Bisection by Compasses

From Teach

Contents 1 Lesson Details 2 In-Class Support 3 Learning Objectives 4 Prior Knowledge of Pupils 4.1 Pupils may have not yet been taught 5 Class management objectives 6 ECM outcome 7 Demonstrating Learning 8 Possible Pupil Mis-conceptions 9 Resources 10 Risk/Safety Assessment 11 Assessment Opportunities 12 Relationships 13 Opportunities for Differentiation 14 National Frameworks 15 Other terms they need to know 16 Proposed Schedule and Content 17 To Do BEFORE the lesson

Lesson Details

• Class: 8A3 (30-31 pupils)
  • 15-16 boys, 15 girls
• Date: 11th November 2009
• Time: 13.55-14.45
• Room: T3, which is busy the previous period, but free from about 13.30.
• Lesson number: 6th in the day. Last lesson.
• National Curriculum (or other syllabus) area: KS3 Y8 Module 14: Shape and Measure
• Target level(s) Grades: This is a relatively low ability set.

In-Class Support

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

Learning Objectives

• Starter: Recap on completing the rhombus using compasses, introducing diagonals.
• Review of triangle construction homework
• Learn how to bisect an angle using compasses.
• Learn how to construct a perpendicular bisector of a line.

Prior Knowledge of Pupils

• Pupil prior knowledge or experience:
  • Symmetry of shapes
  • Rotation of images
  • Measure lengths in cm using a ruler
  • Parallel and Perpendicular lines
  • Right, acute and obtuse angles
  • Measure angles using a protractor
  • Sum of angles of a triangle
  • Isosceles, equilateral and right-angled triangles
  • Types of Quadrilateral
  • Elements of a Circle
  • Constructing a Circle using Compasses
  • Constructing a Triangle using Ruler and Compasses
  • Completing a Rhombus using Ruler and Compasses

Pupils may have not yet been taught

• Diagonals of polygons

Class management objectives

• Focus on time management and the celebration of good efforts in the homework today. We need to proceed at a brisk pace, with few disruptions, in order to cover the material, and continue building their confidence in compass construction before we leave the topic.

ECM outcome

• Ensure everyone leaves the lesson feeling they are confident with compasses.

Demonstrating Learning

• How will your pupils demonstrate successful learning?
  • Constructions on the worksheets.

Possible Pupil Mis-conceptions

• Confusion over long words:
• perpendicular: two straight lines are said to be perpendicular if they meet or cross over at right angles., and
• perpendicular bisector: a line which cuts another line into two equal lengths and is at right angles to it.

Resources

• Mrs Bray's geometry tin
• Geometry sets
• Whiteboard pens
• EW pen
• 32 copies of Starter worksheet on rhombi
• 32 copies of worksheet on Perpendicular Bisectors
• Mega-compasses
• Mega-Ruler
• Mega-Protractor
• This lesson plan (two hard copies)

Risk/Safety Assessment

• Improper use of compasses.
• Teacher's drinking water: ensure in an upright bottle in a safe place throughout the lesson.
• Ensure no pupil gets accidentally hit by teacher's mega-ruler.

Assessment Opportunities

• Talk to the students on a one-to-one or one-to-few basis.
• Take in the starter worksheet afterwards.
• Move around the classroom.
• Use questioning as part of lesson.

Relationships

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

Opportunities for Differentiation

• Talented and Gifted students: Diagonals questions 2 and 3 in Exercise 7C.
• Not-so-able students:
• SEN: SW will not need his laptop for this lesson.

National Frameworks

• Issues related to or derived from National Strategies/Frameworks (in particular, approaches to literacy):
  • Design and Technology
  • Art
  • Engineering
  • Architecture.

Other terms they need to know

perpendicular: two straight lines are said to be perpendicular if they meet or cross over at right angles. and Template:Bisector

Proposed Schedule and Content

Proposed Schedule
Section	Duration	Start Time	Resource Movements	Key Points
Pre-Entry	2 mins	13.55	If possible, put a copy of the starter worksheet on each pupil's desk.	-
Entry	2 mins	13.57	Get them to line up quietly outside the classroom, then sit them according to the new seating plan.	"Ladies and gentlemen, can everyone wait in a line against the left-hand wall?" "Guys, we won't go into the classroom until everyone is quiet." "Every minute we waste out here will be added on at the end, meaning your break will be shorter."
Registration	3 mins	13.59	-	If they don't say, "Yes, sir", wait until they do.
Equipment hand-out	2 mins	14.02	Ask hands up for anyone without a pair of compasses. Leave those hands up. and hands up for rulers? Hand out geometry sets to those in need.	-
Starter	15 mins (5 mins to introduce concept of diagonals, 5 mins for pupils to do it; 5 mins to review answers)	-	Write up definition of a diagonal. Show them on board.	-
Review Homework	6 mins	-	-	-
Bisecting an angle using compasses	10 minutes (5 for demo; 5 for them to practice)	-	Use worksheet	-	-
Constructing a Perpendicular Bisector of a Line	10 mins (5 for demo; 5 for them to practice)	-	Use worksheet	-
Set homework	2 mins	-	Ex 7.1 on page 47 in orange Mathematics Homework Booklet. Must do qns 1 and 2. Do as much of Q3 as you can. By tomorrow.	-
Dismiss and hand out prizes for successful pupils.	3 mins	-		-

To Do BEFORE the lesson

1. Make 32 photocopies of the Perpendicular Bisection worksheet.
2. Make 32 copies of the Rhombus / Angle Bisection worksheet.
3. Print off two copies of this Lesson Plan.
4. Analysis of Homework. DONE
5. Update and print off Registration spreadsheet. DONE