LEARNING OBJECTIVE: To Find out which topics in Toolkit test you need to work on
SUCCESS CRITERIA: You will learn which of the 10 skills in Toolkit you will need to revise.
LESSON: Give students as long as they need to answer all Toolkit Test questions
Swap over answer papers and work through with students marking the papers.
If any time left in lesson.
PLENARY: Checking and marking test.
LEARNING OBJECTIVE: Discover how to accurately record data in a tally chart when collecting information
SUCCESS CRITERIA: You will be able to Accurately record data in a tally chart to create a frequency table
STARTER: Use the sorting Screens (1,2,3,4) From this MyMthas Lesson as a starter
LESSON: Work through screens 5,6,7 of this MyMthas Lesson, introducing the idea of collecting data using a tally chart.
Now use the tables provided to tally the following data
Complete the tally charts one at a time allowing students to wander around asking each other, Give them 7 / 8 mins for Each table then check the results with the students
EXTENSION
WORK
PLENARIES: Checking tally charts with students when they have collected data, Feedback from students using five finger feedback
LEARNING OBJECTIVE: To Understand how to use a mix of graphing techniques and algebra to solve linear programming problems
SUCCESS CRITERIA You will be able to solve Linear Programming Problems
LESSON 1: Work through this MyMaths Lesson to show how to find the minimum or maximum point from the Object Line and then use Simultaneous equations to work out exact values and the final Maximum or minimum values.
You should now be able to solve Ex 6B
LESSON: 2 Work through this second Lesson which looks at The Vertex method and consides integer solutions
You should now be able to solve Ex 6c and 6D
Homework: 6a, 6b, 6c, 6d plus Q8 page 164, q 18 page 167 and q 21 page 169
Today students will work through the test for Unit 1.
If any time at end of lesson we will look at some questions, marking them together, they will mark someone else's test paper
Students to sit papers in as near exam conditions as possible. Have some extra work handy for those that finish early
LEARNING OBJECTIVE: Practice solving money problems including change from a £1 questions
SUCCES
CRITERIA: You will be able to solve money problems
STARTER: Starter of the Day Money Investigation
LESSON Use Fireworks Shopping Questions to practice shopping bills and change questions
Give students a chance to play on this money game during lesson whilst others are working
PLENARY: Checking Answers, using Money game to look t change questions
LEARNING OBJECTIVE Discover how to read information off a Pie Chart and create a pie chart from a frequency table
SUCCESS CRITERIA: You will be able to interpret data and results from pie charts and create a pie chart from a frequency table
USEFUL
TOOLS – Interactive Pie Chart From Virtual Manipulatives, Interactive Pie Chart in Notebook Software
STARTER: Work out the answer to these fraction questions
Lesson: Use this Starter of the Day to remind students to think about proportions on a pie chart.
Have a go at these questions
Now can you work out these questions. Use the fractions to help you get the exact answers NOT Guesses.
Can you Draw a Pie chart of the following data, Use a compass, Ruler and Pencil to draw your Pie Charts neatly.
Pie Chart 1
Favourite Crisps
Favourite Crisps | Number of Votes |
Cheese and Onion | 12 |
Roast Chicken | 12 |
Salt n Vinegar | 24 |
Pie Chart 2
Colour of Socks | Frequency |
Red | 15 |
Black | 5 |
Blue | 5 |
Green | 5 |
Pie Chart 3
Travel to School | Frequency |
Car | 20 |
Walk | 20 |
Bike | 12 |
Motor Bike | 2 |
Skate Board | 2 |
Minibus | 4 |
PLENARY: Look at answers to above using on screen tools. Get student feedback on confidence
LEARNING OBJECTIVE: Recognise all coins and add and subtract them using change from a pound.
SUCCESS CRITERIA: You will know all the different coins we have and be able to add up shopping lists and work out change from a pound
STARTER: Use this random Coin Cards to do 10 quick Money Additions, then 10 double card additions
LESSON: Using Electronic Coins to generate some shopping lists, IN the first instance do change from 50p questions, then change from £1 questions.
Now work out all these money problems
EXTENSION WORK: Fireworks Shopping Questions
PLENARY: Checking answers throughout the lesson, then play this money game – as many people as possible to the iwb to have a go
LEARNING OBJECTIVE: To find the total surface area of a cuboid
SUCCESS CRITERIA: You will be able to find the surface area of a cuboid givens its length, width and height
STARTER: What is the surface area of these Cubes?
LESSON: Remind students using the card cuboid how to unfold a cuboid and put the lengths on the appropriate sides, then work out the area of the SIX rectangles, before adding them up to find the Total Surface Area.
PLENARY: Checking answers as we work through questions.
LEARNING OBJECTIVE: Understand and use GANTT charts to enable a project to be scheduled in the most efficient way possible
SUCCESS CRITERIA: You will be able to allocate workers to a project in order to complete the project in the minimum time with the minimum number of works. You will also be able to adjust the GANTT chart and schedule should any critical activities not complete on time.
LESSON: Work through this Mymaths Lesson to develop the ideas of scheduling.
Use the printouts of the network on screen 5, and the Gantt charts on screen 6 & 7 to help students answer questions
Now Work through Ex 5H Page 108
HOMEWORK: Ex 5F, 5G, 5H Plus q 4 & 5 from Mixed Exercise page 111
LEARNING OBJECTIVE: To Work out the rule for a sequence and then add more numbers to the sequence
SUCCESS CRITERIA: You will be able to work out the rule for a sequence and extend the sequence.
STARTER:
Can you add 5 more numbers to these sequences?
LESSON: Use this MyMaths lesson to build a sequence form a strating number and rule
Look at these sequences.
Can you spot the rule?
Can you copy these sequences and add three more numbers to the sequence
PLENARY: Checking answers
LEARNING OBJECTIVE: How to Add a cumulative Frequency Column to a Frequency Table and then draw the Cumulative Frequency Graph
SUCCESS CRITERIA: You will be able to add a cumulative Frequency Column to a frequency table and then draw the resulting Cumulative Frequency Curve.
STARTER: Use Screen 1 from this MyMthas Lesson
LESSON: Use screens 2 – 4 to recap cumulative Frequency Curves and finding the median from the cumulative frequency.
Move on to This Mymaths Lesson to look at Cumulative Frequency From Grouped Data
Lots of Practice from this Worksheet. For each Table wirte down the Median value from your graph
PLENARY: Checking answers on MyMthas Screens, going around tables to check answers from Worksheet
LEARNING OBJECTIVE: To understand how to draw a bar chart accurately and interpret the results from a bar chart
SUCCESS CRITERIA: You will be able to draw accurately a bar chart representing data that you have in a frequency table, and also interpret information from a bar chart
STARTER: Have a go at this Newspaper Bar Graph Question
Check Answers to Starter question with students.
LESSON: Use this MyMthas Lesson to revise / Recap Bar Charts.
Work through Questions 2,3,4 & 5 From Ex 1 C in Foundation text book pages 11 and 12
PLENARY: Checking answers, Supporting students at their tables.
LEARNING OBJECTIVE: Discover the rule for a sequence of numbers and extend the sequence using the rule
SUCCESS CRITERIA: You will be able to spot how a sequence is built up and then extend the sequences using the pattern you have spotted
STARTER: Use this Notebook file to start students thinking about matchstick sequences.
LESSON: Use this Matchstick Pattern drawing tool to show more sequences for students to complete
Pattern 1: Triangles
Pattern 2: Hexagons
Pattern 3: Rectangles
Pattern 4: Big Squares
For each pattern get students to sketch 1st 5 patterns in exercise books, then make a table of pattern number and number of matchsticks in each pattern, then WITHOUT drawing patterns write down next three numbers. Finally what is the rule
EXTENSION: Can you make a new matchstick pattern up of your own.
What is the rule for your pattern?
PLENARY: Get students to write down in their exercise books these two Sentences:
In today's lesson I learned...
To improve tomorrow I must....
LEARNING
OBJECTIVE: You will leanr ho to convert from one metric unit to another one.
SUCCES
CRITERIA: You will be able to convert between the following units:
STARTER:
Problem: Magazines are sorted in piles of 100.
Each magazine is 4mm thick
Calculate the height of one pile of magazines, giving your answer in centimetres
LESSON: Look at the following conversions
LENGTH
10 millimetres = 1 centimetre
1000 millimetres = 100 centimetres = 1 metre
1000 metres = 1 kilometre.
CAPACITY
10 millilitres = 1 centilitre
1000 millilitres = 100 centilitres = 1 litre
WEIGHT
1000 grams = 1 kilogram
1000 kilograms = 1 tonne
VOLUME
1000 litres = 1 metre2
1 millilitre = 1 centimetre3
Use this lesson to show how to convert between metric units. Use final screen two or three times to give lots of practice. Keep checking answers with students
EXTENSION Ex 20 B Page 433
PLENARY: Ensure students work is checked regularly whilst touring the room
LEARNING OBJECTIVE: You will revise how to tell the time on an analogue Clock, including Quarter past and quarter to
SUCCESS CRITERIA: You will be able to tell the time on an analogue clock and know how to draw hands on a clock for a given time
STARTER: What time is IT – Quarter Hours – Sheets 1
LESSON: Work thorugh this lesson on telling the time, use screens to practice as much as possible and encourage students to participate from the floor on the IWB
Useful Resources: Clock Face, Hickory Dickory Dock Clock Game
LEARNING OBJECTIVE: To create and interpret information from two way tables
SUCCESS CRITERIA: You will be able to enter data into a two way table and be able to interpret information from a two way table.
STARTER: Work through this Powerpoint Two Way Tables Exercise
LESSON: Use Starter to recap information in a two way table. Emphasise the totals column and row, making the point that if they are not included in a question ADD THEM
Example
Class | Male | Female |
9x1 | 23 | 21 |
9x2 | 24 | 25 |
9y1 | 20 | 23 |
9y2 | 26 | 18 |
Add a total row and a total column to this table
Answer these four questions – copy the table into your books first and add a total column and a total row BEFORE answering the question
EXTENSION: Page 80 & 81 in Foundation text book Q5 Onwards
PLENARY: Checking answers with students, get feedback from students
