Perimeter and Area 2

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Revision as of 11:45, 26 November 2009

Lesson Details

• Class: 8A3 (30-31 pupils) • Date: 24th November 2009 • Time: 10.25-11.15 • Room: T5. • Lesson number: 3rd in the day. • National Curriculum (or other syllabus) area: KS3 Y8 Module 15: Perimeter, Area and Volume • Target level(s) Grades: This is a relatively low ability set, with levels of between 4B and 5A when last assessed (Mini SATS 7).

In-Class Support

• Role of in-class support by others (where applicable): Ruth Howe will be in the class monitoring this lesson. If required, he can help them with the worksheet and maintain quiet.

Learning Objectives

• Recap on calculating perimeters • Calculating the area of a rectangle • Calculate the area of a rectangle-based shape

Prior Knowledge of Pupils

• Pupil prior knowledge or experience: o Perimeter and area were introduced yesterday

Class management objectives

• Continue the strategy of achieving total quiet during the instruction phase of each lesson. Terms to be taught • Perimeter • Area

ECM outcome

• Ensure each child is confident calculating perimeters and areas.

Demonstrating Learning

• How will your pupils demonstrate successful learning? o worksheet starter exercise. o Contributions in class discussion.

Possible Pupil Misconceptions

o Confusion between perimeter and area

Resources

• Whiteboard pens • EW pen • 35 copies of Starter worksheets • This lesson plan (two hard copies) • Whiteboard rubber

Risk/Safety Assessment

• No abnormal risks -- today will be just worksheet and whiteboard.

Assessment Opportunities

• Talk to the pupils on a one-to-one or one-to-few basis. • Move around the classroom. • Use questioning as part of lesson.

Relationships

• Developing good working relationships: o Help the pupils with their learning.

Opportunities for Differentiation

• Talented and Gifted students: Qs 2, 3 and 4 from Ex 15.A • Not-so-able students: • SEN:

National Frameworks

• Issues related to or derived from National Strategies/Frameworks (in particular, approaches to literacy): o Other terms they need to know

Proposed Schedule and Content

Proposed Schedule Section Duration Start Time Resource Movements Key Points Pre-Entry 2 mins - • If possible, put a copy of the starter worksheet on each pupil's desk. • Write learning objectives on board. • Sign on to PC, if necessary. • We won’t go in until you’re quiet. • Stand behind your chairs until I say so. Entry 2 mins - • Or hand out starter worksheet as they enter. • Let them take off their jackets if they wish. Registration 2 mins - - • Ask them to get their homework diaries out on the desk. • Pencil cases • Exercise books • Write the date and title of today’s lesson in their exercise books: ‘Perimeter and Area of Composite Rectangles’ • Stick the worksheet in. Starter 10 mins • Only answer the perimeter. • Set the clock to five minutes for the starter. • If you finish early, put your hand up. • 5 mins for analysis. Main 25 mins • Get them to write two definitions: • Perimeter: the total distance around the edges of a shape. • Area: a measure of how much 2D space is covered by a shape. • Work on the board through example 1 in the notes. • Ask them to work out the areas in Exercise 15a. Plenary 2 mins - - • Check that everyone is happy with perimeter and area of rectangle-based shapes. Dismiss 2 mins - - • Collect homework by the door.

To Do BEFORE the lesson