More Compass Construction

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: 10th November 2009
• Time: 10.25-11.15
• Room: T5
• Lesson number: 3rd in the day. Last lesson before break.
• 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): Ruth Howe will be in the class monitoring this, my third lesson. If required, she can help them with the worksheet and maintain quiet.

Learning Objectives

• Recap on different types of quadrilateral.
• Learn how to bisect an angle using compasses.
• Learn how to build out a rhombus from an isosceles triangle, using compasses.
• Learn how to construct a perpendicular bisector of a line.
• (Possibly) learn about the diagonals of a quadrilateral.

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

Pupils may have not yet been taught

• Properties of different types of quadrilaterals

Class management objectives

• Focus on pace and discipline today. We need to proceed at a brisk pace, with few disruptions, in order to cover the material, and build their confidence in compass construction before we leave the topic.

ECM outcome

• Ensure everyone leaves the lesson feeling they have achieved something.

Demonstrating Learning

• How will your pupils demonstrate successful learning?
  • Answers to worksheet.
  • Construction of circles in their exercise books

Possible Pupil Mis-conceptions

• Confusion over definitions of circle elements
• Confusion over types of quadrilateral

Resources

• Mrs Bray's geometry tin
• Whiteboard pens
• EW pen
• 32 copies of Starter worksheet
• Mega-compasses
• Mega-Ruler
• Mega-Protractor

Risk/Safety Assessment

• Improper use of compasses. (Ensure five handed out yesterday are back in class today. Count number handed out and write that number on the board.)
• Teacher's drinking water: ensure in an upright bottle in a safe place throughout the lesson.

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

Proposed Schedule and Content

Proposed Schedule
Section	Duration	Start Time	Resource Movements	Key Points
Pre-Entry	2 mins	10.25	If possible, put a copy of the starter worksheet on each pupil's desk.	-
Entry	2 mins	10.27	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	10.29	-	If they don't say, "Yes, sir", wait until they do.
Starter	10 mins (5 mins for pupils to do it; 5 mins to review answers)	Review of properties of quadrilaterals	-	Introduce concept of diagonals. How many? Equal length? Angle at which they intersect?
Constructing a Rhombus using compasses from two equal sides.	10 minutes (5 for demo; 5 for them to practice)	Suggested rhombi: 6cm, 45deg 4cm, 70deg 5cm, 120deg	Hand out compasses where needed. Count them out. Write the number on the board. Ask how doesn't have rulers. Hand out any needed. Count them out. Write the number on the board. Ask how doesn't have protractors. Hand out any needed. Count them out. Write the number on the board.	-
Bisecting an angle using compasses	6 mins (3 for demo; 3 for them to practice)	-	Suggested angles: 4cm, 7cm, 55deg 5cm, 6cm 33deg 4cm, 4cm, 115deg	-
Constructing a Perpendicular Bisector of a Line	10 mins (5 for demo; 5 for them to practice)	-	Suggested lines: 6cm 5cm sloped 4cm	Get them to write 'Perpendicular Bisector' in their exercise books. "Examiners want to see your arcs to see how you have constructed these shapes."
Plenary ?	-	-	-	Mastermind Quiz?
Dismiss and collect homework	3 mins	-	Stand by the door as they leave the room. Collect homework with their exercise books open at the right page.	-
Optional Detour on My Rules	-	-	-	"I do not want to spend all my time shouting. If nothing else, we will have quiet in these classes, unless you're working in groups."

To Do BEFORE the lesson

1. Discover whether T5 is free for period 1/2.
2. Get a copy of a T5 seating plan for 8Ma3
3. Check out for any relevant animation on MyMaths.co.uk and WhiteboardMaths.com
4. Make 32 photocopies of Diagonals worksheet.
5. Make 32 copies of the Starter worksheet.
6. Print off two copies of this Lesson Plan.
7. Update an print off Registration spreadsheet.