Perpendicular Bisection and 3D Shape Introduction

From Teach

Contents

Lesson Details

  • Class: 8A3 (30-31 pupils)
    • 15-16 boys, 15 girls
  • Date: 12th 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, my fifth lesson. If required, she can help them with the worksheet and maintain quiet.

Learning Objectives

  • Starter: Recap on diagonals.
  • Learn how to construct a perpendicular bisector of a line.
  • Introduction to 3D solids.
  • (Possibly) learn about faces, edges and vertices.

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

Pupils may have not yet been taught

  • prism: a 3D shape having identical faces at either end, such that any cut made parallel to the ends produces a cross-section of the same shape and size as the two ends.
  • face: a flat surface on the outside of a solid shape.
  • edge: the line where two faces meet.
  • vertex: the corner where three or more faces meet.

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
  • 3D Solid box
  • Whiteboard pens
  • EW pen
  • 32 copies of Starter worksheet: top half of p.15 in Y8: Measures, Shapes and Space.
  • 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 perpendicular bisector: a line which cuts another line into two equal lengths and is at right angles to it.

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.
  • Write learning objectives on board.
  • Write five answers to starter on board:
    • arrowhead
    • parallelogram
    • trapezium
    • kite
    • rectangle
  • Sign on to PC, if necessary.
-
Entry 2 mins 13.57
  • Get them to line up quietly outside the classroom, then sit them according to the new 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 13.59 -
  • If they don't say, "Yes, sir", wait until they do.
Starter 16 mins (1 minute to remind them about diagonals, 10 mins for pupils to do it; 5 mins to review answers) - - Have the five answers written up on the board.
Constructing a Perpendicular Bisector of a Line 10 mins (5 for demo; 5 for them to practice) - Use worksheet -
Introduction to 3D solids 20 mins - -
  • Introduce the commonest solids. Hold them up in the class. If I pass any around, make sure they don't get thrown, and that I get them all back.
  • Introduce face, edge and vertex.
Dismiss and collect homework by the door. 3 mins - - -

To Do BEFORE the lesson

  1. Think about resitting Paige, Shannon, and Curtis.
  2. Make 32 photocopies of the worksheet.
  3. Make 32 copies of the worksheet.
  4. Print off two copies of this Lesson Plan.
  5. Update and print off Registration spreadsheet. DONE
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