Conversion Factors

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 Misconceptions 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: 19th 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, 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): Emma Bray will be in the class monitoring this lesson. If required, she can help them with the worksheet and maintain quiet.

Learning Objectives

• Recap on metric units
• Recap on Imperial units
• Learn how to convert the most familiar

Prior Knowledge of Pupils

• Pupil prior knowledge or experience:
  • Measure lengths in cm using a ruler

Pupils may have not yet been taught

• Imperial measures
• Metric measures

Class management objectives

• Focus on time management. We need to proceed at a brisk pace, with few disruptions, in order to cover the material.

ECM outcome

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

Demonstrating Learning

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

Possible Pupil Misconceptions

• Expect many of the pupils to be poor on Imperial measures, for example:
  • how many lbs in a stone?
  • inches in a foot?

Resources

• Calculators
• Whiteboard pens
• EW pen
• 32 copies of Starter worksheet: * 32 copies of two worksheets
• This lesson plan (two hard copies)
• Whiteboard rubber
• Exercise books

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.
• 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:
• 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
  • Engineering
  • Architecture.

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.	-
Entry	2 mins	-	Get them to line up quietly outside the classroom, then sit them according to the seating plan. Same seats as previous day. Hand out starter worksheet as they enter.	"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	-	-	Ask them to get their homework diaries out on the desk.
Hand back exercise books	5 mins	-	-	Ask two students to do so, carefully, to ensure loose worksheets do not drop out. Remind them to stick them in. Show list of top performers this week (Powerpoint slide)
Starter	10 mins	-	Metric conversion exercise, taken from CGP Edexcel Linear p.60 (top half)	-
Metric - Imperial Conversion factors	30 mins	-	-	Ask for everyday examples of measurements -- e.g. length, volume, weight, temperature, currency -- when travelling, or buying, or at school. Get them to classify as to metric (French, Napoleonic origin) or imperial (British origin). What do these terms mean? Which do they prefer? Ask them about converting within each system. Which do they now prefer? How about converting from one system to the other? Conversion factors? Are they always constant? If not, why not? Process diagrams: Miles - Kilometres km to miles: x5/8 miles to km: x8/5 Notice anything? Ex: Calais to Eurodisney is 320km. Miles? Kilograms - Pounds Kg to lbs: x2.2 lbs to kg: /2.2 Ex: Katie weighs 68kg = 150lb. Litres - Pints litres to pints: x1.75 pints to litres: /1.75 Ex: bath holds 170 pints of hot water = 97 litres. Centimetres - Inches cm to inches: /2.54 in to cm: x2.54 Ex: Shoe is one foot long. How many cm? Start the worksheet.
Plenary	5 mins	-	-	Set homework: Orange Booklet p49. Ex 7.4 All questions 1-8. Goodie bag for this week's stars.
Dismiss	1 min	-	-	-

To Do BEFORE the lesson

• Check with CK if she has some calculators I can borrow.