Heathside Schools Mathematics Department Lesson Plan Outline
| Teacher: Mr G Wilson
| Class: 8MA3
| Date: Monday 7-Dec-09
|
| Module/Topic: KS3 / Shape / Area and Volume
| Room: T12
| Lesson: 12.35-13.25
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Learning Objectives (including AFL)
- State and apply the formula for the area of a circle.
| Success Criteria
- Ensure everyone leaves the lesson feeling they are confident quoting and using the formula for the area of a circle.
|
Class Management Objectives
- Achieve quiet and the attention of whole class during the instruction phases.
- Handle any low-level disruption.
|
In-Class Support
- Role of in-class support by others (where applicable): Ruth Howe will be in the class monitoring this lesson. If required, she can help them with the worksheet and maintain quiet.
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| Lesson Context (including AFL)
| Prior Pupil Knowledge
- Circle terms
- Area of triangle and various quadrilaterals
- Calculate circumference
|
Resources/Equipment
- Spare Calculators
- Spare scissors
- Whiteboard pens
- EW pen
- 35 copies of any worksheet
- This lesson plan (two hard copies)
- Whiteboard rubber
- 35 cut-out paper circles
- Wheeled toy
| Provision for EAL/SEN/G&T
- Extension material: Circumference extras
|
Health and Safety
- No abnormal risks -- today will be just worksheet and whiteboard.
| Named Students with Special Needs
|
Starter (10 mins)
- Give OV back her exercise book.
- Check they remember C = π x d = πd = 2πr
- And r = C/2π
- Exercise B, from p.52 of KS3 Measures, Shape and Space: Year 9
- Write the answers on the worksheet.
|
Development activities (including AFL)
- Paper-cutting exercise to transform circle into near-rectangle (as per WhiteboardMaths.com) (20 mins):
- Show a paper circle; show how you can fold it into 2, into 4, etc
- I want some pupils to fold it into 8, and some into 16, or if you're really careful, into 32.
- If I have to fold it once, to get 2 halves, how many times do I have to fold it to get 4 sectors, etc?
- Then I want you to cut along each of the folds.
- Then arrange the sectors alternately.
- What shape are we creating? (A rectangle)
- What is the rule for the area of a rectangle? (l x w)
- What is the width? (roughly the radius)
- Can you measure the width/radius? (About 6.3cm)
- What is the length? (roughly half the circumference)
- Can you measure it? (About 19.8cm)
- Does that check with our expectation of πr? (3.14 x 6.3cm)
- Circumference = 2πr, so half the circumference = πr
- So the area of this rectangle is roughly πr x r = πr2
- Have you seen this squared symbol before? It means a number multiplied by itself. So 32 = 3x3 = 9. What does 22 equal? (4)
- But this rectangle contains all the pieces of our circle, nothing more, nothing less.
- So the area of the circle is the same as the area of this rectangle.
- Do Exercise 15D -- all of question 1 and, if time, q2. (10 mins)
|
Plenary / AFL
- Ask for comments, R-A-G display of homework diaries
- WWW (what went well?)
- EBI (even better if...)
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| Cross-curricular links (Literacy, Numeracy, Citizenship, Spirituality, ICT)
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Homework
- Set Q3-6 of Exercise 15D on p263, unless there is something better in the Orange booklet.
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