# Change Fraction to Simplest Form Worksheet - Excel

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```					       Lesson 1              MODULE 8              Date       9/2/2004      Teacher        SL

OBJECTIVES (Chapter 1)                     STARTER ACTIVITY
1.   Can change fraction to decimal.            Go through timetable for this module + assessment arrangements (and how
2.   Can use recurring notation.                maths GCSE as a whole). Keep it very quick as the main lesson is tight.
3.   Learn standard conversions to recurring.
4.   Can change dec. to fraction (simplest).
5.                                              MAIN LESSON                Pacey, basic recap of fraction basics (ie what they
6.                                               Make sure of link version and B of Module 6 First firmly
Third Test.
Test review theboth betweenAfractions and decimals is Test. established. Us
sticks / pies on board …etc… Basic but quick. Keep number line to hand fo
EQUIPMENT                                    Simple method for fractions into decimals. Table for 1/x conversions (up to 1
1. Calculators                                  columns (1 = fraction, 2 = full calculator display, 3 = with recurring notation).
2.                                              table for 2/x (without calculator). Keep quick. Highlight ones to
Practice eg HS p155 Ex 1.1A (esp. q18).
3.
With 20-25 minutes remaining: Introduce method for converting decimals to
4.
zeros in the bottom as decimal places in the question). Highlight point made
5.                                              ('worth remembering'). Also method for converting ecurring dec's to fractions
6.                                              available. Practice eg HS p156 Ex 1.2A (esp. q 11)
7.

SUPPORT                                       IT:     Recurring Decimals
None
PLENARY
Resume of methods.
EXTENSIONS & DIFFERENTIATION

HOMEWORK
See Lesson 3
Room         B25        Class        11B

is module + assessment arrangements (and how it all fits in with
as the main lesson is tight.

Pacey, basic recap of fraction basics (ie what they represent).        TIMINGS
and B of Module 6 First firmly
Third Test.
nAfractions and decimals is Test. established. Use number lines /
. Keep number line to hand for lesson.
s into decimals. Table for 1/x conversions (up to 1/15). Three
ull calculator display, 3 = with recurring notation). Then the same
. Highlight ones to learn (1/3; 2/3; 1/6; 1/9).

ning: Introduce method for converting decimals to fractions (as many
mal places in the question). Highlight point made by notes HS p156
o method for converting ecurring dec's to fractions. Presentation
p156 Ex 1.2A (esp. q 11).

Only got the fitrst section done as the reulst took time and they w
sluggish. Some very pkpleasiing results.
fitrst section done as the reulst took time and they were OK but
ome very pkpleasiing results.
Lesson 2               MODULE 8               Date                    Teacher

OBJECTIVES (Chapter 2)                       STARTER ACTIVITY          Group data collection for shoe size and foot le
1.   Can identify discrete measures               shoe). Class discussion on results (on board). Did all those with size 8
2.   Can identify continuous measures             foot length. Difference between boys / girls. Difference between left / ri
3.   Can identify appropriate accuracy            Difficulties in measuring feet.
4.   Can identify lower bounds
5.   Can identify upper bounds                    MAIN LESSON                Discussion on how some numbers represent e
6.                                                things (eg goals scored) whereas B of Module 6 First Test.
Third Test.
Test review of both version A and 'real life' numbers represent things tha
measured exactly (eg height). Define discrete and continuous (+ notes)
EQUIPMENT                                      Ex 2.1B. Focus on continuous data: Introduce concept of bounds (upp
1. Rulers                                         students will (understandably) have a problem with the upper bound (eg
2.                                                clashes with their rounding knowledge. Discuss recurring alternative (e
for bounds the idea is different. Presentation available. Practice eg
3.
allows, sqeeze in one quadratic graph to draw using a values table (kee
4.
parts, eg y = x^2 - 3x + 1). Perhaps finish off at home unless too far off
5.
6.
IT:     Accuracy
SUPPORT
None                                         PLENARY
Quick recap on how to change fractions into decimals (+ recurring notat
fractions. Q/A on well known recurring decimals (and what fractions the
EXTENSIONS & DIFFERENTIATION                 difference between discrete and continuous. Q/A on bounds.
Investigating recurring patterns for dec's
from fractions. eg find 1/11 using calc.     HOMEWORK
then work out 2/11 …etc… (no calc).          See Lesson 3
Room                    Class

a collection for shoe size and foot length (without
(on board). Did all those with size 8 (say) have the same
ys / girls. Difference between left / right. Highlight

n on how some numbers represent exact                            TIMINGS
of Module 6 First Test.
Third Test.
eal life' numbers represent things that can never be
ne discrete and continuous (+ notes). Practice eg HS p159
a: Introduce concept of bounds (upper and lower). Some
a problem with the upper bound (eg of 4.3 being 4.35) as it
ge. Discuss recurring alternative (eg 4.349) but explain that
.
esentation available. Practice eg HS p161 Ex 2.2B. If time
ph to draw using a values table (keep it simple but with three
s finish off at home unless too far off finished.

ions into decimals (+ recurring notation) & decimals into
ing decimals (and what fractions they are). Q/A on
ntinuous. Q/A on bounds.
Lesson 3              MODULE 8            Date                   Teacher

OBJECTIVES (Chapter 3)                   STARTER ACTIVITY
1.   Can recognise / draw linear graphs.      Use white boards with x-y sheets to Q/A on drawing straight line graphs
2.   and quadratic graphs.                    Reinforce by drawing on board via IT graph package.
3.   and cubic graphs.
4.   and a/x graphs.
5.   Can solve using graphs.                  MAIN LESSON
6.                                            Test review of both version A andend of lesson 6 First yTest.
Third = x^2
Look at one quadratic (started at B of Module 3) eg Test.
drawing (eg via table). More examples of quadratics via IT package.
EQUIPMENT                               Q/A on solving from graph. Worked examples on board.
1.   White boards                             Same method for cubics. Practice eg HS p166 q1+2
2.   White board pens                         Same method for a/x (revise 'reciprocal'). Practice eg
Careful checking of student's work to ensure this practice has been com
3.   x-y insert sheets.
moving onto further practice (eg HS p166f).
4.    Graph Paper.
Aim: All students can independantly draw both types of graph, solve via
6.   Pencils.
7.                                                IT:    Different types of Graphs

SUPPORT                                 PLENARY
None                                     Quick resume of different types of graphs and having some sort of idea
without a table.

EXTENSIONS & DIFFERENTIATION
Onto further practice with harder eg's   HOMEWORK                 HS(hb) p41; 42 (Ex 2.2C - answers to be given
(later in the exercise).                 same units as in question); 43 (3 sheets of graph paper needed
package to draw graphs - this is easier. Q1 must
Room                   Class

Q/A on drawing straight line graphs and simple quadratics.
T graph package.

TIMINGS
of Module 3) eg Test.
Third = x^2
d of lesson 6 First yTest. - 3x + 1. Discuss method for
ples of quadratics via IT package.
d examples on board.
HS p166 q1+2.
ocal'). Practice eg HS p166 q3.
o ensure this practice has been completed correctly before

y draw both types of graph, solve via graph and answer a
e also presentation.

raphs and having some sort of idea of shape of graph even

41; 42 (Ex 2.2C - answers to be given with the
eets of graph paper needed - unless students use IT
must be done by hand).
Lesson 4             MODULE 8           Date                     Teacher

OBJECTIVES (Chapter 3)                 STARTER ACTIVITY
1.   Can recognise / draw linear graphs.    Graph aerobics (class activity): Students stand and teacher calls out gr
3.   and cubic graphs.                      Different types of Graphs
4.   and a/x graphs.
5.   Can solve using graphs.                MAIN LESSON
6.                                          Continue practice from lesson 3 (refer Module 6 First Test.
Third Test.
Test review of both version A and B of to final 'aim' from main lesson).
Students access IT package and independently practice drawing and id
EQUIPMENT                             graphs. If in pairs, one could draw and the other could try and identify th
1.   IT room                                solutions to f(x) = 0 (or other values).
2.   Graph Paper.                           IT room required.
3.   Rulers.
4.   Pencils.
5.
6.
7.                                              IT:

SUPPORT                               PLENARY
None                                   Identify the questions that could be asked in exam (draw graph (time co
graph goes with which solution; solving from graph).

EXTENSIONS & DIFFERENTIATION
Harder examples (eg power > 3).        HOMEWORK
Solving for intersection of 2 lines.   See lesson 6
Room                    Class

dents stand and teacher calls out graph. Students then

TIMINGS
of Module 6 First Test.
Third Test.
fer to final 'aim' from main lesson).
dependently practice drawing and identifying different
and the other could try and identify the basic type of graph +

asked in exam (draw graph (time consuming); identify which
ving from graph).
Lesson 5              MODULE 8               Date                   Teacher

OBJECTIVES (Chapter 4)                      STARTER ACTIVITY
1.   Can express sums using indices              Revision of basic indices + grouping like terms (include algebra in exam
2.   Can multiply nos in index form.
3.   Can divide nos in index form.
4.   Can express (x^n)^m in simpler form.
5.   Know square numbers up to 225.              MAIN LESSON
6.   Know square roots up to 15.                 Introduce rule: a^n x a^m = a^(n+m). Module 6 Thirdworks
this Test.
Test review of both version A and B of Show howFirst Test. with examp
7.   Can calculate squares without calc.         Also introduce rule: a^n / a^m = a^(n-m). Show how this works with ex
8.   Can calc. (whole) sq. roots without calc.   negative roots. Discuss what happens when remaining power is zero.
9.   Can use calc.: powers and square roots.     zero is one'. Also introduce rule: (a^n)^m = a^nm. Show how this work
practice including examples with letters (and letters + numbers mixed to
EQUIPMENT                                     p169f.
Revise square numbers and square roots (why "square"?)
1. Calculators.
(quickly) non-calc. eg HS p171 Ex 4.2A. Onto practice using dedicated
3.
4.                                                   IT:    Indices

SUPPORT                                    PLENARY
None                                        Which topics studied in M8 so far? Test coming. Equipment required.

EXTENSIONS & DIFFERENTIATION
Finding nth roots via calc.                 HOMEWORK
Estimating non whole sq.roots.              See lesson 6
Room                   Class

g like terms (include algebra in examples).

TIMINGS
of Module 6 Thirdworks
this Test.
m). Show howFirst Test. with example.
m). Show how this works with example. Discuss
ens when remaining power is zero. 'Anything to the power
a^n)^m = a^nm. Show how this works with example. Mixed
ters (and letters + numbers mixed together). Practice eg HS

e roots (why "square"?) - which ones to learn. Practice
. Onto practice using dedicated calcualtor buttons eg

Test coming. Equipment required.
Lesson 6              MODULE 8      Date                    Teacher

OBJECTIVES                          STARTER ACTIVITY
1. Revision for first module test.     Explain module system and how mini-tests fit-in.
2.                                     Explain 60% pass mark and resit process.
3.
4.
5.                                     MAIN LESSON
6.                                     Select topics from 'Revision Notes' and spend 25% of time available on
Recurring Decimals
EQUIPMENT                         Accuracy
1.                                     Cubic and Reciprocal Graphs
2.                                     Indices
3.
4.
5.
6.
7.                                         IT:     Revision Notes

SUPPORT                          PLENARY
None                              Re-cover points from starter.
Calculators required for test!

EXTENSIONS & DIFFERENTIATION
HOMEWORK
Revise.
Room                  Class

in.

TIMINGS
and spend 25% of time available on each of the four topics:

Lesson 7             MODULE 8      Date                   Teacher

OBJECTIVES                        STARTER ACTIVITY
1. Test
2.
3.
4.
5.                                   MAIN LESSON
6.                                   Module 7: First Test.
Two versions available.
EQUIPMENT                         Students have the opposite version to the person sat next to them.
1. Exam papers (both versions).      Exam conditions.
2.
3.
4.
5.
6.                                       IT:    Module 8 First Test Version A
7.                                       IT:    Module 8 First Test Version B

SUPPORT                           PLENARY
None

EXTENSIONS & DIFFERENTIATION
HOMEWORK
Room                Class

TIMINGS

e version to the person sat next to them.

Lesson 8               MODULE 8     Date                   Teacher

OBJECTIVES                         STARTER ACTIVITY
1. Exam Review
2.
3.
4.
5.                                    MAIN LESSON
6.                                                                                  8 Third Test.
Second Test.
Test review of both version A and B of Module 6 First Test.

EQUIPMENT
1. Exam papers (marked).
2.
3.
4.                                        IT:    Module 8 Fourth Test Version A
5.                                        IT:    Module 8 Fourth Test Version A ANSWERS
6.                                        IT:    Module 8 Fourth Test Version B
7.                                        IT:    Module 8 Fourth Test Version B ANSWERS

SUPPORT                            PLENARY
None

EXTENSIONS & DIFFERENTIATION
HOMEWORK
See Lesson 9
Room          Class

TIMINGS
8 Third Test.
Second Test.
of Module 6 First Test.

Lesson 9               MODULE 8              Date                      Teacher

OBJECTIVES (Chapter 5)                      STARTER ACTIVITY
1.   Know 'mutually exclusive'                   Quick Q/A (or mini test) on previous knowledge: Prob. expressed as fraction
2.   Know 'independent' / 'dependant'            x) = 1 - p(x). Using arrows on line (0 to 1) to express prob. What 'mutually e
3.   Know and can use 'and rule' / 'or rule'
4.   Can construct and use tree diagrams
5.   (some with unequal probs).                  MAIN LESSON
6.                                               Introduce idea of tree diagrams for prob. (eg via First Test.
Third Test.
Test review of both version A and B of Module 6 2 throws of a coin example)
(eg head and head), and 'or rule' (eg HT or TH). Touch on 'independent' and
EQUIPMENT                                   Practice eg HS p175 Ex 5.1A and HS p180 Ex 5.2A
1.                                               done without tree diagrams - opportunity for Q/A). Note how prob. still adds
2.                                               also presentation.
Q/A with whole class to summerise lesson so far.
3.
More tree diagrams - unequal probabilities (pick a suitable example). Practic
4.
5.3A. There is a lot of practice here - it is unlikely that students will finish eac
5.                                               will therefore need moving on at the right stage in the lesson.
6.
7.                                                   IT:     Tree Diagrams

SUPPORT                                    PLENARY
None                                        Quick summery of objectives.

EXTENSIONS & DIFFERENTIATION
Ability to complete more of the practice.   HOMEWORK                 Homework 2 Answers
HS(hb) p44; 45; p46, p47
Room                     Class

previous knowledge: Prob. expressed as fraction, dec. or %. p(not
on line (0 to 1) to express prob. What 'mutually exclusive' means.

TIMINGS
A and prob. (eg via First Test.
Third Test.
ams forB of Module 6 2 throws of a coin example). Then to 'and rule'
TH). Touch on 'independent' and 'dependent'.
HS p180 Ex 5.2A (early questions in 2nd exercise can be
opportunity for Q/A). Note how prob. still adds up to one. See

mmerise lesson so far.
ual probabilities (pick a suitable example). Practice eg HS p184 Ex
it is unlikely that students will finish each exercise. They
on at the right stage in the lesson.

Lesson 10             MODULE 8           Date                    Teacher

OBJECTIVES (Chapter 6)                 STARTER ACTIVITY
1. Can use dec. method for % increase     One tree diagram question (informal test) - one with unequal probabilitie
2. Can use dec. method for % decrease
3. Finding original given new + % diff.
4.
5.                                        MAIN LESSON
6.                                        Review conversions between %'s, fractions, decimals. Test. different
Third Review
Test review of both version A and B of Module 6 First Test.
Give a simple % increase question to complete. Review
EQUIPMENT                              get to quicker method (via decimals). Q/A on 'what would you multiply b
1. Calculators.                           Simple example of % increase (again - but with quicker method). Simpl
2.                                        decrease - review how it was done. Q/A on 'what would you muliply by
Practice eg HS p188 Ex 6.1A.
3.
New example: Give new amount (with how much it has been increased
4.
Expect common mistake. Introduce method (either by dividing by dec. o
5.                                        x100)). Practice eg HS p190 Ex 6.2A.
6.
7.                                            IT:    % Presentation

SUPPORT                                PLENARY
None                                    Quick summery of methods and common mistakes.

EXTENSIONS & DIFFERENTIATION
Feedback in Q/A.                        HOMEWORK
More practice but with more variety.    See Lesson 12
Room                      Class

one with unequal probabilities.

TIMINGS
of Module 6 First Test. different methods for finding %'s.
Third Review
ractions, decimals.Test.
to complete. Review how students tackled question. Q/A to
). Q/A on 'what would you multiply by to increase by .......?'.
but with quicker method). Simple example of %
Q/A on 'what would you muliply by to decrease by .....?'.

with how much it has been increased by) and ask for original.
e method (either by dividing by dec. or finding 1% (then

mmon mistakes.
Lesson 11              MODULE 8            Date                    Teacher

OBJECTIVES (Chapter 11)                  STARTER ACTIVITY
1. Can construct cumulative freq. tables.   Informal test: % increase / decrease; finding original given new + % increase
2.                                          (revision) on averages (not range - yet!). Which ones would be worst to find
3.                                          data? (median!) - hence new work …..
4.
5.                                          MAIN LESSON                 Take a large set of data for class disc'n (eg HS p21
6.                                          or S1 p7 (see both Find range and mode (easy). Discuss
Third Test.
Test review of link)).version A and B of Module 6 First Test. possible approac
This leads to M6 revision - finding mean from grouped freq. table. Revision o
EQUIPMENT                               required (+ a discussion about how data could / should be grouped
1. IQ sheet                                 Look at use of inequalities when describing groups). Complete task. Point o
2.                                          'mode' to 'modal group'. Then discuss approaches for median ("this is new")
stating that there are 2 possible approaches, only 1 required at GCSE. "It is
3.
requires a graph." Re-do table (mean) but for cum. freq. (define 'cumulative'
4.
...etc...). Students complete skill independently with new data (use more dat
5.                                          above).
6.
7.                                              IT:     IQ sheet

SUPPORT                                  PLENARY
None                                      Q/A on: averages (basic) + averages (not median) for large sets of data; gro
cumulative frequency. Check cum. freq. Tables and have ready for drawing g
Rulers and pencils required for lesson 12.
EXTENSIONS & DIFFERENTIATION
Via Q/A on previous knowledge and ideas   HOMEWORK
for new work. And x'tra practice.         See Lesson 12
Room                   Class

decrease; finding original given new + % increase / decrease. Q/A
yet!). Which ones would be worst to find for big sets of

Take a large set of data for class disc'n (eg HS p218 A or B              TIMINGS
A and B mode (easy). Discuss
Third Test.
ange and of Module 6 First Test. possible approaches for mean.
finding mean from grouped freq. table. Revision of 'grouping data' is
bout how data could / should be grouped - equal or diff. class widths?
when describing groups). Complete task. Point out the change:
hen discuss approaches for median ("this is new"). End Q/A by
sible approaches, only 1 required at GCSE. "It is approximate and
able (mean) but for cum. freq. (define 'cumulative'; link with clouds
e skill independently with new data (use more data from the sources

averages (not median) for large sets of data; grouping; inequalities;
ck cum. freq. Tables and have ready for drawing graphs in lesson 12.
Lesson 12              MODULE 8             Date                    Teacher

OBJECTIVES (Chapter 11)                     STARTER ACTIVITY
1. Can draw cumulative frequency graphs        Review all the points from lesson 11 (see plenary from lesson 11).
from cumulative frequency tables.
2. Can find approx median from graphs.
3. + can find find approx LQ + UQ.
4.                                             MAIN LESSON                Re-visit cumulative freq. tables from lesson 11 and
5.                                             class example of how to construct graphs. "Plot Third Test.
against the
Test review of both version A and B of Module 6 First Test. upper class b
best way to join points - curve or straight? A-Level
EQUIPMENT                                two more curves. Method for median - use graphs for practice. Q/A on what
1.   IQ sheet                                  measure of location) and what is shows (a typical value). Hence we have co
2.   Graph Paper                               11+12) the means for big sets of data. What has not been covered (not an a
Find range for data sets used. "What is the problem with range?" (crude; int
3.   Rulers
Try and get from Q/A - 'chop off some values from top and bottom'. But how
4.   Pencils
bottom quarter (leaving middle half / 50%). Introduce quartiles (lower, upper
5.                                             Hence IQ range. Practice from graphs.
6.
7.                                                 IT:    IQ sheet       More time required for plenary (below).

SUPPORT                                  PLENARY
None                                      One complete example for work so far with a new set of data (there should s
from 2 sources listed in lesson 11 but a new source would be 'fresh'): Group
cumulative table; then graph; then medain; then IQ range.
EXTENSIONS & DIFFERENTIATION
Via Q/A on previous knowledge and         HOMEWORK                Homework 3 Answers
ideas for new work. And x'tra practice.   HS(hb) p48; p55-56 (but not box plots).
Room                   Class

lesson 11 (see plenary from lesson 11).

Re-visit cumulative freq. tables from lesson 11 and take one for          TIMINGS
Plot Third Test.
against the
A and B of Module 6 First Test. upper class boundary". Discuss
Level - straight lines, GCSE - curves! Plot one or
use graphs for practice. Q/A on what median is (a
(a typical value). Hence we have covered (lesson
ets of data. What has not been covered (not an average)? - range.
ed. "What is the problem with range?" (crude; introduce "outliers").
op off some values from top and bottom'. But how many? Top and
ddle half / 50%). Introduce quartiles (lower, upper, and middle).

More time required for plenary (below).

work so far with a new set of data (there should still be unused data
son 11 but a new source would be 'fresh'): Group data + complete
ph; then medain; then IQ range.
Lesson 13            MODULE 8               Date                   Teacher

OBJECTIVES (Chapter 11)                     STARTER ACTIVITY
1. Can draw cumulative frequency graphs        Review what we have been finding in lesson 11 / 12 (+ how we did it).
from cumulative frequency tables.
2. Can find approx median from graphs.
3. + can find find approx LQ + UQ.
4. Can find box plots                          MAIN LESSON
5.                                             Introduce and both version A plot for Module 6 First Test.
Third Test.
Test review of complete a boxand B offirst completed example from less
paper). Class to practice for other completed examples from lesson 11
EQUIPMENT                                (from the things that we have found) is actual useful
1.   IQ sheet                                  useful in comparing one or more sets of data (eg HS p218 compost A v
2.   Graph Paper                               idea of "consistent".
Use HS p222ff for practice off reading off given graphs (cumulative freq
3.   Rulers
4.   Pencils
5.
6.
7.                                                 IT:    IQ sheet      More time required for plenary (below).

SUPPORT                                  PLENARY One complete example for work so far for two sets of data:
None                                      + IQ ranges. Spell out typical exam question eg 'make two compariso
data sets'. "Data set A has bigger numbers " is not enough; "Data set A
than data set B" is better (likewise with consistency).
EXTENSIONS & DIFFERENTIATION
Via Q/A on previous knowledge and ideas   HOMEWORK
for new work. And x'tra practice.         See lesson 15
Room                     Class

in lesson 11 / 12 (+ how we did it).

TIMINGS
of Module 6 First Test.
Third Test.
or first completed example from lesson 11 (use graph
completed examples from lesson 11 / 12. Q/A and what
useful - aim for the idea that IQ range is primarily
ts of data (eg HS p218 compost A vs B) - emphasise the

ng off given graphs (cumulative frequency and box plots).

e required for plenary (below).

for work so far for two sets of data: Averages, range              COMMENTS
m question eg 'make two comparisons between the two
numbers " is not enough; "Data set A has bigger numbers
with consistency).
Lesson 14             MODULE 8         Date                   Teacher

OBJECTIVES (Chapter 20)              STARTER ACTIVITY
1. Can find and plot moving averages.   Review the recent work: Averages and graphs; their place in '
2. Can comment on trends.               requirement of 2 pieces of coursework at GCSE -
3.                                      y10 and y11 are doing theirs).
4.
5.                                      MAIN LESSON
6.                                      Test review of both version A and B ofwhen the6 First Test.very inconsis
Third are
Discuss the problem analyising data Module values Test.
approach the problem when such data does seem to have
EQUIPMENT                            problem for a four point moving average (eg HS p293ff
1. Graph Paper                          often used? - seasons. But it doesn't have to be four
2. Rulers                               seven / days of the week) - which one is easier?
What are we trying to achieve here? Point out the need for a
3. Pencils
Practice eg HS p296-299.
4.
5.
6.
7.                                          IT:

SUPPORT                              PLENARY
None                                  Discuss the problems with having these as exam questions (ie time requ
around this (ie reading off values from given graphs, finding only one or
averages and finishing off graphs).
EXTENSIONS & DIFFERENTIATION
As much practice as possible.         HOMEWORK
See lesson 15
Room                   Class

and graphs; their place in 'Statistics'. Point out the
ork at GCSE - one of them statistics (see calendar for when

TIMINGS
of Module values Test.
Third are
ta when the6 First Test.very inconsistent. How do we
seem to have trends? eg HS p293. Go through a
HS p293ff) - why is a four point moving average
n't have to be four - what other obvious ones are there (eg
ne is easier?
? Point out the need for a comment on the trend.

hese as exam questions (ie time required!). Suggest ways
om given graphs, finding only one or two missing moving
Lesson 15              MODULE 8             Date                    Teacher

OBJECTIVES (Chapter 20)                     STARTER ACTIVITY
1. Can find and plot moving averages.          Review CK requirements + lesson 14 work.
2. Can comment on trends.
3.
4.
5.                                             MAIN LESSON
6.                                             Test review of of moving averages B of Module 6 First groups (eg interm
Third Test.
More practice both version A and work. For 'steady' Test.
more time on written work. For those who have completed this quickly i
EQUIPMENT                                Higher?) there is opportunity (as individuals or as a group) to go to an IT
1.   Graph Paper                               tasks much quicker using Excel. Whole groups would allow the opportu
2.   Rulers                                    classroom first) to show what formulae are required and how to construc
3.   Pencils
More time required for plenary.
4.   (IT room for strong groups / students).
5.
6.
7.                                                 IT:     Excel

SUPPORT                                  PLENARY
None                                      Have examples from M8 papers to discuss / complete.

EXTENSIONS & DIFFERENTIATION
Some students to IT room.                 HOMEWORK                Homework 4 Answers (1)
Box Plots to complete HK for lesson 12. HS(hb) p70.
Room                   Class

TIMINGS
of Module 6 First Test.
Third Test.
work. For 'steady' groups (eg intermediate?) they may need
se who have completed this quickly in lesson 14 (eg
dividuals or as a group) to go to an IT room and complete the
hole groups would allow the opportunity (eg in maths
lae are required and how to construct graph.

o discuss / complete.

n 12. HS(hb) p70.
Note:
The y11's now do their statistics coursework.
A first lesson is set aside for a revision of all the statistics
Six further lessons are set aside for the actual GCSE cou
ework.
of all the statistics to date.
e actual GCSE coursework.
Lesson 16            MODULE 8            Date                    Teacher

OBJECTIVES (Chapter 7)                  STARTER ACTIVITY
1. Can solve cubic equations by trial and   1. Basic substitution of values into (mixed) algebraic formulae (including
improvement.                             2. Use of cube and square button on calculator (practice).
2.                                          3. Use of cube root button (for whole values, and then misc).
3.
4.                                          MAIN LESSON               Discuss what 'root' means.
5.                                          Calculator can take us straight to B of roots (eg First roots
Third Test.
Test review of both version A andcube Module 6 cube Test. of 5).
What about x^3 + 1 = 5? Or 2x^3 = 5? The calculator can still give us t
EQUIPMENT                              When does the calc. struggle (ie when other powers of x are involved, e
1.                                          This lesson: A method to find approx solution (using the calculator to he
2.                                          Time for class to work on an example without help to see how close the
above). Discuss solution given and how close they are.
3.
Introduce method and when to stop (what one d.p. means). Excel is u
4.
(eg see HK answers from Lesson 18). Practice eg
5.
6.
7.                                              IT:

SUPPORT                               PLENARY
None                                   Example(s) from M8 past papers.

EXTENSIONS & DIFFERENTIATION
HOMEWORK
See Lesson 18
Room                   Class

(mixed) algebraic formulae (including ax^3).
on calculator (practice).
le values, and then misc).

what 'root' means.                                       TIMINGS
of roots (eg First roots
Third Test.
ube Module 6 cube Test. of 5).
5? The calculator can still give us the solution.
hen other powers of x are involved, eg x^3 + x^2 = 5)?
ox solution (using the calculator to help us).
ple without help to see how close they get (eg the one
how close they are.
(what one d.p. means). Excel is useful for this.
8). Practice eg HS p193.

Lesson 17            MODULE 8            Date                      Teacher

OBJECTIVES (Chapter 7/8)                 STARTER ACTIVITY           A longer activity: Re-visit the work from lesson 16
1. Can solve cubic equations by trial and   example + definition of 'root'). Then introduce an example where it is unclea
improvement.                             closer eg 5x^3 - 2x^2 - 5. Method using half way value to determine which o
2. Can determine which of two approx.       Practice (3 - 4 examples).
solutions is closest to real solution.
3. Can draw linear coordinate graphs.       MAIN LESSON
4.                                          Testsecond half of lesson: Revise B of graphs eg First Test.aerobics. Reinfor
via graph
For review of both version A and x-y Module 6 Third Test.
y=ax, y=ax+b, y=x^2, y=x^2 + a, y=ax^2+b, y=x^3.
EQUIPMENT                              Draw various examples of linear graphs via IT package. Shade (on board) a
1.                                          below, or left / right) of line. Pick a point and Q/A for a way of describing poin
2.                                          to inequalities). If time: Solid lines for 'less than'; dotted lines for 'greater tha
examples). Practice (eg from board + x-y grids given to students).
3.
4.
5.
6.
7.                                              IT:     x-y grid 1      x-y grid 2

SUPPORT                               PLENARY
None                                   Look at work so far and then to where next: Identifying areas on x
given several (eg 3) inequalities.

EXTENSIONS & DIFFERENTIATION
Contributions in Q/A.                  HOMEWORK
See Lesson 18
Room                    Class

A longer activity: Re-visit the work from lesson 16 (eg by one
t'). Then introduce an example where it is unclear which solution is
Method using half way value to determine which one is closer.

TIMINGS
y Module 6 Third Test.
via graph
A and B of graphs eg First Test. aerobics. Reinforce y=a, x=a, y=x,
2 + a, y=ax^2+b, y=x^3.
linear graphs via IT package. Shade (on board) area above (or
. Pick a point and Q/A for a way of describing points in this area (Q/A
olid lines for 'less than'; dotted lines for 'greater than' (+ notes via
y grids given to students).

en to where next: Identifying areas on x-y grids where points can lie
Lesson 18            MODULE 8               Date                    Teacher

OBJECTIVES (Chapter 8)                      STARTER ACTIVITY
1. Can draw straight line coordinate graphs.   Blank grid out and revision of standard linear lines.
2. Can shade appropriate regions on x-y        eg y=x; y=-x; x= 5; 2x - y = 4; 3x + 2y = 6 (+ best methods to draw from
grids from given inequalities.
3.
4.                                             MAIN LESSON
5.                                             Re-visit shading areas from inequalities (or introduce Test.
Third Test.
Test review of both version A and B of Module 6 First for first time if no t
package. Practice eg HS p197. q1-4 via white boards (quick). Reverse
EQUIPMENT                                q5. 1cm squared paper for q6-8 (some students may have problems dr
1.   x-y grid 1                                use previous (printed) sheet for example).
2.   x-y grid 2                                Longer time required for plenary.
3.   White boards.
4.   1cm squared paper.
5.
6.
7.                                                 IT:     x-y grid 1    x-y grid 2

SUPPORT                                  PLENARY
None                                      Practice with M8 past paper questions - these often have multiple lines.
focus of the lesson should be aimed at.

EXTENSIONS & DIFFERENTIATION
Contributions in Q/A.                     HOMEWORK                Homework 5 Answers
HS(hb) p49 & p50 (sheet of 1cm squared paper needed for q2
Room                     Class

ard linear lines.
2y = 6 (+ best methods to draw from Q/A)

TIMINGS
of Module 6 First Test.
Third Test.
ities (or introduce for first time if no time in lesson 17) via IT
4 via white boards (quick). Reverse side of blank grid for
ome students may have problems drawing axis themselves -

these often have multiple lines. This is where the main

uared paper needed for q2 - note three separate grids!).
Lesson 19           MODULE 8       Date                    Teacher

OBJECTIVES                         STARTER ACTIVITY
1. Revision for second module test.   Explain module system and how mini-tests fit-in.
2.                                    Explain 60% pass mark and resit process.
3.
4.
5.                                    MAIN LESSON
6.                                    Select topics from 'Revision Notes' and spend 1/6 of time available on e
Probability.
EQUIPMENT                        Percentage increase and decrease (incl. finding original amount).
1.                                    Cumulative Frequency (incl. median + IQ range) and box plots.
2.                                    Moving averages.
Trial and improvement.
3.
Linear inequalities (and representing them graphically).
4.
5.
6.
7.                                        IT:     Revision Notes

SUPPORT                         PLENARY
None                             Re-cover points from starter.
Calculators required for test!

EXTENSIONS & DIFFERENTIATION
HOMEWORK
Revise.
Room                 Class

in.

TIMINGS
and spend 1/6 of time available on each of the six topics:

(incl. finding original amount).
n + IQ range) and box plots.

g them graphically).

Lesson 20             MODULE 8      Date                   Teacher

OBJECTIVES                        STARTER ACTIVITY
1. Test
2.
3.
4.
5.                                   MAIN LESSON
6.                                   Module 8: Second Test.
Two versions available.
EQUIPMENT                         Students have the opposite version to the person sat next to them.
1. Exam papers (both versions).      Exam conditions.
2.
3.
4.
5.
6.                                       IT:    Module 8 Second Test Version A
7.                                       IT:    Module 8 Second Test Version B

SUPPORT                           PLENARY
None

EXTENSIONS & DIFFERENTIATION
HOMEWORK
Room                Class

TIMINGS

to the person sat next to them.

Lesson 21              MODULE 8     Date                   Teacher

OBJECTIVES                         STARTER ACTIVITY
1. Exam Review
2.
3.
4.
5.                                    MAIN LESSON
6.                                                                                  8 Third Test.
Second Test.
Test review of both version A and B of Module 6 First Test.

EQUIPMENT
1. Exam papers (marked).
2.
3.
4.                                        IT:    Module 8 Second Test Version A
5.                                        IT:    Module 8 Second Test Version A ANSWERS
6.                                        IT:    Module 8 Second Test Version B
7.                                        IT:    Module 8 Second Test Version B ANSWERS

SUPPORT                            PLENARY
None

EXTENSIONS & DIFFERENTIATION
HOMEWORK
See Lesson 24
Room          Class

TIMINGS
8 Third Test.
Second Test.
of Module 6 First Test.

Lesson 22            MODULE 8            Date                   Teacher

OBJECTIVES (Chapter 9)                 STARTER ACTIVITY         Have incorrect figures on board and ask what
1. Can calculate compound increase.       them. eg £1200 invested at 6% p.a. How much at end of 4 years? 1 yr
2. Can calculate compound decrease.       3 yr = £1416, 4 yr = £1488. Then ask for correct figures (£1514.97)
3. 1. & 2. with % and fractions           methods and rounding.
4.
5.                                        MAIN LESSON
6.                                        Test review of both version A and B of Module 6 to decimals and short m
Third Test.
Discuss long method. Then discuss conversion First Test.
(for above example) and repeat for each of four yrs. Q/A on mulipliers f
EQUIPMENT                              decreases (eg 6% : x0.94). More practice (eg 2-3 examples on board).
1. White boards.                          quicker way?". To multiplying by 1.06^4. Practice eg
2. Calculators                            complete q8+9 together. Use scientific calculators first. eg q8: "500 x 1
"=" ...etc... (don't loose count!). Come back to second method as exten
3.
examples with class (eg HS p207 - this may seem rather simple!). Ensu
4.
to use fraction buttons (+ with powers - care!), then continue with indep
5.                                        of HS exercise).
6.
7.                                            IT:

SUPPORT                                PLENARY
None                                    Review methods + two types of question (how much / how many years)
question (find interest for yr 1 and simply add this on each year).

EXTENSIONS & DIFFERENTIATION
2nd method for 'after how many years'   HOMEWORK
questions: Logs.                        See lesson 24.
Room                     Class

rrect figures on board and ask what is wrong with
. How much at end of 4 years? 1 yr = £1272, 2 yr = £1344,
sk for correct figures (£1514.97) - white boards. Talk about

TIMINGS
conversion First Test.
Third Test.
s of Module 6 to decimals and short method: multiply by 1.06
each of four yrs. Q/A on mulipliers for other increases. The
ractice (eg 2-3 examples on board). "Is there an even
06^4. Practice eg HS p205 Ex 9.1B. Stop class to
tific calculators first. eg q8: "500 x 1.07 =" / "x 1.07=" / "=" /
me back to second method as extension. Start of fraction
this may seem rather simple!). Ensure students know how
!), then continue with independant practice (eg rest

estion (how much / how many years), + how not to do
imply add this on each year).
Lesson 23           MODULE 8           Date                     Teacher

OBJECTIVES (Chapter 10)                STARTER ACTIVITY         Give simple word example on board and have
1. Can mentally work out solutions to     try to work out answer (any way). Good revision for 'sum' and 'differenc
simple' simultaneous equantions.       have a sum of 16 and a difference of 6. What are the numbers?"
2. Can solve simultaneous equations for
first variable.
3. And for second variable                MAIN LESSON                  Give first example in algebra and show how it
4. And check with second equation.        Test review of bothclass as to and B of Module 6 First Test. More simp
Third Test.
'see' solution (Q/A version A how they went about solving).
-) but with algebra. "This topic is finding a method
EQUIPMENT                            to 'guess' it". Introduce method that works for all examples. For examp
1.                                        equation under the other, with (if necessary) the eqn's re
2.                                        each other. [LEAVE PRACTICE OF SUCH QUESTIONS 'TILL LESSON 24]
Add both eq'ns - does this cancel one letter? (4) If not, subtract to canc
3.
resulting eq'n to find first variable. (6) Replace value in one of the origin
4.
variable. (7) Check with other original eq'n. Start practice eg
5.                                        presentations.
6.
7.                                            IT:     Sim.Eqns 1                 Sim.Eqns 2

SUPPORT                             PLENARY
None                                 Review progress - Q/A on what it is we are actually trying to do (!). Enc
this difficult work.

EXTENSIONS & DIFFERENTIATION
HOMEWORK
See lesson 24.
Room                    Class

le word example on board and have students
Good revision for 'sum' and 'difference'. eg "Two numbers
of 6. What are the numbers?"

example in algebra and show how it is still easy to               TIMINGS
Third Test.
heyModule 6 First Test. More simple examples (with + and
method for these questions even when it is not easy
all examples. For example: (1) Write one
cessary) the eqn's re-arranged with the x's and y's under
QUESTIONS 'TILL LESSON 24] (2) Balance one of the letters. (3)
ne letter? (4) If not, subtract to cancel one letter. (5) Solve
6) Replace value in one of the original eq'n to find 2nd

Sim.Eqns 2

we are actually trying to do (!). Encourage students with
Lesson 24           MODULE 8           Date                    Teacher

OBJECTIVES (Chapter 10)                STARTER ACTIVITY
1. Can solve simultaneous equations for   Careful Q/A of method taught in lesson 23 without students using their n
first variable.
2. And for second variable                    IT:    Sim.Eqns 1                Sim.Eqns 2
3. And check with second equation.
4.                                        MAIN LESSON
5.                                        Continue practice from lesson 23 B of Module 6 Third Test.
students establishing c
Test review of both version A and with the aim of First Test.
with a large number of questions covering many different types.
EQUIPMENT
1.
2.
3.
4.
5.
6.
7.                                            IT:    Sim.Eqns 1                Sim.Eqns 2

SUPPORT                             PLENARY
None                                 Q/A on where else we've seen eqn's with x and y (drawing graphs). Tak
lines via IT package. Q/A on how this links in with simultaneous eq'ns.

EXTENSIONS & DIFFERENTIATION
More chance of further practice.     HOMEWORK
Q/A Other method? (see plenary).     HS(hb) p51-52; p53 exercise 10.1C & 10.2C.
Room                   Class

son 23 without students using their notes (via example

Sim.Eqns 2

TIMINGS
of Module 6 Third Test.
students establishing confidence in method
ith the aim of First Test.
vering many different types.

Sim.Eqns 2

s with x and y (drawing graphs). Take example and draw
his links in with simultaneous eq'ns.
Lesson 25            MODULE 8         Date                    Teacher

OBJECTIVES (Chapter 10)             STARTER ACTIVITY
1. Can solve simultaneous equations    Informal mini test of algebraic solving of simultaneous eqn's: 2 example
graphically.                        arranging is required). Marked by neighbour.
2.
3.
4.                                     MAIN LESSON
5.                                     Test review of bothlast lesson and B of Module 6 First Test.
Third Test.
"How did we finish version A off?". Re-do plenary from lesson 24. Re
draw linear graphs. Hand out x-y grid sheets and practice eg
EQUIPMENT                          for very careful / accurate drawing of graphs. Use also IT package.
1. x-y grid 1
2. x-y grid 2                          Further practice of simultaneous equations via examples given in word f
equations have to be formed first) - solve using either methods from les
3.
may be weak in forming equations.
4.
5.
6.
7.                                         IT:     x-y grid 1    x-y grid 2

SUPPORT                             PLENARY
None                                 Give 2-3 examples of M8 past paper questions (including one graphical

Scientific Calculators and Protractors required for next lesson.
EXTENSIONS & DIFFERENTIATION
Less assistance in word questions.   HOMEWORK
Mixed examples + practice.           See lesson 27.
Room                 Class

ng of simultaneous eqn's: 2 examples (one where re-

TIMINGS
do plenary from lesson 24. Revise simple ways to
Third Test.
of Module 6 First Test.
rid sheets and practice eg HS p215 - emphasise the need
of graphs. Use also IT package.

uations via examples given in word form (ie algebraic
solve using either methods from lessons 23-25. Students

r questions (including one graphical method question).

rs required for next lesson.
Lesson 26              MODULE 8            Date                      Teacher

OBJECTIVES (Chapter 15 - TRIG.)             STARTER ACTIVITY            Have a right angled triangle (blank) on board - "Wh
1. Can use pythagoras' theorem.                of triangle does this look like?". Add right angle sign. "When have we used
2. Can label 3 sides of right ang. triangle.   triangles before?" (PT). Add sides (not hyp.) and students find third side. 2n
3. Can learn SOH.CAH.TOA                       one of the short sides.
4.
5.                                             MAIN LESSON                 3rd example, this time with 1 side & 1 angle. "Wha
6.                                             Introduce trig. both version for. Students draw 6 First Test.
Test review ofand what usedA and B of Module 4-5 rightTest.
Third
similar (facing same way will help). Different students will end up with different a
excel). Angle, Opposite, Adjacent, Opp / Adj. Show how last column alters & tha
1.   Plain paper
relationship (cf work of Greeks). "This relationship (or ratio) is called the tangent
2.   Protractors                               Introduce sci. calcs.: Set modes (DRG). Show how
3.   Scientific Calculators                    with table. Point out the other two ratios: sine and cosine. Notes: Blank triangle
4.   Worksheets.                               students name sides on previous sheet). Introduce SOH.CAH.TOA +
5.                                             when finding missing side. Show by examples (into notes). Possible sart of prac
6.                                             worksheets).
7.
IT:     Notes for missing sides (6 types)
SUPPORT
None                                      PLENARY
Calm the nerves! A brief summary of main points and how this will be a lot e
practice!
EXTENSIONS & DIFFERENTIATION
Via Q/A                                   HOMEWORK
Read through lesson's notes; learn SOH.CAH.TOA + labelling sides. + See
Room                     Class

Have a right angled triangle (blank) on board - "What sort
ke?". Add right angle sign. "When have we used right angled
dd sides (not hyp.) and students find third side. 2nd example, finding

rd example, this time with 1 side & 1 angle. "What's different?"              TIMINGS
for. Students draw 4-5 right-triangles on plain paper, diff. sizes but
dA and B of Module 6 First Test.
Third Test.
l help). Different students will end up with different angles. Introduce
a is collected (start with smallest angles). Data in table on board (eg IT,
. Show how last column alters & that there is a
ks). "This relationship (or ratio) is called the tangent of the angle".
odes (DRG). Show how tan button works & how the numbers fit (approx)
er two ratios: sine and cosine. Notes: Blank triangle with sides (then
vious sheet). Introduce SOH.CAH.TOA + six possible types of question
Show by examples (into notes). Possible sart of practice (eg via

ummary of main points and how this will be a lot easier after lots of

es; learn SOH.CAH.TOA + labelling sides. + See lesson 27.
Lesson 27               MODULE 8            Date                   Teacher

OBJECTIVES (Chapter 15 - TRIG.)           STARTER ACTIVITY
1. Can find side of RA triangle given one    Q/A on what trig is for; SOH.CAH.TOA, labels for sides. Use white boar
side and angle.
2. Can find angle of RA triangle given two
other sides.
3.                                           MAIN LESSON
4.                                           Have six types of question A and B board (see First Students work thr
Third Test.
(practice, practice, practice!).
EQUIPMENT
1. White boards                              Within ten minutes of plenary, mark work and introduce three tyoes of q
2. Scientific Calculators                    given and we are looking for angle (show how this works on calculator)
3. Worksheets.
4.
5.                                               IT:    Notes for missing sides (6 types)
6.                                               IT:    Missing sides questions
7.                                               IT:    Notes for missing angles (3 types)

SUPPORT                                   PLENARY
None                                       Summerise the nine types of question. More practice in next lesson.

EXTENSIONS & DIFFERENTIATION
Via Q/A + more practice.                   HOMEWORK
HS(hb) p53 exercise 10.3C & p54 (to be 'looked at' before next lesson);
Room                    Class

OA, labels for sides. Use white boards.

TIMINGS
board (see First Students work through work sheet
Third Test.

work and introduce three tyoes of question where two sides
(show how this works on calculator) - see link. Into notes.

on. More practice in next lesson.

to be 'looked at' before next lesson); p62 q1-6.
Lesson 28               MODULE 8            Date                   Teacher

OBJECTIVES (Chapter 15 - TRIG.)           STARTER ACTIVITY
1. Can find side of RA triangle given one    How did students get on 'looking at' HK (p53 and p54). Remind student
side and angle.                           graphs. Help may be required for forming expressions for p54.
2. Can find angle of RA triangle given two   Q/A general trig work via white boards.
other sides.
3. Can find missing vals in RA triangles.    MAIN LESSON
4.                                           Test review of both version A and B of Module 6 First Test. board. Stu
Third Test.
Have the three types of examples for finding angle ready for
worksheet.
EQUIPMENT
1. White boards                              When finished, students pratice on mixed questions from M6 and M8 (p
2. Scientific Calculators                    board
3. Worksheets.
If finished this then onto harder examples from Rayner eg
4.
5.
6.                                               IT:    Notes for missing angles (3 types)
7.                                               IT:    Missing Angles Questions

SUPPORT                                   PLENARY
None                                       Summerise what we are now able to find from a right angles triangle.

EXTENSIONS & DIFFERENTIATION
See extra work (in main lesson).           HOMEWORK
See lesson 30
Room                   Class

HK (p53 and p54). Remind students (Q/A) on solving via
orming expressions for p54.

TIMINGS
of Module 6 First Test.
Third Test.
or finding angle ready for board. Students practice from

mixed questions from M6 and M8 (pythagoras + trig) - on

mples from Rayner eg R p239.

o find from a right angles triangle.
Lesson 29          MODULE 8            Date                    Teacher

OBJECTIVES (Chapter 18 Quadratics)   STARTER ACTIVITY         See HS p279 q32. Teach expanding via (only
1. Can expand single brackets.          and add what's in the boxes (eg students use white boards). 3 example
2. Can expand two brackets.             number (eg 3), one with a letter (eg x), one with both (eg 3x). Copy into
3. Can simplify expressions.            boxes).
4.
5.                                      MAIN LESSON
6.                                      Test review of both version A and B of Module 6 First Test. single brac
Third Test.
More formal (shorter) notes and examples of multiplying out
questions on board).
EQUIPMENT                            Re-do work so far but using four rectangles (ie as laid out in
1. White boards                         then into notes, then formal notes and examples. Explain 'simplifying' (+
2.                                      question). Practice eg HS p278f. Include examples and practice on
(x + a)^2
3.
4.
5.
6.
7.                                          IT:

SUPPORT                              PLENARY
None                                  Informal test with both types mixed up. Marked by neighbour. Include o

EXTENSIONS & DIFFERENTIATION
Provided in practice.                 HOMEWORK
+ expanding to ax^2                   See lesson 30
(ax + b)^2 ; (ax + b)^3
Room                   Class

279 q32. Teach expanding via (only) two rectangles
dents use white boards). 3 examples: one multiplying by a
x), one with both (eg 3x). Copy into notes (including

TIMINGS
of Module 6 First Test.
Third Test.
amples of multiplying out single brackets. Practice (5-6

ctangles (ie as laid out in HS p279 q32). Use white boards,
nd examples. Explain 'simplifying' (+ typical exam
nclude examples and practice on

up. Marked by neighbour. Include on trig question.
Lesson 30           MODULE 8            Date                    Teacher

OBJECTIVES (Chapter 18 Quadratics)    STARTER ACTIVITY          Ensure students can factorise into one bracke
1. Know what 'factorise' means.          be revision but expect problems! 'What number is common to both term
2. Can factorise into single brackets.   common to both terms …etc…'. Use white boards + practice from boar
3. Can factorise into two brackets.      know meaning of factorise.
4.
5.                                       MAIN LESSON
6.                                       Testsome examplesversion A and B butModule 6 First Test.
Third Test.
List review of both from lesson 29 of in reverse order
expanded, we have to put it back into brackets." (ie factorise). Introduc
EQUIPMENT                             into brackets for a single power of x^2 eg (1) two empty brackets (2) x
1. White boards                          (3) find two numbers multiplied to give last term, combined
2.                                       the signs be to give last term? Try out to see if we get middle term. The
3.
Examples and practice (lots!) of different types (all with x^2, not ax^2) e
4.
5.
6.

SUPPORT                               PLENARY
None                                   Summerise lesson, encourage students and highlight the opportunity fo
lesson.

EXTENSIONS & DIFFERENTIATION
More progress in practice.             HOMEWORK
HS(hb) p62 q7-12; p66 & p67 Ex.18.3C.
Room                    Class

udents can factorise into one bracket. This should
What number is common to both terms, what letter is
se white boards + practice from board. Ensure students

TIMINGS
of in reverse order - "the question could already be
Third Test.
butModule 6 First Test.
to brackets." (ie factorise). Introduce method for factorsing
^2 eg (1) two empty brackets (2) x at start of each bracket
give last term, combined to give middle term (4) What could
out to see if we get middle term. There is a presentation
erent types (all with x^2, not ax^2) eg HS p281-2.

ents and highlight the opportunity for more practice next
Lesson 31            MODULE 8           Date                    Teacher

OBJECTIVES (Chapter 18 Quadratics)      STARTER ACTIVITY         Q/A on factorisation method (eg via example o
1. Know what 'factorise' means.            examples, students to do working on one side of board, final answer on
2. Can factorise into single brackets.
3. Can factorise into two brackets.        (Solving Quadratics)
4. Know what 'difference of two squares'
means.                                  MAIN LESSON
5. Can factorise x^2 - b^2                 Test review of both version A anddifferent types6(all with x^2, not ax^2) e
Third Test.
Continuation of practice (lots!) of B of Module First Test.

EQUIPMENT                               With 15 minutes before plenary introduce expanding (x
1. White boards                            notes about 'difference of two squares'. Practice eg
2.
3.
4.
5.
6.
7.                                             IT:

SUPPORT                              PLENARY
None                                  Summerise the two 'big' topics looked at over last six lessons: Trig and

EXTENSIONS & DIFFERENTIATION
Factorising examples where there is   HOMEWORK
ax^2.                                 See lesson 33.
Room                   Class

ctorisation method (eg via example of board). More
n one side of board, final answer on other. Check final

TIMINGS
of Module First Test.
Third Test.
ferent types6(all with x^2, not ax^2) eg HS p281-2.

oduce expanding (x-b)^2. Hence to factorising x^2 - b^2 and
res'. Practice eg HS p282.

ed at over last six lessons: Trig and Factorisation.
Lesson 32              MODULE 8      Date                    Teacher

OBJECTIVES (Chapter 12)               STARTER ACTIVITY          Paper out. Triangle on board (without measur
1. Can make and recognise reflections    Students to try and cut out similar triangle. Be vague about size. Stude
2. rotations                             table. Discussion about differences. eg size (to enlargements
3. translations                          flipped over (to rotations), moving across tables (to
4.
5.                                       MAIN LESSON
6.                                       Summerise of both version A and                      Third Test.
Test review start activity in notes. B of Module 6 First Test.
Practice reflections eg HS p229 q1-4. Use white boards and x
EQUIPMENT                          identifying rotations (eg with tracing paper). Practice eg
1.   White boards                        blunt pencils (or pen lids) for point so as to not damage boards. Practic
2.   x-y grids for white boards.         rotations (3 parts) eg HS p229 q9. Practice further reflections of shapes
Start work on translations through practice eg HS p234 q1
3.   x-y grid 1
Explain vector notation.
4.   x-y grid 2
5.   Scissors
6.   Paper
7.   Tracing paper.                          IT:    x-y grid 1     x-y grid 2

SUPPORT                            PLENARY
None                                Summerise reflection, rotation and translation (+ vectors).

EXTENSIONS & DIFFERENTIATION
Further questions from Rayner.      HOMEWORK
See lesson 33.
Room                    Class

. Triangle on board (without measurements) eg RA
iangle. Be vague about size. Student lie shapes flat on
. eg size (to enlargements), orientation (to rotations),
across tables (to translations).

TIMINGS
Third Test.
of Module 6 First Test.
. Use white boards and x-y sheets. Introduce drawing and
paper). Practice eg HS p229 q5-8. Use white boards and
o as to not damage boards. Practice identifying reflections /
Practice further reflections of shapes in diagonal lines eg R.
HS p234 q1-4, p236 q1-3. eg with white boards.

ranslation (+ vectors).
Lesson 33             MODULE 8         Date                   Teacher

OBJECTIVES (Chapter 12)              STARTER ACTIVITY
1.   Can make and recognise reflections   Summerise work last lesson: How we can transform
2.   rotations                            translate and enlarge.
3.   translations
4.   enlargements
5.                                        MAIN LESSON
6.                                        Continue work on translations through Module eg   Third Test.
Test review of both version A and B of practice 6 First Test.
boards. Explain vector notation. Then to recognising translations eg
EQUIPMENT                           q7 b, c, e.
1.   White boards                         Then to methods and practice of making enlargements (including c.o.e.
2.   x-y grids for white boards.          HS p235 q5-8, HS p236 q4-6 (tracing paper needed for p236). Then to
enlargements eg HS p234 q9 b, d, f , p236 q7 a, d, f
3.   x-y grid 1
and rubbed out afterwards.
4.   x-y grid 2
Pracitce of combined translations eg HS p238f.
5.   Tracing paper.
6.   1 cm squared paper (for HK).
7.                                            IT:    x-y grid 1    x-y grid 2

SUPPORT                             PLENARY
None                                 Summerise reflection, rotation, translation (+ vectors) and enlargements

EXTENSIONS & DIFFERENTIATION
Extra practice of combined.          HOMEWORK
Extra practice from Rayner.          HS(hb) p67 Ex.18.4C; p57-59 (1 sheet of 1cm squared paper required).
Room                     Class

transform a shape on a flat surface: Reflect, rotate,

TIMINGS
of Module eg HS p234
Third Test.
gh practice 6 First Test. q1-4, p236 q1-3. eg with white
hen to recognising translations eg HS p234 q9 a, c, e , p236

aking enlargements (including c.o.e.) eg via white boards
ng paper needed for p236). Then to recognising
p236 q7 a, d, f. Any pencil marks in text books to be light

HS p238f.

slation (+ vectors) and enlargements.

eet of 1cm squared paper required).
Lesson 34             MODULE 8      Date                    Teacher

OBJECTIVES                          STARTER ACTIVITY
1. Revision for third module test.     Explain module system and how mini-tests fit-in.
2.                                     Explain 60% pass mark and resit process.
3.
4.
5.                                     MAIN LESSON
6.                                     Select topics from 'Revision Notes' and spend 1/5 of time available on e
Compound increase / decrease (% and fraction).
EQUIPMENT                         Simultaneous equations.
1.                                     Trigonometry.
Translations.
3.
4.
5.
6.
7.                                         IT:     Revision Notes

SUPPORT                          PLENARY
None                              Re-cover points from starter.
Calculators required for test!
"This is the test with some of the BIG topics on for M8".
EXTENSIONS & DIFFERENTIATION
HOMEWORK
Revise.
Room                   Class

in.

TIMINGS
and spend 1/5 of time available on each of the five topics:
and fraction).

G topics on for M8".
Lesson 35             MODULE 8      Date                   Teacher

OBJECTIVES                        STARTER ACTIVITY
1. Test
2.
3.
4.
5.                                   MAIN LESSON
6.                                   Module 8: Third Test.
Two versions available.
EQUIPMENT                         Students have the opposite version to the person sat next to them.
1. Exam papers (both versions).      Exam conditions.
2.
3.
4.
5.
6.                                       IT:    Module 8 Third Test Version A
7.                                       IT:    Module 8 Third Test Version B

SUPPORT                           PLENARY
None

EXTENSIONS & DIFFERENTIATION
HOMEWORK
See Lesson 39 & y11: Revise for trial exam
Room                Class

TIMINGS

to the person sat next to them.

Lesson 36              MODULE 8      Date                   Teacher

OBJECTIVES                         STARTER ACTIVITY
1. Exam Review
2.
3.
4.
5.                                    MAIN LESSON
6.                                                                                  8 Third Test.
Test review of both version A and B of Module 6 First Test.

EQUIPMENT
1. Exam papers (marked).
2.
3.
4.                                        IT:    Module 8 Third Test Version A
5.                                        IT:    Module 8 Third Test Version A ANSWERS
6.                                        IT:    Module 8 Third Test Version B
7.                                        IT:    Module 8 Third Test Version B ANSWERS

SUPPORT                            PLENARY
None

EXTENSIONS & DIFFERENTIATION
HOMEWORK
See Lesson 39 & y11: Revise for trial exam
Room        Class

TIMINGS
8 Third Test.
of Module 6 First Test.

Lesson 37            MODULE 8             Date                    Teacher

OBJECTIVES (Chapter 13)                 STARTER ACTIVITY        Q/A and discussion about what is the biggets p
1.   Can convert numbers to standard form.   number. What is the biggest possible number on the calculator? How d
2.   & convert standard form to norm. nos.   screen? What about the smallest number?(!) One conclusion of discus
3.   Can mutiply using standard form.        have powers to express very big and small numbers (better 'forms').
4.   Can divide using standard form.
5.   Can add using standard form.            MAIN LESSON
6.   Can take using standard form.           What would make life easier: We all use a standard Test.
Third
Test review of both version A and B of Module 6 First Test.
of different ways this can be done on the calculator (lead up to EXP butt
EQUIPMENT                                 on converting (big and small) into standard form. Practice eg
1. Calculators.                              on converting standard form into normal numbers. Practice eg
2.                                           multiplying, dividing, adding and subtracting with examples and practice
See extension.
3.
4.
5.
6.
7.                                               IT:

SUPPORT                                PLENARY
None                                    Sum up skills learnt and why we use standard form. If thime allows, dis
find very big numbers (space, debt, finance) and very small numbers (m

EXTENSIONS & DIFFERENTIATION
Throughout work, check answers on       HOMEWORK
calculators.                            See Lesson 39 & y11: Revise for trial exam
Room                   Class

discussion about what is the biggets possible
ble number on the calculator? How did they get it on the
umber?(!) One conclusion of discussion: It is very useful to
d small numbers (better 'forms').

TIMINGS
standard Test.
Third Test.
of Module 6 Firstform. Notes on this form and then practice
n the calculator (lead up to EXP button). Notes and method
andard form. Practice eg HS p245 q1's. Notes and method
rmal numbers. Practice eg HS p245 q2's. Methods for
btracting with examples and practice eg HS p246f.

e standard form. If thime allows, discussion of where we
finance) and very small numbers (molecular science).
Lesson 38              MODULE 8             Date                     Teacher

OBJECTIVES (Chapter 14)                   STARTER ACTIVITY             A selection of sequences (linear, quadratic, cu
1.   Can find the nth term for linear seq's.   board (eg from HS p249ff). Students to find next two terms and describ
2.   Can find the nth term for quad. seq's.    Emphasis need for accuracy in decription. eg linear:
3.   Can find common differences.              up in 2'.
4.   Can identify linear or quadratic.         Note difference in pace required for y10 (H) and y11 (I): y10 needs
5.   Can predict next term (common diff's).    MAIN LESSON                  Look at common differences from starter and
6.   Can predict terms (from nth term)         1xquad, 1xcubic in notes to A and B we determine which is
Test review of both versionshow how of Module 6 First Test.which. Practi
Third Test.
7.   Can generate sequence from nth term.      determine which type (5-6 examples on board). Introduce nth term: start wi
(eg HS p248f Ex14.1A+B). Then nth term formula for linear ('if the gap is 3
EQUIPMENT                                 ...etc...). (Presnetation available). Practice (eg HS p249f Ex14.2A+B
simple quad. nth terms (starting with n^2). Learn the square nos seq.! Prac
1.                                             few eg's on board). Then to 'guessing' nth term for give sequence, working
2.                                             HS p253. [y10: 20-25 mins required for Introduction to quadratic framewor
3.                                             for finding any quadratic; 'a+b+c' / '3a+b' / '2a'. Practice].
4.
5.
6.                                                 IT:     Linear Sequences

SUPPORT                                  PLENARY
None                                      Both year groups: Explain the place of this work within context on seco

EXTENSIONS & DIFFERENTIATION
y11: More practice.                       HOMEWORK
y10: Find framework for cubics            See Lesson 39 & y11: Revise for trial exam
Room                     Class

n of sequences (linear, quadratic, cubic) put on
ts to find next two terms and describe the sequence.
ription. eg linear: not 'goes up in 2' but 'starts with 3, goes

for y10 (H) and y11 (I): y10 needs to be very pacey.
ommon differences from starter and use 1xlinear,                     TIMINGS
we determine which is
w of Module 6 First Test.which. Practice with more examples to
Third Test.
term formula for linear ('if the gap is 3, try 3n & then adjust'
HS p249f Ex14.2A+B). Generate further seq's using
the square nos seq.! Practice generating seq's (a
g' nth term for give sequence, working up from x^2. Practice eg
for Introduction to quadratic framework and standard method
+b' / '2a'. Practice].

e of this work within context on second piece of coursework.
Note:
The y11's Christmas Trial Exam takes place here.
place here.
y10 Lesson 39                 MODULE 8        Date                      Teacher

OBJECTIVES (Chapter 16)                 STARTER ACTIVITY
1. Can compare sets of data                General revision of known measures to find next two terms
board (eg from HS p249ff). Studentsof location and spread.and describ
2. using averages                          Emphasis need for accuracy in decription. eg linear:
3. and ranges                              up in 2'.
4.
5.                                         MAIN LESSON
6.                                         Test review of ways notes to A and how we determine which is which. Pr
Discuss 1xcubic in to compare sets of data and First Test.
Third Test.
1xquad, good both version show B of Module 6 poor ways to compare.
skills are to determine which statistics examples on board). Introduce
examplesuseful (what point in type (5-6 without comparisons?!). Discus
EQUIPMENT                            GCSE Statistics and also the Statistics CK.
linear & generate seq's (eg HS p248f Ex14.1A+B
1.   (Previous stats CK)                   Either practice eg HS p266-269. Practice (eg HS p249f Ex14.2A+B
is 3, try 3n & then adjust' ...etc...). Or give out a previous piece of stats C
2.   (Previous extra data for stats CK).   using simple quad. nth terms (starting location / spread, and come toget
group up to find different measures of with n^2). Learn
comaprisons between the data.
generating seq's (a few eg's on board). Then to 'guessing' nth term for
3.   (Graph Paper)
up from x^2. Practice on CK has to be inclusive enough so thatfor Introd
(The class discussion eg HS p253. [y10: 20-25 mins required when e
4.   Rulers
such a skill in the M8 test they will have a thourough enough knowledge
framework and standard method for finding any quadratic; 'a+b+c' / '3a+
5.   Pencils                               they happed to be looking at in their group in the lesson).
6.
7.                                             IT:     English Data

SUPPORT                              PLENARY
None                                  Either in discussions of different answers for textbook work, or on seco
Both year groups: Explain the place of this work within contextin coming
at stats CK.

EXTENSIONS & DIFFERENTIATION
Harder tasks from past CK.            HOMEWORK
HS(hb) p60; p61;
See lesson 39. p63-64.
Room                     Class

ts to find next two terms
s of location and spread.and describe the sequence.
ription. eg linear: not 'goes up in 2' but 'starts with 3, goes

TIMINGS
ow Module 6 poor ways to compare. Discuss why such
of data and First Test.
Third Test.
s of we determine which is which. Practice with more
tics without comparisons?!). Discuss also their necessity in
8f Ex14.1A+B). Then nth term formula for linear ('if the gap
r give out a HS p249f Ex14.2A+B). Generate further seq's
Practice (eg previous piece of stats CK (eg football), split
of with n^2). Learn and come nos seq.! the end
ng location / spread, the square together atPractice to make
rd). Then to 'guessing' nth term for give sequence, working
25 mins required when each student is tested
be inclusive enough so thatfor Introduction to quadratic on
r finding any quadratic; 'a+b+c' / '3a+b' / '2a'. on the skill
have a thourough enough knowledge, not just Practice].
r group in the lesson).

e of this work within context on second piece of coursework.
swers for textbook work, or in coming together having looked
y11 Lesson 39              MODULE 8      Date                    Teacher

OBJECTIVES (Chapter 16)            NOTE (y11)
1. Mock Review.                       board (eg from HS p249ff). on comparing sets of dataterms and describ
The y10 have a lesson (39) Students to find next two using statistical s
2.                                    Emphasis need for accuracy in decription. and linear:
already covered this work when preparing eg completing their stats CK
3.                                    up in 2'. in the M8 exam and so will still have to be revised for y11's.
assessed
4.
5.                                    MAIN LESSON
6.                                                   Christmas Mock.                  Third Test.
Test review of both version A and B of Module 6 First Test.

EQUIPMENT                          Note that there is still HK to be set to keep up to date with the HK.
1. Exam papers (marked).
2.
3.
4.
5.
6.                                        IT:     Module 8 y11 Christmas Mock
7.                                        IT:     Module 8 y11 Christmas Mock ANSWERS

SUPPORT                            PLENARY
None                                Both year groups:required to get what mark work grade)context of GCSE
What progress is Explain the place of this (and within at end on seco

EXTENSIONS & DIFFERENTIATION
HOMEWORK
HS(hb) p60; p61;
See lesson 39. p63-64.
Room                    Class

ts to find next two using statistical skills. sequence.
paring sets of dataterms and describe the y11's should have
paring eg completing their up in 2' but 'starts with 3, goes
ription. and linear: not 'goes stats CK. However, this work is
ill still have to be revised for y11's.

TIMINGS
Third Test.
of Module 6 First Test.

o keep up to date with the HK.

at mark (and within at end on second
e of this work grade)context of GCSE. piece of coursework.
Lesson 40              MODULE 8             Date                    Teacher

OBJECTIVES (Chapter 17)                   STARTER ACTIVITY
1.   Can identify surds.                       Q/A on formula for circle area, circumference, area of circle r = 10 cm, c
2.   Can simplify (fully) surds.               = 5cm, whole number square roots, whole number cube roots .…etc….
3.   Can multiply / divide surds.
4.   Can find area & circumference of circle
5.   Can find 3. In terms of pi.               MAIN LESSON               Identifying surds eg HS p273 Act.1. Let stude
6.                                             Test review of both versionMethodB ofsimplifying First Test.
with Test.
mistake and then correct. A and for Module 6 Thirdexamples. Highlig
7.                                             fully and those which end up being a non surd. Practice eg
examples and practice of mulitplying / dividing surds eg
EQUIPMENT                                   examples and practice of solving quadratic eq'ns using surds eg
1. White boards.                               Half way point: Q/A on why answers to circles questions have been inn
2.                                             exact). Why is this coming now in this chapter (Pi, like surds are not ex
give to such numbers (irrational). Method, examples and practice of lea
3.
terms of Pi eg HS p274f.
4.
5.
6.                                                 IT:

SUPPORT                                  PLENARY
None                                      What this chapter has been about - numbers which cannot be expresse
such numbers in real life ……..?

EXTENSIONS & DIFFERENTIATION
HOMEWORK
See lesson 42
Room                    Class

mference, area of circle r = 10 cm, circumference of circle r
whole number cube roots .…etc…. . Ue white boards.

g surds eg HS p273 Act.1. Let students make obvious              TIMINGS
of Module 6 Thirdexamples. Highlight the need to simplify
with Test.
or simplifying First Test.
a non surd. Practice eg HS p273 Ex.17.1A q1. Method,
g / dividing surds eg HS p273 Ex.17.1A q2. Method,
uadratic eq'ns using surds eg HS p273 Ex.17.1A q3.
s to circles questions have been innacurate (Pi used is not
his chapter (Pi, like surds are not exact). What name do we
Method, examples and practice of leaving circle answers in

numbers which cannot be expressed exactly. Are there
Lesson 41              MODULE 8             Date                     Teacher
Very Pacey!
OBJECTIVES (Chapter 19)                   STARTER ACTIVITY           Q/A on box: What might we want to know abo
1. Can volume of prism.                      How much space in it (volume). How much cardboard needed to make
2. Can find surface area of prism.           much does it weigh (density). What is a cuboid? Revise volume of cub
3. Can identify the dimensions from a        prism? How can V of cuboid be transferred to other prisms (eg cylinder
formula.                                  visual aid. What is the difference? Have volunteer(s) come out and fill
4. Can change units before start of area /   measure water (ml). What is this in cm^3? Move through to showing th
volume problem.                           end x length'.
5.
Very Pacey!
EQUIPMENT                                 MAIN LESSON
1. Cylinder.                                 Notes for prisms eg HS p283 (highlight general formula). Practice eg
2. Water.                                    surface area and practice eg HS p287f. Talk through examples of ques
3.                                           (which ones are 1D, 2D, 3D, or nonsense), eg HS p289f
4.                                           p291. Q/A on mistakes not to make. Best to emphasise the need to co
5.                                           learn many conversions.
6.                                               IT:

SUPPORT                                   PLENARY
None                                       Sum up skills learnt.

EXTENSIONS & DIFFERENTIATION
HOMEWORK
See lesson 42
Room                   Class

ox: What might we want to know about the box.
w much cardboard needed to make it (surface area). How
t is a cuboid? Revise volume of cuboid (l x b x h). What is a
nsferred to other prisms (eg cylinder). Have a cylinder as
Have volunteer(s) come out and fill with water. Then
cm^3? Move through to showing that the volume is 'area of      TIMINGS

ight general formula). Practice eg HS p284f. Method for
. Talk through examples of questions about dimensions
sense), eg HS p289f. If time allows have a look at HS
e. Best to emphasise the need to convert first rather than

Lesson 42              MODULE 8           Date                   Teacher

OBJECTIVES                              STARTER ACTIVITY
1. Can factorise into two brackets.        Revision of factorising quadratics. Spend 15 - 20 minutes on this.
2. Can solve quadratics via factorising.
3.
4.
5.                                         MAIN LESSON
6.                                         Use IT graphs package to draw 3 quadratics. eg y = x^2 + 4 ; y = x^2
What are the differences between the three graphs? What is the value
EQUIPMENT                               crosses the x-axis? Introduce concept of solving quadratics.
1. White boards.                           Non graphical method and practice eg HS p302f. See also presentatio
2.                                         Leave time for re-arranging formulae, eg HS p304f
and then Q/A for Ex.21.2B (eg using white boards).
3.
4.
5.
6.

SUPPORT                                 PLENARY
None                                     Examples of quadratic questions from M8 past papers (factorising and s
M8 (new work) completed! One assessment to go!

EXTENSIONS & DIFFERENTIATION
I ndependent practice of re-arranging.   HS(hb) p65; p68-9; p71
Room                     Class

20 minutes on this.

TIMINGS
uadratics. eg y = x^2 + 4 ; y = x^2 - 6x + 9 ; y = x^2 - 4x + 4.
he three graphs? What is the value of y (or f(x)) when line
HS p304f. Lead through by example (eg Ex.21.2A)
g white boards).

om M8 past papers (factorising and solving).
sessment to go!
Lesson 43            MODULE 8      Date                    Teacher

OBJECTIVES                         STARTER ACTIVITY
1. Revision for fourth module test.   Explain module system and how mini-tests fit-in.
2.                                    Explain 60% pass mark and resit process.
3.
4.
5.                                    MAIN LESSON
6.                                    Select topics from 'Revision Notes' and spend 1/6 of time available on e
Standard form.
EQUIPMENT                        Sequences (nth term: linear and quadratics)
1.                                    Comparing data (statistics).
2.                                    Simplifying surds / Leaving circle answers in terms of Pi.
Prisms (volume and surface area) / Dimensions in formulae / Converting
3.
Solving quadratics algebraically / rearranging formulae.
4.
5.
6.
7.                                        IT:     Revision Notes

SUPPORT                         PLENARY
None                             Re-cover points from starter.
Calculators required for test!

EXTENSIONS & DIFFERENTIATION
HOMEWORK
Revise.
Room                  Class

in.

TIMINGS
and spend 1/6 of time available on each of the six topics:

nswers in terms of Pi.
Dimensions in formulae / Converting metric units.
arranging formulae.

Lesson 44             MODULE 8      Date                   Teacher

OBJECTIVES                        STARTER ACTIVITY
1. Test
2.
3.
4.
5.                                   MAIN LESSON
6.                                   Module 8: Fourth Test.
Two versions available.
EQUIPMENT                         Students have the opposite version to the person sat next to them.
1. Exam papers (both versions).      Exam conditions.
2.
3.
4.
5.
6.                                       IT:    Module 8 Fourth Test Version A
7.                                       IT:    Module 8 Fourth Test Version B

SUPPORT                           PLENARY
None

EXTENSIONS & DIFFERENTIATION
HOMEWORK
Room                Class

TIMINGS

to the person sat next to them.

Lesson 45              MODULE 8      Date                   Teacher

OBJECTIVES                         STARTER ACTIVITY
1. Exam Review
2.
3.
4.
5.                                    MAIN LESSON
6.                                                                                  8 Third Test.
Fourth Test.
Test review of both version A and B of Module 6 First Test.

EQUIPMENT
1. Exam papers (marked).
2.
3.
4.                                        IT:    Module 8 Fourth Test Version A
5.                                        IT:    Module 8 Fourth Test Version A ANSWERS
6.                                        IT:    Module 8 Fourth Test Version B
7.                                        IT:    Module 8 Fourth Test Version B ANSWERS

SUPPORT                            PLENARY
None

EXTENSIONS & DIFFERENTIATION
HOMEWORK
Room          Class

TIMINGS
8 Third Test.
Fourth Test.
of Module 6 First Test.

Note:
The y11's now have a lesson set aside for revision of nth
preperation for their second piece of coursework. They fi
revise the skills learnt in lesson 14 and then cover the me
the nth term for any quadratic (the y10's looked at this in l

There follows two lessons looking at a previous piece of G
coursework: "How Many"

Then there is two weeks (six lessons) for the real piece of
coursework.
for revision of nth term formulae in
oursework. They first need to
then cover the method for finding
s looked at this in lesson 14).

previous piece of GCSE

or the real piece of GCSE
Note:
y10's should now have around two week's revision time fo
module exam (this will be their first GCSE maths module)

y11's should have a longer period of revision left but this i
them for both their M8 module (first sitting) and their M7 r
exams take place on the same day in March.
ek's revision time for their M8
SE maths module) in January.

vision left but this is to prepare
ing) and their M7 re-sit. Both
March.

```
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