day and date – Monday 15th April

Period – 2 (10.00–10.50)

Aims For pupils to understand equivalent fractions. Objectives The pupils should be able to i. Find equivalent fractions ii. Use equivalent fractions to add fractions with different denominators National Curriculum – Level 6. Add and subtract fractions with different denominators Possible Misconceptions Add the same number to top and bottom instead of multiplying to get equivalent fractions Add the numerators and the denominators in the fractions. Individual Pupils Five pupils are on SEN Register. Terri is very weak needs extra help. Lauren and Carrie can become off task. Equipment Exercise books, handouts, spare pens. Calculators needed for star challenge. Literacy Key words: equivalent, numerator, denominator, common. STARTER (10.00–10.10) Practice basic number skills and focus pupils’ attentions on mathematics. Encourage pupils to come up to board to increase their confidence Magic Squares 4

7

8

8 2

3 10

6 Magic Number = 15 MAIN ACTIVITY

3

11 5

8 Magic Number = 18

Magic Number = 18

(10.10 – 10.35)

STAGE 1 (5 MINUTES) Recap on last lesson – introduction to equivalent fractions. Display on IWB diagrams showing 3/4 = 9/12 = 6/8 (equivalent fractions) Discuss method for finding equivalent fractions. STAGE 2 (10 MINUTES) Show on IWB sets of four fractions. Pupils have to identify the odd one out, and EXPLAIN WHY Ask pupils to think up two similar questions. Collect questions and distribute around the class. STAGE 3 (10 MINUTES) Adding simple fractions using equivalent fractions. Examples: 1/3 + 3/10, 1/2 + 2/5 Pupils try worksheet (12 questions – expect everybody to complete at least 6 correctly) PLENARY (10.35–10.50) Read out correct answers and ask who got 100 per cent.

Summarize main points • •

Multiply top and bottom numbers in fraction by the same number to make an equivalent fraction Look for common denominator when adding fractions

Three prepared addition questions on IWB with alternative answers. Pupils pick the right answer. Challenge: How would we extend these ideas to add together three fractions? Example 2/3 + 1/5 +1/2. Assessment, Recording and Reporting Walk around class marking answers. Monitor weaker pupils first. Read out correct answers to allow pupils to assess their own performance. Ask who got 100 per cent. Complete key objectives sheet after lesson. Differentiation Monitor weaker pupils first. Classroom assistant (Mrs Berry) is monitoring Terri who is very weak and Carrie and Lauren who are not producing as much work as they could. Worksheet contains more difficult questions at the end. In the plenary, the star challenge is designed to stretch more able pupils. Homework: None

LESSON PLAN Year Group: 7

Ability Set: 2 of 4

Date: Friday 12th January 2007

National Curriculum: MA4 – Handling data 1 (a, e, f), 3(a) Level 4

Working Resources:

Number of Pupils: 24

Room: 6

Duration: 50 minutes

Period 2

Learning Objectives: Pupils will be able to … • Put raw data into a grouped frequency table • Represent the frequency table in a bar chart

Homework: * To write a brief report on the investigation that was carried out in the previous lesson * Due date: Monday 15th January

Collins Text Book A4 Squared paper Individual Pupils: Follow up Molly to check overdue homework. Equipment: Promethean Board Whiteboard Board Ruler

Key Vocabulary: Grouped Frequency Table, raw data, classes, sample, frequency

STARTER Activity 09:50 am 1. Explain the rules of the loop game and how one person answers to the question of another 2. Give out the spare cards to selected pupils 3. Introduce a timer to see how quickly it is completed Allocated Time: 10 minutes

MAIN ACTIVITY Phase 1 10: 00 am 1. Ask the pupils to get their exercise books out and, in the same groups as previous lesson, complete the bar chart representing the results from the survey that was carried out last lesson (Allow about 5 to 10 minutes for this) (Extension: for those pupils who manage to complete this rather quickly, they will be asked to write a brief report explaining the investigation that was carried out and the results that they obtained. A list of points to include will be displayed on the board.) 2. Call class attention and instruct them to get their planners out, and write in that homework is to be handed in during Monday’s lesson. 3. Hand out the homework sheets and ask the children to complete it in the back of their exercise books. (This should take 3 to 5 minutes). Phase 2 1. 2. 3. 4.

Get the pupils to write down the title 'Grouped Frequencies', together with the date. LO to be able to produce grouped frequency tables, and represent on a bar chart. Go through the example on power point presentation 'grouped frequency tables', pausing to ask questions. Key questions: How could we display this data in a sensible manner? What about the different values – would it be easy/suitable to draw a bar chart with such a large range/variety of values? What would make it easier to display these results on a bar chart? What kind of groups could we split them into?

How could we record this in a table? What labels should we use for the axes? (The pupils should be ready to attempt the exercise by 10:25 am) 5. Set the class Questions 1 and 2 from exercise 8C, page 88. (Extension: Question 3) Allocated Time: 35 minutes

PLENARY 10:35 am 1. Ask what is a class? What size classes should you choose? 2. Why do we need to draw a grouped frequency table? 3. How would we know which values have been included in the different bars or classes? Allocated Time: 5 minutes

ASSESSMENT  As the class is working through the set task I will be walking around the class monitoring progress and answering any questions  Providing feedback to individuals by checking their grouped frequency tables as I am going around the class  The class will be showing each other their work at the beginning of the lesson and discussion their findings.  The homework has been designed to consolidate the work covered mainly in the previous lesson, but completed in this lesson. This will be discussed at the beginning of Monday's lesson when I will also be taking in the pupils books to mark them.

LESSON PLAN Year: 7

Set: 2

Number in Class: 30

Period: 4

Room: 5

Class Teacher: Mr C O Day and date: Tuesday 23rd January 2007

Aims: Finding the difference between numbers, including negative numbers. Objectives: The Pupils should be able to: i. Use a number line to find the difference between two numbers, including both positive and negative numbers. ii. Use a calculator to find the difference between two numbers, including negative numbers. National Curriculum: KS3, Ma2, 2a: 'understand and use negative numbers, both as positions and translations on a number line' Individual Pupils: Jake needs to go and get his book from the Phoenix Centre at the beginning of the lesson, try and get him interested in the lesson – give him his work back from last week; James M needs to talk less or be moved. Classroom Organization: Alphabetical order. Anthony isn't happy in his place at the front so see if there is anywhere he can be moved to. Equipment: Textbooks, exercise books, board pens, calculators, worksheets. STARTER Objectives (specific to starter): To practise ordering positive and negative numbers; to practise listening skills. Content: Give each pupil a piece of paper with a number on. Everyone stand up. Call out orders eg sit down if you have a number over 100, under 50, between 10 and 20, an even number, write commands on board and check that whoever is left meets the criteria. If there is time, continue by choosing five pupils, ask for their numbers, the rest of the class put them in order from highest to lowest. Time: 5 minutes MAIN ACTIVITY Take the register. Date and title/Aim: To find the difference with negative numbers. Recap last lesson: What is a negative number, what does < mean? What does > mean? Put these numbers in order from lowest to highest: 14, −4, −50, 0 and 16. Draw number line on board. Put PowerPoint slide up on screen. The weather forecast today for Maghull says that the highest temperature we will have is 3 °C, and the lowest temperature will be −2°C. What is the difference between these two temperatures? Use the number line to demonstrate how we determine the difference. Conclude: There is only going to be a small change in temperature so we should expect the weather to be pretty cold all day. Do the same for some of the other forecasts this week. Copy down the examples, put a number line down side of page. Highest temp = .. Lowest temp = . There are five spaces between 3 and –2 on the scale. The difference between the temperature is 5°C. Pupils do Friday, Saturday, Sunday and Monday in their books (five minutes approximately, depending on how the pupils cope). Which day has the biggest difference? Exercise 11.2, page 248: 10 minutes (as needed) to do question 1 using your number line. Give out calculators. Look at the board, how to find the difference using a calculator, go back to weather examples, press the buttons 3 – 2 +/– = 5°C (pupils copy example). Write the positive number first, then minus, then do the negative number, we put the digit in, and the =/– sign. Do the other examples from the board as a group to check pupils know how to use the calculator. Stress that they must write down the buttons they press each time, i.e. show their working out. Questions 3, 4, 5 and 6: 10 minutes will all working out. Those who finish can try question 7 and 8b (DO NOT DO Q8a – instead use table to find the answer to 8b), using tables and bar charts (pupils have already done the statistics chapter which covers tables and bar charts so they should be ok with this work). Extension sheet for those who finish, taken from 10 ticks, level 4, pack 3, page 12, work in books. Read out answers. Time: 40 minutes

PLENARY Go over using the number line and using the calculator quickly. In pairs, in back of books, one person has calculator, other person has pen and paper and number line. Work out the difference between (2 – 3 questions). Do your answers agree? Which was faster? Check on the board to see if you were right. Hands up if you got it right. Swap calculator and number line and repeat. Possible questions: 1. 2. 3. 4. 5.

What What What What What

is is is is is

the the the the the

difference difference difference difference difference

between between between between between

8 and –2? 5 and –1? –2 and 6? –4 and 3? 10 and –10?

Choose people to collect exercise books, textbooks and calculators. Time: 10 minutes Homework: Already set, due in on Monday 29th January. Check if anyone needs a booklet. Assessment, Recording and Reporting: Walking around class, directed questions, paired plenary. Differentiation: Teacher support for lower ability, extension sheet for those who finish. Other Information: Praise pupils as much as possible, use merits where appropriate.

LESSON PLAN – AREA OF TRIANGLES Year: 7

Ability: Set 2

Number of pupils : 26

Date: 17.01

Period : 1

Duration : 50 minutes

Aims Pupils will: – –

Know where the formula for the area of triangles is derived from. Use this formula to find the area of different triangles

Objectives Pupils will be able to: – –

Find the area of right angled triangles Find the area of other triangles

Keywords: Area, square centimetre, perpendicular, base, height. National Curriculum reference: MA3 Level 5 Resources: OHP for starter activity, prepared resource, homework sheets, pencils, rulers, post it notes and thought wall. Starter Activity: 9:05 am (5–10 minutes) Matching angle facts OHP. Girls versus boys, pupils take turns to pick grid references and try to match the angle facts. Run through exactly what to do first. May need to discuss statements (e.g. vertically opposite angles). Main Activity: 9:15 am (30–35 minutes) Pupils copy title, date and objectives. Recap how to find the area of a rectangle. Then draw a right angled triangle on the board. 2 minute brainstorm for each pupil to think how to find the area and discuss with a neighbour. Share ideas. Formalise into a formula. Example to show that it works, with base 4 cm and height 3 cm. Ex 10F pg 208. For question 1, I may need to discuss what perpendicular means. After 15–20 minutes stop the class and cover an example of a non-right-angled triangle, use prepared resource to demonstrate that the formula used is the same. Follow up work from Ex 10G, pg 210. Any pupils who finish the exercise may begin prepared extension sheet. Differentiation: prepared extension sheet, prepared notes for BB. Plenary: (9:50 am (5 minutes)) Give each child a post it note and ask them to write how they feel they have done in today’s lesson. They can stick these onto the thought wall. Homework: N/A Assessment Assessment of prior knowledge in the starter activity. Questioning in the main activity and the starter activity, asking children to come to the front of the class and marking work when on task.