Pupils completed the What/Know/Learn matrix at the start of the previous lesson and will review it again at the beginning and end of this one. Most had nothing in the know column so lesson one focused on x on one side (with a little introduction to inequalities). They completed the jigsaw in class during lesson 1 so the prepare task is really a recap to make sure they remember the work we covered last lesson. To explain the short homework, the homework policy is little and often - rather than setting one long homework each week a small amount is set every lesson. The main graded task comes from the numberloving blog and they have many more like this. Pupils will work in pairs and complete the answers on post its, sticking them on the questions as they complete them. There will be copies for each person to take home for revision/ homework.
Following on from the previous lesson - 3d drawing to lead into surface area. Sticking to the skilled steps. Lesson developed from feedback of the pupils who said they liked the structure and clarity of direction of the previous lesson.
A lesson I planned for pupils currently at grade G to F. It isn't a lights and bells exciting lesson and, while I prefer to teach with them, it doesn't have rich investigations. Mostly because I barely know the class, they currently have a very low threshold for resiliance and little confidence in their own ability. Match this with an exam looming in November and this is what I ended up with. It does break down the topic skill by skill and lets the pupils see exactly what they need to do to get to the next grade with plenty of review opportunities after each step. I started with a game of squares (sneaking in negative numbers), we completed the lesson up to the triangle demonstration which everyone completed using a piece of A4. I was surprised at how taken impressed some of the pupils were that the two cut pieces fitted exactly on top of the triangle. Next lesson we will start with a bit of 3D drawing on isometric paper (drawing small shapes made of blocks) which will give us a lead in to surface area (I hope)
The purpose of this lesson is to decide with the class which topics they need to cover. The questions are taken directly from the EDEXCEL June 2012 (1MAO) paper.To avoid confidence issues and to allow the pupils time to discuss the questions I have deliberately left them out and just shown the diagram or table that builds the context. We can then build a bank of 'things we know', and possibly extend this with 'things we wonder'. I find pupils that struggle with maths rarely read exam questions properly and tend to rush as quickly as possible to any sort of answer to get the work out of the way. This will force pupils to discuss the context before being allowed to see the question, which is a skill they need to develop. Once this is done pupils will write their own 3 questions, I will encourage some to write questions that build in complexity and/or to give the marks they think their questions are worth. I may get them to compare their questions in groups and choose one to present to the class (or write on the board). We will then attempt to answer these questions. After this we will look at the actual question and compare it to the ones we produced. We may then review the marks given and, provided we haven't already done it, complete the question. I have chosen 6 topics but may cut this short if time runs out or the task becomes repetitive. To review, each pupil will write their name on 3 post it notes and stick them under the three topics they would like to cover in class. This will be my next run of lessons. Once completed the the cycle will repeat again (depending on the feedback I get from the class about this one). The initial page is to establish that we can draw a lot of information out of one image, I have chosen a topic that will generate some interest and which everyone will be able to comment on without any maths anxiety.
I changed the format of this lesson at the last minute to match the identifying topics lesson as it went so well. Pupils did write down what they know about each quesion by looking at the pictures but we followed this by sorting the topics (red/amber/green). The red topics then became the next two lessons. The first being Area and Perimeter.
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