Document Sample

Lesson 1 MODULE 5 Date Teacher Room Class OBJECTIVES Be able to: STARTER ACTIVITY 1 Make isometric drawings Give each pupil 4 multilink cubes. How many different shapes can you make (7). Sketch them 2 Calculate the volume of a cuboid as you go. 3 Calculate missing side given SS/volume 4 5 MAIN LESSON 6 Demonstrate how isometric paper can be used to help make accurate 3D drawings Pupils make isometric drawings of all 4 cube multilink shapes EQUIPMENT Isometric drawings using scales GA 5&6 p3 Ex 1.1A Q5 and p4 Ex 1.1B Q3 1 Multilink cubes Volume of a cuboid, demonstrate concept of a cube unit using multilink 2 Dotty isometric paper Formula: V=lwh, class expmples(p5). Include one with missing side Pupils own examples p6 Ex 1.2A 3 4 5 6 7 IT: Isometric Vol Demo SUPPORT PLENARY Draw front/side/plan views of a shape. Pupils to make multilink shape. Talk about how isometric drawings and views used in technical drawing EXTENSIONS & DIFFERENTIATION Shapes from 5 multilink cubes (12) HOMEWORK 10 multilink cube shape, iso/views See lesson 2 TIMINGS COMMENTS Lesson 2 MODULE 5 Date Teacher OBJECTIVES Be able to: STARTER ACTIVITY 1. Draw a net a cuboid Re-cap calculator work cuboids recap, GA 5&6 p6 Ex1.2B Calculating volumes of via timed examples. Sci-calcs required. 2. Recognise nets of cuboids 3. 4. 5. MAIN LESSON 6. Net of a cuboid demonstration - some of the calculator work (lesson 1). Discuss the need for brackets incut out/fold up Numerical examples- (with / without brackets). Include harder examples: GA 5&6 p8 Ex 1.3A 1.3B EQUIPMENT (Revise 'signs same gives +ve; signs different gives 1. Net of cuboid Now re-do with letters. 'Multiply everything inside by what is outside'. Includ 2. Scissors and include examples with powers. Plenty of practice eg Students to experiment with expanded examples to try and put back into bra 3. discussion / group work). 4. Introduce the term 'factorise' and method ('what number goes into both, wha 5. both?'). Plenty of practice eg HS p163f. 6. 7. IT: Vol Demo SUPPORT PLENARY Cuboid need for brackets + how numbers Re-visit with writing on faces, identify net can be represented by letters ('alg Make sure all marking is completed for the lesson. EXTENSIONS & DIFFERENTIATION HOMEWORK HB lesson 3 Seep1-3 Ex1.1C-1.3C Room Class timed examples. Sci-calcs required. oids recap, GA 5&6 p6 Ex1.2B TIMINGS ets in some of the calculator work (lesson 1). / without brackets). Include harder examples: -ves & mixed signs. +ve; signs different gives -ve') ultiply everything inside by what is outside'. Include mixed signs powers. Plenty of practice eg HS p162 (all). h expanded examples to try and put back into brackets (eg e' and method ('what number goes into both, what letter goes into COMMENTS + how numbers can be represented by letters ('algebra'). ompleted for the lesson. Lesson 3 MODULE 5 Date Teacher OBJECTIVES Be able to: STARTER ACTIVITY 1. Round numbers to 1000s, 100s, 10s, units Tell students that the next three lessons are on angles. 2. Round numbers to decimal places Students to measure angles in a triangle, quadrilateral, across crossing lines 3. Check students using protractors. 4. 5. MAIN LESSON 6. Explain rounding to 1000s, 100s, 10s, units, decimal places. Notes: Define (revise) terms such as triangle, isosceles diagram), equilateral (symbols on diagram), scalene Demonstrate using number line EQUIPMENT GA 5&6 p14 angle facts (eg Revise basic Ex 2.1A, 2.1B using IT presentation). 1. Calculators Note that diagrams not drawn to scale and therefore protractors 2. Note the questions with 'give reasons for your answers' in exams. Practice eg R p5f or HS p167f. (Students to give reasons with their work). 3. Check presentation in books. 4. 5. 6. 7. IT: SUPPORT PLENARY Show how rounding can be + angles facts. Revise terms (eg quick Q/A)used in estimating calculations. Draw together conclusions from extension work - different rules? It would be better if …..' EXTENSIONS & DIFFERENTIATION Significant figures HOMEWORK Estimating See lesson & HS(hb) p39 5 40; 41; 42 Room Class three lessons are on angles. s in a triangle, quadrilateral, across crossing lines. TIMINGS isosceles (symbol for equal sides put on 100s, 10s, units, decimal places. scalene, vertex, parallel (arrows on diagram). eg using IT presentation). wn to scale and therefore protractors not to be used. ve reasons for your answers' in exams. (Students to give reasons with their work). COMMENTS e used in estimating calculations. from extension work - ' what is the problem with having all these Lesson 4 MODULE 5 Date Teacher OBJECTIVES Be able to: STARTER ACTIVITY 1. Round to significant figures Q/A around the class asking for definitions of words listed in lesson 3. 2. Estimating results of calculations Students draw two parallel lines and a transversal. Measure 8 angles (protra 3. Discuss. 4. 5. MAIN LESSON 6. Notes: Define transversal + two diagrams: Explain rounding numbers to significant figures. Compare with rounding to decimal places One for Z-angles (alternate) and one for F-angles (corresponding). EQUIPMENT Link to estimating (rounding to one HS p171ff. Reasons given for answers. Examples, then practice eg R p7 & significant figure) to check answers are s 1. Calculators GA 5&6 p18 Ex 2.2A, 2.2B 2. Notes: Exterior angles of triangle ('exterior = sum of interior Revise the symbols indicating equal sides (eg second example). 3. Example, then practice eg HS p174ff. 4. 5. 6. 7. IT: SUPPORT PLENARY Revise terms (eg quick Q/A) + angles facts. Draw together conclusions from extension work - different rules? It would be better if …..' EXTENSIONS & DIFFERENTIATION HOMEWORK See lesson & HS(hb) p39 5 40; 41; 42 Room Class ng for definitions of words listed in lesson 3. lines and a transversal. Measure 8 angles (protractor). TIMINGS to significant figures. angles (corresponding). . Reasons given for answers. g to one significant figure) to check answers are sensible riangle ('exterior = sum of interior-opposite'). ing equal sides (eg second example). COMMENTS from extension work - ' what is the problem with having all these Lesson 5 MODULE 5 Date Teacher OBJECTIVES Be able to: STARTER ACTIVITY 1. Identify metric and imperial units Think of as the class for two lessons. Review outcome fromasking for definitions of mass, capacity,lesson 3. Q/A around many unitslast measuring length, words listed in area 2. Convert between metric units Exterior anglestwopolygonslines and a transversal. Measure 8 angles (protra Divide into metric parallel (drawing Students draw of and imperial units or IT (below)). 3. Discuss. 4. 5. MAIN LESSON 6. Converting metric lengths (km, m, cm,is 360. Define transversal + polygon mm) Notes: Exterior angle of any two diagrams: (Highlight what exterior means) One for Z-angles masses (tonne, kg, g, F-angles discuss how to find interio Example with one(alternate) and one for mg)Then (corresponding). Converting metric missing exterior missing. EQUIPMENT Converting metric capacities p7 & HS exterior, then Highlight: One formula (only) (volumes) p171ff. Reasons given for answers. Examples, then practice eg Rfor finding (l, cl, ml, cm find interiors from that. 1. Coverting method: Use IT cm2, mm2) Alternativemetric areas (m2, presentation (below). 2. Notes: p21 Ex 3.1A, p22 Ex (below). PracticeExterior angles egtriangle ('exterior = sum of interior GA 5&6 of non-regular of IT 3.1B Revise the for regular, then practice eg IT (eg second example). Discussion symbols indicating equal sides (below). 3. Example, then practice eg HS p174ff. 4. 5. 6. 7. IT: SUPPORT PLENARY Consider how many cm3 in a Revise objectives (discuss). m3 Today'sterms (eg quick Q/A) + angles facts. Draw together conclusions from Then discuss the three lessons. extension work - Flag up forthcoming test be better iffor calculators. different rules? It would and need …..' EXTENSIONS & DIFFERENTIATION HOMEWORK Seep4-6 Ex 6 40; 41; 42 HB lesson 2.1C-3.1C & HS(hb) p39 * Room Class measuring length, words listed in area ng for definitions of mass, capacity,lesson 3. (drawing or IT (below)). slines and a transversal. Measure 8 angles (protractor). TIMINGS polygon is 360. (Highlight what exterior means). Then discuss how to find interior angles. exterior missing.angles (corresponding). y) for finding exterior, cm 3) find interiors answers. . then es (volumes) (l, cl, ml,Reasons given for from that. T presentation (below). riangle ('exterior = sum of interior-opposite'). ing equal eg IT (eg second example). n practice sides (below). COMMENTS from extension work - ' what is the problem with having all these nd need for calculators. Lesson 6 MODULE 5 Date Teacher OBJECTIVES Be able to: STARTER ACTIVITY 1. Identify imperial units opposite sex for them toand out with them. eg sense last lesson./ physical att Revision of metric units go conversion factors from of humour 2. Convert between metric and imperial units consenus is gained from what they know. Should makefraction of 1 foot = 12 Imperial units, tease out each gender (whole class) of a note of yr group th 3. (ie p(x)). =Then ontostone = 14Hence to p(not x) = 1 1 gallon 8pints, 1 p(not x). lb, 1 lb = 16 Oz 4. 5. MAIN LESSON 6. Notes: to imperial conversions (approximate): Metric p(not x) = 1 - p(x). Length: 5 miles = 8 km,1 HS 2.5 in, Example, then practice egcm =p182ff. 1 foot = 30 cm EQUIPMENT Mass: 1 kg = 2.2 lb Repeat starter with two new ' volunteers ' (careful selection) who are to ident 1. Calculators Capacity: 1 litre = 1.75 pints, 1 gallon = have. Discuss who is eligible in the eyes someone of the opposite sex must4.5 litres 2. GA 5&6 p24 colours offered as available). Work out fraction for each and sho three or four Ex 3.2A, p25 Ex 3.2B they make one whole. 3. Hence p(A) + p(B) = 1. 4. Discuss also how each person only counted once. Hence to mutual exclusiv 5. Notes on rule and m.e. , then practice eg p184ff. 6. 7. IT: SUPPORT PLENARY Review via IT (above). Flag up forthcoming test and need for calculators. EXTENSIONS & DIFFERENTIATION HOMEWORK See lesson HS(hb) p43,844 & 45; 46 & 47 Room Class d conversion factors from of humour o out with them. eg sense last lesson./ physical attribute (care!) A ach gender (whole class) of a note of yr group that has this quality hat they know. Should makefraction of 1 foot = 12 in, 1 yard = 3 feet, x). lb, 1 lb = 16 Oz = 14Hence to p(not x) = 1- p(x). TIMINGS cm = 2.5 in, 1 foot = 30 cm w ' volunteers ' (careful selection) who are to identify what colour s, 1 gallon = have. Discuss who is eligible in the class (probably site sex must4.5 litres d as available). Work out fraction for each and show how together son only counted once. Hence to mutual exclusivity. p184ff. COMMENTS nd need for calculators. Lesson7 MODULE 5 Date Teacher OBJECTIVES Be able to: STARTER ACTIVITY 1. Solve 2 step equations Explain one stepsystem ande.g. 2x = 6, x +4fit-in. Simple module equations how mini-tests =7 2. Understand reverse operations Explain 60% pass mark and resit process. 3. Undersand balance (keeping sides equal) 4. 5. MAIN LESSON 6. Select topics from 'Revision equations using flow charts Understand the meaning of Notes' and spend 25% of time available on How inverse operations can be used to solve equations Using a calculator EQUIPMENT GA 5&6 and Factors Bracketsp28 Ex 4.1A, Ex 4.2A 1. Explain Angles solving equations by blancing both sides 2. Probability Ex 4.2A, p25 Ex 4.2B GA 5&6 p24 3. 4. 5. 6. 7. IT: SUPPORT PLENARY A worded/applied problem to Recover points from starter. demonstarte usefulness of solving equatio Calculators required for test! EXTENSIONS & DIFFERENTIATION Worded/applied questions HOMEWORK See lesson 8 Revise. Room Class in. = 6, x +4 =7 TIMINGS and spend 25% of time available on each of the four topics: ns using flow charts d to solve equations ng both sides COMMENTS nstarte usefulness of solving equations Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Consolidate solving two step equations Revision exercise from previous lessons, e.g. converting metric/imperia 2. Dealing with negative x 3. 4. 5. MAIN LESSON 6. Further 6: First solving Module practice Test. equarions GA versions available. Two5&6 p29 Ex 4.3A, Ex 4.3B EQUIPMENT Students have the where x is negative the person sat next to them. Solving equations opposite version to 1. GA 5&6 p28 Ex 4.4A, Ex 4.4B Exam conditions. 2. 3. 4. 5. 6. 7. IT: SUPPORT PLENARY EXTENSIONS & DIFFERENTIATION Worded/applied questions HOMEWORK HB p7-8 Revise. Ex 3.2C-4.4C Room Class sons, e.g. converting metric/imperial units TIMINGS to the person sat next to them. COMMENTS Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. 2. 3. 4. 5. MAIN LESSON 6. Test review of both version A and B of Module 6 First Test. EQUIPMENT 1. 2. 3. 4. 5. 6. 7. IT: SUPPORT PLENARY EXTENSIONS & DIFFERENTIATION HOMEWORK See lesson * Room Class TIMINGS of Module 6 First Test. COMMENTS Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Q/ A previous knowledge on %'s. Reinforce 'out of 100'. Highlight ones kno 2. how to find simple percentages (eg 10% of, 20% of, 5% of). Highlight how to 3. into percentages. 4. 5. MAIN LESSON 6. Percentage dice game in groups of three or four (YATZEE). Notes in book for ones to know by heart. Highlight 1/3 and 2/3 (as decimal a EQUIPMENT Practice non claculator conversions eg HS p190. 1. Notes on how to work out conversions with a calculator (eg top to get decim 2. get %). Practice calculator conversions eg HS p 191 IT sheet available either here or in plenary (intro is optional revision). 3. 4. 5. 6. 7. IT: SUPPORT PLENARY Mental and calculator methods. Easy conversions (mental) highlighted and r EXTENSIONS & DIFFERENTIATION HOMEWORK * See lesson 12. Room Class on %'s. Reinforce 'out of 100'. Highlight ones known by heart and ages (eg 10% of, 20% of, 5% of). Highlight how to change decimlas TIMINGS roups of three or four (YATZEE). now by heart. Highlight 1/3 and 2/3 (as decimal and %). HS p190. conversions with a calculator (eg top to get decimal, then x 100 to HS p 191. ere or in plenary (intro is optional revision). COMMENTS hods. Easy conversions (mental) highlighted and revisited. Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Quick game of percentage dice. 2. (If this activity didn't go well in lesson 10 then stick to Q / A of lesson 10 learn 3. 4. 5. MAIN LESSON 6. Highlight example of gender balance in class. Does it reflect the gender bala college? Easy way of comparing is the use percentages. ie is % of males i EQUIPMENT as in college. But how to we find the % of males in class ….etc ….? 1. Notes: '1st divided by 2nd, x 100' ; Give example of males in class / college. 2. New example of two salaries that have increased. Notes: 'change divided by original, x 100'. Note similarities to previous formu 3. through example. IT presentation (2nd part). 4. Practicing non-calculator examples eg HS p192 Ex 5.2A 5. Then to practicing calculator examples eg HS p192 Ex 5.2B 6. 7. IT: SUPPORT PLENARY Review the need for comparissons. Two formulae. Mental method snad cal EXTENSIONS & DIFFERENTIATION HOMEWORK * See lesson 12. Room Class l in lesson 10 then stick to Q / A of lesson 10 learning objectives). TIMINGS er balance in class. Does it reflect the gender balance of whole is the use percentages. ie is % of males in class the same we find the % of males in class ….etc ….? , x 100' ; Give example of males in class / college. es that have increased. Comparing real increase via %'s. original, x 100'. Note similarities to previous formula and work HS p192 Ex 5.2A (note units). HS p192 Ex 5.2B. COMMENTS arissons. Two formulae. Mental method snad calculator methods. Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. 2 examples from leeson 11's work. See IT. Discuss. 2. 3. 4. 5. MAIN LESSON 6. Quick recap on how to find simple %'s eg 15% of 58. Either on board or resourced eg R p65. EQUIPMENT Discussion on price increases inflation, house prices …etc…. 1. How to increase / decrease: mental methods (find %, add on). 2. eg IT resource below (first section). Practice non-calculator eg HS p195 Ex 5.3A 5-8. 3. Same method but with calculator, then practice eg 4. Review these questions with quicker (decimal) method. eg increase by 5. Practice with quicker method eg R p67. 6. 7. IT: SUPPORT PLENARY Review the need for comparisons. Two formulae. Mental method and c EXTENSIONS & DIFFERENTIATION HOMEWORK See lesson * HS(hb) p48-9 Room Class See IT. Discuss. TIMINGS %'s eg 15% of 58. ion, house prices …etc…. methods (find %, add on). -8. hen practice eg HS p195f Ex 5.3B 6-10. er (decimal) method. eg increase by 5%, x 1.05. COMMENTS Two formulae. Mental method and calculator methods. Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Review usefulness for comparisons in %. 2. Q/A on previous knowledge on ratios. 'Cancelling Down' / 'Multiplying U 3. 4. 5. MAIN LESSON 6. Notes on simplifying ratios. IT presentation (below) eg also use mini-white boards. EQUIPMENT Practice on simplifying eg HS p197. (note units). 1. Percentage dice game in groups of three or four (YATZEE). 2. Discuss ratio of boy girl in class and how 30 (say) has been 'split in the Method for 'splitting in the ratio of'. (On board, or use presentation (belo 3. Draw attention to the need to underline a particular answer in some que 4. biggest share). 5. Practice eg HS p198 Ex6.2A. 6. 7. IT: SUPPORT PLENARY Review how ratios can be used for comparisons. Review cancelling down (eg Q/A). Review 'splitting in the ratio'. EXTENSIONS & DIFFERENTIATION HOMEWORK * See lesson 15 Room Class os. 'Cancelling Down' / 'Multiplying Up' / Simple Splitting. TIMINGS entation (below) - through to 'part 6'. . (note units). three or four (YATZEE). d how 30 (say) has been 'split in the ratio of'. (On board, or use presentation (below)). line a particular answer in some questions (eg find the COMMENTS comparisons. Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Simple proportion presentation (below). IT Quiz at end (optional). 2. 3. 4. 5. MAIN LESSON 6. Discuss similar examples to those in presentation and Q/A on Discuss 'direct proportion' and 'mulitplier'. EQUIPMENT Notes: How to recognise questions and present them (eg 1. Examples: Finding one missing amount; also finding final amount (total). 2. Practice eg HS p200f. Use extention as incentive. 3. 4. 5. 6. 7. IT: SUPPORT PLENARY EXTENSIONS & DIFFERENTIATION HOMEWORK * See lesson 15 Room Class ation (below). IT Quiz at end (optional). TIMINGS o those in presentation and Q/A on how answers were found. questions and present them (eg HS p199f). ssing amount; also finding final amount (total). e extention as incentive. COMMENTS Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Review ratio skills required. 2. 3. 4. 5. MAIN LESSON 6. Quickly revise solving simple equations from M5. Presentation (below). Discuss thoroughly how the solution is found ('doing the same to both s EQUIPMENT Stundets to check that solution 'does fit' original question. 1. Revise recent work on expanding brackets (select (quickly) from presen 2. Mixing two skills together for solving equations with brackets (presentati Practice eg HS p206 or questions following presentation. 3. Equations with unknown on both sides (presentation below). 4. Practice eg HS p207 or questions following presentation. 5. 6. 7. IT: SUPPORT PLENARY Summerise skills in solving equations. Emphasise what it is we are finding when solving equations. EXTENSIONS & DIFFERENTIATION HOMEWORK See lesson & HS(hb) p50 * 51; 52 Room Class TIMINGS ons from M5. Presentation (below). n is found ('doing the same to both sides'). s fit' original question. rackets (select (quickly) from presentation below). g equations with brackets (presentation below). ollowing presentation. des (presentation below). ollowing presentation. COMMENTS when solving equations. Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Examples from lesson 15 (equations). 2. 3. 4. 5. MAIN LESSON 6. Two parts to lesson: Some simple powers / roots questions for calculators (from lesson 1) EQUIPMENT Introduce powers / indices. Mention their place in BIDMAS. 1. Simple examples on board (numbers, letters, numbers + letters) 2. Highlight difference in finding final answer and only simplyifying. Practice eg HS p209. 3. New section: Substitution. Introduce principles + uses. 4. Examples on board. Start very simple and gradually work up. Include p 5. negative numbers. Practice eg HS p211. 6. 7. IT: SUPPORT PLENARY Summerise lessons objectives. Start discussion on area / perimeter / circles. How to find? When to use EXTENSIONS & DIFFERENTIATION HOMEWORK * See lesson 18 Room Class TIMINGS ons for calculators (from lesson 1) - IT (below). n their place in BIDMAS. rs, letters, numbers + letters) nswer and only simplyifying. ce principles + uses. ple and gradually work up. Include plenty of examples with COMMENTS / circles. How to find? When to use? Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Examples from lesson 15 (equations). 2. 3. 4. 5. MAIN LESSON 6. Quickly revise solving simple equations from M5. Presentation (below). Remind students of lesson 16 plenary. In groups of two, drawing different sized circles (eg the Discuss thoroughly how the solution is found ('doing5), same to both sides') EQUIPMENT measuring check that solution 'does fit' original question. Stundets toradius and diameter, 1. Revise circumference expanding brackets (select (quickly) from presentation finding recent work on with string and area by estimating complete squares. 2. Mixing two skills together for solving equations with brackets (presentation b Coming out to record data on IT sheet (below). (Quietly eg HS data that is obviously wrong!). Practice removep206 or questions following presentation. 3. Equations with unknownsheet and highlight conclusions. Review class results on on both sides (presentation below). 4. Practice eg HS p207 or and give two examples. Introduce two formulae questions following presentation. 5. (Diagram, formula, working, answers). 6. 7. IT: SUPPORT PLENARY lessons objectives. Summerise skills in solving equations. Start discussion it area / perimeter / circles. How to find? Emphasise whatonis we are finding when solving equations.When to use? EXTENSIONS & DIFFERENTIATION HOMEWORK See lesson * & HS(hb) p50 1851; 52 Room Class TIMINGS ple equations from M5. Presentation (below). e solution is found ('doing the different sized circles (eg 5), same to both sides'). ution 'does fit' original question. by estimating complete squares. anding brackets (select (quickly) from presentation below). on IT sheet (below). or solving equations with brackets (presentation below). estions following presentation. eet and highlight conclusions. n both sides (presentation below). estions following presentation. d give two examples. COMMENTS e finding / circles. How to find? perimeter when solving equations.When to use? Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Discuss practical from 15 (equations). Examples from lesson lesson 17. 2. 3. 4. 5. MAIN LESSON 6. Go through methods simple and Circumference Presentation (below). Quickly revise solvingfor Area equations from M5. of circles. Examples. Discuss thoroughly how the solution is found ('doing the same to both sides') EQUIPMENT Practice to check that or R p17 ff. Stundetseg HS p214 ffsolution 'does fit' original question. 1. Revise recent work on expanding brackets (select (quickly) from presentation Monitoring progress (go round + marking). 2. Examples skills together for solving equations with brackets (presentation b Mixing twoof compound shape. (not too much questions following presentation. Practice eg HS p206 orof lesson) eg R p18 ff. 3. Equations with unknown on both sides (presentation below). 4. Practice eg HS p207 or questions following presentation. 5. 6. 7. IT: SUPPORT PLENARY Re-emphasise two solving equations. Summerise skills inmethods. Emphasise what it is we are finding when solving equations. EXTENSIONS & DIFFERENTIATION HOMEWORK See lesson & 51; p53 + HS(hb) p50 * 54 52 Room Class TIMINGS ea and Circumference Presentation (below). ple equations from M5. of circles. e solution is found ('doing the same to both sides'). ution 'does fit' original question. anding brackets (select (quickly) from presentation below). or solving equations with brackets (presentation below). estions following presentation. n both sides (presentation below). estions following presentation. COMMENTS e finding when solving equations. Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. 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 Percentages EQUIPMENT Ratio 1. Equations with Brackets 2. Powers and Indices Substituting Values into Expressions 3. Circles 4. 5. 6. 7. IT: SUPPORT PLENARY Re-cover points from starter. Calculators required for test! EXTENSIONS & DIFFERENTIATION HOMEWORK See lesson * Revise. Room Class in. TIMINGS and spend 25% of time available on each of the four topics: COMMENTS Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. 2. 3. 4. 5. MAIN LESSON 6. Module 6: Second Test. Two versions available. EQUIPMENT Students have the opposite version to the person sat next to them. 1. Exam conditions. 2. 3. 4. 5. 6. 7. IT: SUPPORT PLENARY EXTENSIONS & DIFFERENTIATION HOMEWORK See lesson * Revise. Room Class TIMINGS to the person sat next to them. COMMENTS Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. 2. 3. 4. 5. MAIN LESSON 6. Test review of both version A and B of Module 6 Second Test. EQUIPMENT 1. 2. 3. 4. 5. 6. 7. IT: SUPPORT PLENARY EXTENSIONS & DIFFERENTIATION HOMEWORK See lesson * Room Class TIMINGS of Module 6 Second Test. COMMENTS Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Some measurement task involving two variables. 2. 3. 4. 5. MAIN LESSON 6. Students to draw scattergraph for two variables (above) without too much ini likely that most of the graphs will be blank, some will be messy, some in pen EQUIPMENT Opportunity for discussion about 'basic rules' + simple errors + 'crumple zone 1. blank spaces. 2. Re-do graph 'perfectly'. Then onto 'guessing' values from graph (without LO Practice of drawing scattergraphs eg HS p223f. 3. Aim for two 'perfect' graphs (at least) from every student. 4. 5. 6. 7. IT: SUPPORT PLENARY Q/A rules for 'perfect' scattergraphs. Touch on 'guessing' missing values. EXTENSIONS & DIFFERENTIATION HOMEWORK * See lesson 24. Room Class nvolving two variables. TIMINGS aph for two variables (above) without too much initial guidance. It is hs will be blank, some will be messy, some in pen ..etc… about 'basic rules' + simple errors + 'crumple zones' to avoid large hen onto 'guessing' values from graph (without LOBF). HS p223f. s (at least) from every student. COMMENTS ergraphs. Touch on 'guessing' missing values. Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Q/A rules for 'perfect' scattergraphs. Touch on 'guessing' missing value 2. What would be a better method (LOBF)? What is the problems with this 3. Describing relationships in graphs done. 4. 5. MAIN LESSON 6. Notes on different types of correlation + how exams ask for it ('describe between ….. ' or 'comment on graph'). EQUIPMENT Do an example with class eg HS p228 q1. Comment on graph + use th 1. for LOBF. 2. 'In direction of points' and 'roughly the same no of points either side'. (e HS p227). 3. Practice of scattergraph skills eg HS p228. 4. 5. 6. 7. IT: SUPPORT PLENARY Touch on scattergraph basics. Advantages / disadvantages of scattergraph question in exam (easy but and it takes time …etc…). EXTENSIONS & DIFFERENTIATION HOMEWORK * See lesson 24. Room Class . Touch on 'guessing' missing values. OBF)? What is the problems with this (different LOBF)? TIMINGS on + how exams ask for it ('describe the relationship . Comment on graph + use this graph as an example he same no of points either side'. (eg see note at bottom of COMMENTS ttergraph question in exam (easy but easy to be innacurate Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Revise equivalent fractions via fraction dice game. 2. 3. 4. 5. MAIN LESSON 6. Simple multiplication of fractions eg half of a half. Slightly harder ones via diagrams (eg shading in). EQUIPMENT Discuss what the rule is ('top times top', 'bottom times bottom'; cancel d 1. Examples for notes (including one fraction x one integer). 2. Practice eg HS p231. Simple division examples (eg how many quarters in a half). 3. Discuss and think of rule (leave, change, change; then multiply). 4. Examples for notes (including one fraction / one integer). 5. Practice eg HS p232. 6. 7. IT: SUPPORT PLENARY Summerise rules. If time, students to draw number line for use with negative numbers. EXTENSIONS & DIFFERENTIATION HOMEWORK See lesson * HS (hb): p55-56; p57 Room Class ion dice game. TIMINGS half of a half. eg shading in). top', 'bottom times bottom'; cancel down). raction x one integer). many quarters in a half). ange, change; then multiply). raction / one integer). COMMENTS e for use with negative numbers. Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Q/A rules for 'perfect' scattergraphs. Touch eg Discussion on -ve numbers.via fraction dice game. Revise equivalent fractions Use in real life. on 'guessing' missing values. 2. Adding a -ve: Two bank accounts merged, one is the problems with this (diff What would be a better method (LOBF)? What in credit, one overdrawn. 3. Taking away a -ve: A football team wins an appeal against a 3 point deducti Describing relationships in graphs done. 4. 27 - - 3). 5. More suggestions welcome! MAIN LESSON 6. Notes multiplication of of correlation + of a exams Simpleon different typesfractions eg half how half. ask for it ('describe the r between ….. ' ones via diagrams (eg Slightly harderor 'comment on graph').shading in). EQUIPMENT Examples of simple adding +ve nostop', 'bottom times on graphcancel this gra Discuss what the rule is ('top times (rule for + & - Do an example with class eg HS p228 q1. Comment bottom'; + use down) 1. for " 3 + 3 for notes (including one Examples ", " 3 + + 3 ", " 3 + - 3 " fraction x one integer). eg LOBF. 2. 'In direction HSpoints' and 'roughly the Practice egexamples for subtraction. same no of points either side'. (eg see Equivalent of p231. Simple division examples (eg add; many different, in a half). To p227). HS general rule: signs same, how signs quarters subtract. 3. Practice eg think of rule Practice of scattergraph (leave, HS p228. Discuss andR p274 Ex8.skills eg change, change; then multiply). 4. Examples for notes (including one fraction / one integer). Examples of multiplication / division using -ve numbers. 5. Practice eg HS p232. 9 + p275. Practice eg R p274 Ex 6. 7. IT: SUPPORT PLENARY Touch on scattergraph basics. Summerise rules. If time, students to draw number line for use with negative numbers. but eas Advantages / disadvantages of scattergraph question in exam (easy and it takes time …etc…). EXTENSIONS & DIFFERENTIATION HOMEWORK HS Lesson*27 lesson 24. See(hb): p55-56; p57 Room Class s. Use in real life. on 'guessing' missing values. ergraphs. Touch eg s via fraction dice game. ccounts merged, one in credit, one overdrawn. ethod (LOBF)? What is the problems with this (different LOBF)? ball team wins an appeal against a 3 point deduction mid-season (eg TIMINGS correlation + of a exams ctions eg half how half. ask for it ('describe the relationship agrams (eg shading in). +ve nos (rule for + & - ). Then -ve nos. ( rule graph + an . Comment bottom'; + use down). op times top', 'bottom times on graphcancel thisfor + & as). example ing one fraction x one integer). roughly the same no of points either side'. (eg see note at bottom of eg how signs quarters subtract. me, add; many different, in a half). eave, change, change; then multiply). one integer). ing one fraction /ve numbers. COMMENTS es of scattergraph question in exam (easy umber line for use with negative numbers. but easy to be innacurate Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Q/A questions around simple conversion formula (including Miscrules for 'perfect' scattergraphs. Touch on 'guessing' missing value 2. = 32 + 1.8C,be = 10, -10, 5, -5, 1, -1 …etc... What would C a better method (LOBF)? What is the problems with this 3. Describing relationships in graphs done. 4. 5. MAIN LESSON 6. Notes on different types of correlation + how exams ask for it check of State aims of lesson - small chuncks (+ no calculator!). Keep ('describet between ….. ' or 'comment on graph'). (1) Method for adding / subtracting dec's (line up points). Practice eg EQUIPMENT (2) an example mulitplying eg HS p228 q1. / Comment onPractice eg th Do Method for with class / dividing by 10 100 / 1000. graph + use 1. for Method (3) LOBF. for multiplying dec's by whole nos. (Have 'chinese multiplica 2. 'In direction of long multiplication). Practice no of points 12.4A struggling with points' and 'roughly the same eg HS p237 either side'. (e HS Method (4) p227). for dividing dec's by whole numbers. Practice eg 3. Practice of for dividing skills eg HS p228. (5) Methodscattergraphdec's by dec's (into fractions, cancel down). Pra 4. eg HS p239 12.6A (note that ans book gives ans as dec's!). 5. 6. 7. IT: SUPPORT PLENARY Touch on scattergraph basics. Summerise methods. Misc examples, if time. Advantages / disadvantages of scattergraph question in exam (easy but and it takes time …etc…). EXTENSIONS & DIFFERENTIATION HOMEWORK 24. * See lesson 27 Room Class . Touch on 'guessing' missing values. ersion formula (including -ve numbers as input). eg using F OBF)? What is the problems with this (different LOBF)? TIMINGS s + how exams ask for it check of the on(+ no calculator!). Keep ('describetime!relationship dec's (line up points). Practice eg HS p235 12.2A 100 / 1000. graph + use this graph as an by 10. / Comment onPractice eg HS p237 12.3A example whole nos. (Have 'chinese multiplication' handy for those Practice no of points 12.4A he same eg HS p237 either side'. (eg see note at bottom of ole numbers. Practice eg HS p238 12.5A c's (into fractions, cancel down). Practice ook gives ans as dec's!). COMMENTS ttergraph question in exam (easy but easy to be innacurate Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Q/A rules for 'perfect' scattergraphs. IT macro activity on lesson 26 work. Touch on 'guessing' missing values. 2. What would be a better method (LOBF)? What is the problems with this (diff 3. Describing relationships in graphs done. 4. 5. MAIN LESSON 6. Notes on different types of correlation q1. Revision of plotting points eg HS p242+ how exams ask for it ('describe the r between available - see 'equipment'. (x-y grids….. ' or 'comment on graph'). Chose which ever grid you prefer). EQUIPMENT Reviseexample with class eg HS p228 q1. Comment on graph + use this gra Do an "X is a cross", "y is vertical". 1. for LOBF. Plotting points where one variable is fixed (eg x = 3 or y = 2. 'In direction of points' and 'roughly the same no of to axis). Join up to show lines (going in 'opposite' direction points either side'. (eg see HS p227). Hence drawing new lines without needing to find points first. 3. New sheet for method ofskills eg HS p228. Practice of scattergraph lines with two variables eg y=x / y = 2x 4. (find one point when x = 0, another point when y = 0). 5. Practice eg HS p242 (mark and check) HS p244. 6. 7. IT: SUPPORT PLENARY Touch on scattergraph x / y axis, y = a, x = a, y = mx + c Revise: Plotting points,basics. Advantages / disadvantages of scattergraph question in exam (easy but eas and it takes time …etc…). EXTENSIONS & DIFFERENTIATION HOMEWORK See lesson 24. * HS (hb): p58-59; p60 Room Class ergraphs. Touch on 'guessing' missing values. ethod (LOBF)? What is the problems with this (different LOBF)? TIMINGS correlation + how exams ask for it ('describe the relationship quipment'. Chose which ever grid you prefer). . Comment on graph + use this graph as an example variable is fixed (eg x = 3 or y = -2). g in 'opposite' direction points either side'. (eg see note at bottom of roughly the same no of to axis). without needing to find points first. nes with two variables eg y=x / y = 2x -3 / y = 3 - 2x another point when y = 0). HS p244. COMMENTS y axis, y = a, x = a, y = mx + c es of scattergraph question in exam (easy but easy to be innacurate Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Q/A rules for 'perfect' scattergraphs. Touch on y = 3 Further practice of misc lines (eg y = 4 / y = 2x /'guessing' missing value 2. What would be a better method (LOBF)? What is the problems with this 3. Describing relationships in graphs done. 4. 5. MAIN LESSON 6. Notes s/d/t problem. eg 15 miles in 45 mins. What is average speed? Simpleon different types of correlation + how exams ask for it ('describe To discussion or 'commentreading off travel graphs eg between ….. ' / practice of on graph'). EQUIPMENT Do an HS). example with class eg HS p228 q1. Comment on graph + use th 1. for LOBF. Students unlikely to finish. Move them on to real life grpahs eg 2. Again, students unlikely to'roughly the same no of points either side'. (e 'In direction of points' and finish, so leave ten minues for sketch graphs HS p227). 3. Practice of scattergraph skills eg HS p228. 4. 5. 6. 7. IT: SUPPORT PLENARY Touch on scattergraph basics. Another simple s/d/t problem (one (like above) that can be done without Advantages / disadvantages of scattergraph question in exam (easy but and it takes time …etc…). EXTENSIONS & DIFFERENTIATION HOMEWORK 24. * See lesson 30 Room Class . Touch on y = 3 - x 3x + 2y = 15) = 4 / y = 2x /'guessing'/ missing values. OBF)? What is the problems with this (different LOBF)? TIMINGS n 45 mins. What is average speed? on + how exams ask for it ('describe the relationship off travel graphs eg R p162ff (this is more thorough than . Comment on graph + use this graph as an example em on to real life grpahs eg R p165ff. he same no of points sketch graphs eg R note at o leave ten minues foreither side'. (eg see p168. bottom of COMMENTS like above) that can be done without the formula). ttergraph question in exam (easy but easy to be innacurate Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Q/A rules for 'perfect' Simple s/d/t/ problem.scattergraphs. Touch on 'guessing' missing value 2. What would be a better method (LOBF)? What is the problems with this 3. Describing relationships in graphs done. 4. 5. MAIN LESSON 6. Notes on different discuss difference between such a task it Art vs Tec Drawing triangles -types of correlation + how exams ask for in ('describe between ….. ' or and subsequent exercises HS Ch15 Use presentation'comment on graph'). EQUIPMENT Supliment the presentation before Ex 15.2A p251 Do an example with class eg HS p228 q1. Comment on graph + use th 1. for LOBF. included (not between the two sides given). 2. 'In direction of points' and 'roughly the same Keep a close eye on the use of protractors. no of points either side'. (e Guide lines not to be rubbed out. HS p227). 3. Practice of scattergraph skills eg HS p228. 4. 5. 6. 7. IT: SUPPORT PLENARY Touch on scattergraph basics. Class example on drawing a regular pentagon (eg radius 5cm) Advantages / disadvantages of scattergraph (72) and draw 5 (easy but circle, split into 5 triangles, find centre anglesquestion in exam triangles) and it takes time …etc…). EXTENSIONS & DIFFERENTIATION HOMEWORK 24. * See lesson 30 Room Class . Touch on 'guessing' missing values. OBF)? What is the problems with this (different LOBF)? TIMINGS ce between such a task it Art vs Tech. on + how exams ask for in ('describe the relationship HS Ch15. . Comment on graph where the angle given is non- Ex 15.2A p251 with example+ use this graph as an example he same no of points either side'. (eg see note at bottom of COMMENTS r pentagon (eg radius 5cm) - a typical exam question! (Draw re angles (72) and draw 5 (easy but ttergraph question in exam triangles). easy to be innacurate Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Q/A rules for from previous knowledge - what they are and what they ar Discuss nets 'perfect' scattergraphs. Touch on 'guessing' missing value 2. What would be a better method (LOBF)? What is the problems with this 3. Describing relationships in graphs done. 4. 5. MAIN LESSON 6. Notes on different types of correlation 3 part lesson. Book, pratical, book. + how exams ask for it ('describe between ….. ' an exam they will not be Explain that in or 'comment on graph'). asking for a practical demonstra EQUIPMENT for book work. with class eg HS p228 q1. Comment on graph + use th Do an example 1. for LOBF. Start with discussion / practice on some book examples eg 2. 'In direction of points' making nets from cards. of points help (!) + discu Equipment out. Start and 'roughly the same no Discuss / either side'. (e Back to book work for plenary eg HS p258. HS p227). 3. Practice of scattergraph skills eg HS p228. 4. 5. 6. 7. IT: SUPPORT PLENARY Touch on scattergraph basics. See above. Advantages / disadvantages of scattergraph question in exam (easy but and it takes time …etc…). EXTENSIONS & DIFFERENTIATION HOMEWORK See lesson 24. * HS (hb): p60; p61, p63, p65 Room Class what they are and what they are . Touch on 'guessing' missing values. used for in real life. OBF)? What is the problems with this (different LOBF)? TIMINGS on + how exams ask for it ('describe the relationship t be asking for a practical demonstration (!) hence the need . Comment on graph + use this graph as an example ome book examples eg HS p254 q1-3. rom cards. of points help (!) + discuss names at bottom he same no Discuss / either side'. (eg see noteof shapes. of COMMENTS ttergraph question in exam (easy but easy to be innacurate Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Q/A rules for 'perfect' scattergraphs. Touch on 'guessing' missing value Explain module system and how mini-tests fit-in. 2. Explain 60%be a better method (LOBF)? What is the problems with this What would pass mark and resit process. 3. Describing relationships in graphs done. 4. 5. MAIN LESSON 6. Notes topics from 'Revision Notes': Select on different types of correlation + how exams ask for it ('describe between ….. ' or 'comment on graph'). Scatter Diagrams EQUIPMENT Mulitiplication and Division HS Fractions Comment on graph + use th Do an example with class eg of p228 q1. 1. for LOBF. Negative numbers and Decimals 2. 'In direction of points' and 'roughly the same no of points either side'. (e Linear Graphs Interpreting Graphs HS p227). 3. Constructing Trianglesskills eg HS p228. Practice of scattergraph 4. Nets 5. 6. 7. IT: SUPPORT PLENARY Touch on scattergraph basics. Re-cover points from starter. Advantages / disadvantages Calculators required for test! of scattergraph question in exam (easy but and it takes time …etc…). EXTENSIONS & DIFFERENTIATION HOMEWORK See lesson 24. Revise. * Room Class in. . Touch on 'guessing' missing values. OBF)? What is the problems with this (different LOBF)? TIMINGS on + how exams ask for it ('describe the relationship . Comment on graph + use this graph as an example he same no of points either side'. (eg see note at bottom of COMMENTS ttergraph question in exam (easy but easy to be innacurate Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Q/A rules for 'perfect' scattergraphs. Touch on 'guessing' missing values. 2. What would be a better method (LOBF)? What is the problems with this (diff 3. Describing relationships in graphs done. 4. 5. MAIN LESSON 6. Notes on First Test. Third Test. Module 6:different types of correlation + how exams ask for it ('describe the r between ….. or 'comment on graph'). Two versions' available. x-y grids required for both (use either link below). x-y grids required for both (use either link) + EQUIPMENT Students have the opposite version to the person sat next to them. Exam gra Do an example with class eg HS p228 q1. Comment on graph + use this co 1. for LOBF. Note conditions. two parts. The first part (up to Examthat the test is to be done in two parts. The first part (up to 2. 'In direction to be left and 'roughly is to be viewed on the projector via the lin (calculators of points' on floor) and the same no of points either side'. (eg see HS p227). part Calculators allowed for the second part.(50 mins). 3. Practice of scattergraph skills eg HS p228. 4. 5. 6. 7. IT: SUPPORT PLENARY Touch on scattergraph basics. Advantages / disadvantages of scattergraph question in exam (easy but eas and it takes time …etc…). EXTENSIONS & DIFFERENTIATION HOMEWORK See lesson 24. Revise. * Room Class ergraphs. Touch on 'guessing' missing values. ethod (LOBF)? What is the problems with this (different LOBF)? TIMINGS correlation + how exams ask for it ('describe the relationship required for both (use either link) + graph y grids required for both (use either link below). paper. Comment on graph + use this conditions. e version to the.person sat next to them. Exam graph as an example The first part (up to 10 minutes) is non calculator done in two parts. . The first part (up to 10 minutes) is non calculator roughly is to be viewed on the projector via the link below. oor) and the same no of points either side'. (eg see note at bottom of second part (50 mins). COMMENTS es of scattergraph question in exam (easy but easy to be innacurate Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Q/A rules for 'perfect' scattergraphs. Touch on 'guessing' missing value 2. What would be a better method (LOBF)? What is the problems with this 3. Describing relationships in graphs done. 4. 5. MAIN LESSON 6. Test review of both versioncorrelation + how exams ask for it ('describe Third Test. Notes on different types of A and B of Module 6 First Test. between ….. ' or 'comment on graph'). EQUIPMENT Do an example with class eg HS p228 q1. Comment on graph + use th 1. for LOBF. 2. 'In direction of points' and 'roughly the same no of points either side'. (e HS p227). 3. Practice of scattergraph skills eg HS p228. 4. 5. 6. 7. IT: SUPPORT PLENARY Touch on scattergraph basics. Advantages / disadvantages of scattergraph question in exam (easy but and it takes time …etc…). EXTENSIONS & DIFFERENTIATION HOMEWORK * See lesson 24. Room Class . Touch on 'guessing' missing values. OBF)? What is the problems with this (different LOBF)? TIMINGS of Module 6 First Test. Third Test. on + how exams ask for it ('describe the relationship . Comment on graph + use this graph as an example he same no of points either side'. (eg see note at bottom of COMMENTS ttergraph question in exam (easy but easy to be innacurate Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Q/A rules for 'perfect' scattergraphs. Touch on 'guessing' missing value 2. What would be a better method (LOBF)? What is the problems with this 3. Describing relationships in graphs done. 4. 5. MAIN LESSON 6. Notes on different types of correlation + how exams ask for it ('describe between ….. ' or 'comment on graph'). EQUIPMENT Do an example with class eg HS p228 q1. Comment on graph + use th 1. for LOBF. 2. 'In direction of points' and 'roughly the same no of points either side'. (e HS p227). 3. Practice of scattergraph skills eg HS p228. 4. 5. 6. 7. IT: SUPPORT PLENARY Touch on scattergraph basics. Advantages / disadvantages of scattergraph question in exam (easy but and it takes time …etc…). EXTENSIONS & DIFFERENTIATION HOMEWORK * See lesson 24. Room Class . Touch on 'guessing' missing values. OBF)? What is the problems with this (different LOBF)? TIMINGS on + how exams ask for it ('describe the relationship . Comment on graph + use this graph as an example he same no of points either side'. (eg see note at bottom of COMMENTS ttergraph question in exam (easy but easy to be innacurate Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Q/A rules for 'perfect' scattergraphs. Touch on 'guessing' missing value 2. What would be a better method (LOBF)? What is the problems with this 3. Describing relationships in graphs done. 4. 5. MAIN LESSON 6. Notes on different types of correlation + how exams ask for it ('describe between ….. ' or 'comment on graph'). EQUIPMENT Do an example with class eg HS p228 q1. Comment on graph + use th 1. for LOBF. 2. 'In direction of points' and 'roughly the same no of points either side'. (e HS p227). 3. Practice of scattergraph skills eg HS p228. 4. 5. 6. 7. IT: SUPPORT PLENARY Touch on scattergraph basics. Advantages / disadvantages of scattergraph question in exam (easy but and it takes time …etc…). EXTENSIONS & DIFFERENTIATION HOMEWORK * See lesson 24. Room Class . Touch on 'guessing' missing values. OBF)? What is the problems with this (different LOBF)? TIMINGS on + how exams ask for it ('describe the relationship . Comment on graph + use this graph as an example he same no of points either side'. (eg see note at bottom of COMMENTS ttergraph question in exam (easy but easy to be innacurate Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Q/A rules for 'perfect' scattergraphs. Touch on 'guessing' missing value 2. What would be a better method (LOBF)? What is the problems with this 3. Describing relationships in graphs done. 4. 5. MAIN LESSON 6. Notes on different types of correlation + how exams ask for it ('describe between ….. ' or 'comment on graph'). EQUIPMENT Do an example with class eg HS p228 q1. Comment on graph + use th 1. for LOBF. 2. 'In direction of points' and 'roughly the same no of points either side'. (e HS p227). 3. Practice of scattergraph skills eg HS p228. 4. 5. 6. 7. IT: SUPPORT PLENARY Touch on scattergraph basics. Advantages / disadvantages of scattergraph question in exam (easy but and it takes time …etc…). EXTENSIONS & DIFFERENTIATION HOMEWORK * See lesson 24. Room Class . Touch on 'guessing' missing values. OBF)? What is the problems with this (different LOBF)? TIMINGS on + how exams ask for it ('describe the relationship . Comment on graph + use this graph as an example he same no of points either side'. (eg see note at bottom of COMMENTS ttergraph question in exam (easy but easy to be innacurate Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Q/A rules for 'perfect' scattergraphs. Touch on 'guessing' missing value 2. What would be a better method (LOBF)? What is the problems with this 3. Describing relationships in graphs done. 4. 5. MAIN LESSON 6. Notes on different types of correlation + how exams ask for it ('describe between ….. ' or 'comment on graph'). EQUIPMENT Do an example with class eg HS p228 q1. Comment on graph + use th 1. for LOBF. 2. 'In direction of points' and 'roughly the same no of points either side'. (e HS p227). 3. Practice of scattergraph skills eg HS p228. 4. 5. 6. 7. IT: SUPPORT PLENARY Touch on scattergraph basics. Advantages / disadvantages of scattergraph question in exam (easy but and it takes time …etc…). EXTENSIONS & DIFFERENTIATION HOMEWORK * See lesson 24. Room Class . Touch on 'guessing' missing values. OBF)? What is the problems with this (different LOBF)? TIMINGS on + how exams ask for it ('describe the relationship . Comment on graph + use this graph as an example he same no of points either side'. (eg see note at bottom of COMMENTS ttergraph question in exam (easy but easy to be innacurate Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Q/A rules for 'perfect' scattergraphs. Touch on 'guessing' missing value 2. What would be a better method (LOBF)? What is the problems with this 3. Describing relationships in graphs done. 4. 5. MAIN LESSON 6. Notes on different types of correlation + how exams ask for it ('describe between ….. ' or 'comment on graph'). EQUIPMENT Do an example with class eg HS p228 q1. Comment on graph + use th 1. for LOBF. 2. 'In direction of points' and 'roughly the same no of points either side'. (e HS p227). 3. Practice of scattergraph skills eg HS p228. 4. 5. 6. 7. IT: SUPPORT PLENARY Touch on scattergraph basics. Advantages / disadvantages of scattergraph question in exam (easy but and it takes time …etc…). EXTENSIONS & DIFFERENTIATION HOMEWORK * See lesson 24. Room Class . Touch on 'guessing' missing values. OBF)? What is the problems with this (different LOBF)? TIMINGS on + how exams ask for it ('describe the relationship . Comment on graph + use this graph as an example he same no of points either side'. (eg see note at bottom of COMMENTS ttergraph question in exam (easy but easy to be innacurate Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Q/A rules for 'perfect' scattergraphs. Touch on 'guessing' missing value 2. What would be a better method (LOBF)? What is the problems with this 3. Describing relationships in graphs done. 4. 5. MAIN LESSON 6. Notes on different types of correlation + how exams ask for it ('describe between ….. ' or 'comment on graph'). EQUIPMENT Do an example with class eg HS p228 q1. Comment on graph + use th 1. for LOBF. 2. 'In direction of points' and 'roughly the same no of points either side'. (e HS p227). 3. Practice of scattergraph skills eg HS p228. 4. 5. 6. 7. IT: SUPPORT PLENARY Touch on scattergraph basics. Advantages / disadvantages of scattergraph question in exam (easy but and it takes time …etc…). EXTENSIONS & DIFFERENTIATION HOMEWORK * See lesson 24. Room Class . Touch on 'guessing' missing values. OBF)? What is the problems with this (different LOBF)? TIMINGS on + how exams ask for it ('describe the relationship . Comment on graph + use this graph as an example he same no of points either side'. (eg see note at bottom of COMMENTS ttergraph question in exam (easy but easy to be innacurate Lesson 1 MODULE 5 Date Teacher OBJECTIVES STARTER ACTIVITY 1. Q/A rules for 'perfect' scattergraphs. Touch on 'guessing' missing value 2. What would be a better method (LOBF)? What is the problems with this 3. Describing relationships in graphs done. 4. 5. MAIN LESSON 6. Notes on different types of correlation + how exams ask for it ('describe between ….. ' or 'comment on graph'). EQUIPMENT Do an example with class eg HS p228 q1. Comment on graph + use th 1. for LOBF. 2. 'In direction of points' and 'roughly the same no of points either side'. (e HS p227). 3. Practice of scattergraph skills eg HS p228. 4. 5. 6. 7. IT: SUPPORT PLENARY Touch on scattergraph basics. Advantages / disadvantages of scattergraph question in exam (easy but and it takes time …etc…). EXTENSIONS & DIFFERENTIATION HOMEWORK * See lesson 24. Room Class . Touch on 'guessing' missing values. OBF)? What is the problems with this (different LOBF)? TIMINGS on + how exams ask for it ('describe the relationship . Comment on graph + use this graph as an example he same no of points either side'. (eg see note at bottom of COMMENTS ttergraph question in exam (easy but easy to be innacurate

DOCUMENT INFO

Shared By:

Categories:

Tags:
Lesson 1, how to, lesson 2, english grammar, American Sign Language, Investigation Activity, beneficial microorganisms, Vowel Sounds, English word, english exercises

Stats:

views: | 5 |

posted: | 3/18/2011 |

language: | English |

pages: | 119 |

OTHER DOCS BY nyut545e2

How are you planning on using Docstoc?
BUSINESS
PERSONAL

By registering with docstoc.com you agree to our
privacy policy and
terms of service, and to receive content and offer notifications.

Docstoc is the premier online destination to start and grow small businesses. It hosts the best quality and widest selection of professional documents (over 20 million) and resources including expert videos, articles and productivity tools to make every small business better.

Search or Browse for any specific document or resource you need for your business. Or explore our curated resources for Starting a Business, Growing a Business or for Professional Development.

Feel free to Contact Us with any questions you might have.