bidmas.notebook |
bidmas_follow_up.notebook |
This is built on a Don Steward resource, I have added in the scaffolding.
This is the follow up lesson to the one above the content is the same as we were able to spend longer than I had anticipated exploring the starter tasks. The starters have also changed as some of the students found the 'mechanical' practice too easy. Again the resources originate from Don Stewards median site.
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Entry work for GCSE foundation classes. Questions will be on the board ready for students as they come in. The topics chosen are from those areas that students have dropped marks on past papers. Students choose either the mild or hot questions. 3 - 5 minute activity.
This is a lesson run for a lower ability (set 4) key stage 4 class. The key aim is to prepare them for a higher paper at the end of the year. You will have your own opinions on the content / time spent on topics (and I would welcome them). A significant number of students have a history of disaffection with maths and very few will have completed any work over the summer. The end result is a need to cover all the key elements this year while still giving scope for students to reach for higher grades. Deep learning sessions are quiet practice lessons to prepare for each assessment point. Students will create revision cards within each topic and use these as support in the deep learning session (assessments will be completed independently). The cards will be kept in class and built up over the year so that by the summer term each student will have a full set (that they have made themselves) to help guide their revision. The "Back to Basics" topics will be a short set of questions (similar to the chilli starters I have used before) that will be ready for students as they enter the room. These cover key areas where students drop 'easy' marks and should support the topics being taught during the term. Things always need to be changed - the buffer lessons at the end of each term give a little bit of freedom to spend extra time/ extend a topic depending on how the lessons run. The Homework topics will be completed as we go in reaction to feedback in lessons. This is a difficult resource to share. We all strive to develop deeper learning and build a culture of investigative mathematics. The harsh reality for this class is they have around 100 hours before they sit their GCSE paper. A lot will start the year with a firm and relatively negative attitude to the subject. For all of them, the grade they achieve will open (or close) more doors than they currently appreciate. The dream is to develop a love for mathematics and a culture of curiosity, at the same time ensuring students achieve the best possible grade they can. In reality there simply isn't the time left to do both. This has been very effective in the past in ensuring students achieve the grades to make their next step.
The file below follows the same theme for a similar class studying for the Linked Pair - Methods paper (Foundation)
A sample a regular starter activity to practise core skills. They are ready as students arrive to lesson, students choose the level they want to work at. The repetition each lesson worked really well for lower ability students. We have deliberately used the same digits for medium and hot to allow students to spot the links themselves. They were then able to quickly make the next step. Image belongs to Nando's, idea adapted from 'Take away Homework" Multiplication and Division
Fractions of amounts
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