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| Line 46: |
Line 46: |
| | * Whiteboard rubber | | * Whiteboard rubber |
| | | colspan="2" | '''Provision for EAL/SEN/G&T''' | | | colspan="2" | '''Provision for EAL/SEN/G&T''' |
| - | * Stuart Hooker brings his own laptop.
| |
| | * Extension sheet on subtracting areas for the more talented students. | | * Extension sheet on subtracting areas for the more talented students. |
| | |- | | |- |
| Line 52: |
Line 51: |
| | * No abnormal risks -- today will be just worksheet and whiteboard. | | * No abnormal risks -- today will be just worksheet and whiteboard. |
| | | colspan="2" | '''Named Students''' | | | colspan="2" | '''Named Students''' |
| - | * Stuart Hooker (ASD)
| |
| - | * Paige Barrow (BESD)
| |
| - | * John Sadikoglu (SLD)
| |
| - | * Freddie Thompson (BESD)
| |
| - | * Jake Gaywood (SLD)
| |
| - | * Curtis Hillier (BESD)
| |
| - | * Reece Lowden (Moderate LD)
| |
| - | * Daniel Quest (Language)
| |
| - | * Emily Ross (SLD)
| |
| | |- | | |- |
| | | colspan="3" |'''Starter''' | | | colspan="3" |'''Starter''' |
Heathside Schools Mathematics Department Lesson Plan Outline -- CONFIDENTIAL
| Teacher: Mr G Wilson
| Class: 8A3
| Date: 1-Dec-09
|
| Module/Topic: KS3: Perimeter, Area and Volume / Mixing and Converting Units
| Room: T5
| Lesson: 10:55-11:45
|
Lesson Objectives (including AFL)
- Recap on converting units: within metric and Imperial, and from metric to Imperial and vice versa.
- How to calculate areas where the lengths are in the different units.
- Observe differences between cm:m and cm2: m2.
| Success Criteria
- Everyone able to convert between the various types of metric units -- both lengths and areas.
|
Class Management Objectives
- Try to follow EB's example from Wednesday as closely as possible, in terms of quiet and control achieved.
- Talk about modification to classroom rules.
- We have to avoid yesterday's shameful lesson in which almost no maths got taught, thanks to those who disrupted the lesson.
- You could disrupt any teacher's lesson, but you choose not to disrupt the lessons of most of the teachers you know, because you know how painful they will make it for you.
- So you decide to disrupt the new teachers' lessons, because you don't know how tough they will be, and you hope they will be a soft touch.
- But when you disrupt, everyone loses.
- You lose because you get punished and because you don't learn anything.
- The others in the class lose because the teaching is interrupted.
- And I lose because instead of teaching you maths, which is what I want to do, I'm spending all my time trying to get you to behave properly.
- The only people who gain are the students outside this class -- the ones who will be your competitors when you are looking for a job, the ones who are studying hard and making sure they get their GCSEs.
- You know almsot nothing about me and my background. I have locked down my Facebook account and let my Wikipedia entry get deleted so that you know nothing about what I did before I came here. But I can tell you that I have an 18-year-old daughter.
- When she was in Year 8, she was in set 3, like you. And, like some of you, she worked hard, and eventually got an A-star in her maths GCSE.
- This is not beyond many of you, provided you work and you listen. But the time to catch up is running out. You have to decide now, today, that you are going to start chasing those GCSE qualifications, because qualifications mean jobs, and jobs mean money.
- Announce that I will be collecting homework at the end. There will be a half-hour detention for anyone who has not attempted the homework. And there will be a full-hour detention for anyone who pretends to have done the homework by handing in an empty exercise book.
|
| Lesson Context (including AFL)
| Prior Pupil Knowledge
- Some knowledge of imperial and metric units, and converting between the two
- Knowledge of how to calculate the area of some simple shapes.
|
Resources/Equipment
- Whiteboard pens
- EW pen
- 35 copies of Starter worksheet
- 35 copies of Ex 15C worksheet
- This lesson plan (two hard copies)
- Whiteboard rubber
| Provision for EAL/SEN/G&T
- Extension sheet on subtracting areas for the more talented students.
|
Health and Safety
- No abnormal risks -- today will be just worksheet and whiteboard.
| Named Students
|
Starter
- Put title and date on board; ask them to copy it down.
- Go through:
- 1 m = 100 cm (with process chart)
- 1 m = 1 000 mm
- 1 cm = 10 mm (with process chart)
- 1 km = 1 000 m
- Questions 1-4 on p.12 of CGP: 'Key Stage Three Maths: The Workbook'
- Write the answers on the worksheet. But remember to stick it in.
- 10 mins to do it, starting now.
- Take the register while they do it.
|
Development activities (including AFL)
- Show example of triangle on IWB.
- Tell them to get their calculators out.
- Ask them to copy down:
- When calculating area or volume, you must ensure all the lengths are expressed in the same units.
- 1 m2 = 10 000 cm2
- 1 cm2 = 100 mm2
- Use the examples from pages 258-259 of 'Impact maths 2R'
|
Plenary / AFL
- WWW (what went well?)
- EBI (even better if...)
|
| Cross-curricular links (Literacy, Numeracy, Citizenship, Spirituality, ICT)
|
Homework
- None to announce. Collect last night's homework by the door.
- If time, special mention for previous homework heroes.
|
