# Lesson 1

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```					    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

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

+ 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.
(Students to give reasons with their work).

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).
g to one significant figure) to check answers are sensible

riangle ('exterior = sum of interior-opposite').
ing equal sides (eg second example).

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).

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.

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

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.

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.

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).

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.

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….

-8.
hen practice eg HS p195f Ex 5.3B 6-10.
er (decimal) method. eg increase by 5%, x 1.05.

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

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.

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.

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

/ 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.
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.
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.

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.

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:

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.

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.

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.

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.
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

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.
top', 'bottom times bottom'; cancel down).
raction x one integer).

many quarters in a half).
ange, change; then multiply).
raction / one integer).

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
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
+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.

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.
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!).

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.
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.

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
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

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)
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

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.
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.
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

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.
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

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.
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).

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.
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

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.
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

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.
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

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.
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

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.
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

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.
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

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.
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

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.
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