Nets

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: 17th 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 fifth lesson. If required, she can help them with the worksheet and maintain quiet.

Learning Objectives

• Starter: Recap on faces, vertices, edges and polyhedra.
• Review of homework.
• Introduction to nets.

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
  • Diagonals of a rhombus
  • Bisecting an angle
  • Perpendicular Bisection
  • Elements of a 3D solid: faces, edges and vertices

Pupils may have not yet been taught

• polyhedron: a 3-dimensional shape whose faces are all polygons. and polyhedra
• vertex and vertices

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 meaning of word 'net' -- should it not have holes in it?

Resources

• Mrs Bray's geometry tin
• 3D Solid box
• Whiteboard pens
• EW pen
• 32 copies of Starter worksheet: top half of p.44 in Y8: Measures, Shapes and Space.
• 32 copies of two worksheets on Solids
• Mega-compasses
• Mega-Ruler
• Mega-Protractor
• This lesson plan (two hard copies)

Risk/Safety Assessment

• Stop sharp-edged plastic solids being thrown around,
• 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 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: Construct the net for a 2x3x4 cuboid.
• 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

• polyhedron: a 3-dimensional shape whose faces are all polygons.
• net: a flat shape that can be folded to make the complete surface of a solid shape.

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. 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	-	-	If they don't say, "Yes, sir", wait until they do. Ask them to get their homework diaries out on the desk. Introduce the two rules we are focussing on today: No-one talks without first putting their hand up. No-one with their hand up says anything until I have called out their name.
Starter	10 mins (1 minute to explain the exercise, 5 mins for pupils to do as much as they can; 4 mins to review answers)	-	-	Q4 a-d on the sheet.
Homework Review	10 mins	-	-	1.b ask them about 2D shapes on the ball. 2: Note that vertices is the plural of vertex. Who can tell me what plural means?
Introduction to Nets	20 mins	-	-	Show them the cereal box. Ask what it might become. Discuss dice construction. Both have 6 squares. Why don't they both work? Exercise 7H -- use large-squared paper. Suggest they use two squares on paper for each square in the exercise.
Dismiss and collect homework by the door.	3 mins	-	-	-

To Do BEFORE the lesson

1. Find out what is available on the Shared Resources area. DONE.
2. Print off two copies of this Lesson Plan.