Lesson Plan
Teacher: Mr Quigley Group: Assistant: Learning SupportSubject: Mathematics Date Monday 27th January 2014
Assessment :
Develop strategies for solving problems and apply these strategies in a practical Context. (AT1 - Level 4)
Draw simple conclusions and give an explanation of their reasoning (AT1 – Level 5)
Planning:
Third of three lessons looking at estimation skills.
Learning Objective: To be able to make a reasonable estimate of an unknown
quantity.
Learning Objective: To understand the processes of making an estimate.
Must: To be able to measure accurately and record in a table, all students’ heights (
Clayton)
Should : To provide a reasonable estimate for one of the impossible questions with a
justification / explanation. (Kat & Poppy & Damien)
Could: To produce a written account of working out and thinking to arrive at an
estimate. (Rhys, Robbie & Keeley)
Curriculum Links
Literacy: ’Prediction’ means to make a reasonable guess as to what will happen. ICT: Use of internet search engines to select required information or fact.
PSHE: Working together and communicating effectively as part of a paired group. Starter: How many stars?
Students are given A4 sheets containing numerous triangles, stars, rectangles and circles. Working in pairs for 3 minutes, they must discuss a way to estimate how many stars there are on the sheet.
Who is the tallest?
By estimating and starting with the tallest, can you put everyone in the group in order of height? From previous lesson’s worksheet where students measured their own height, is the order you predicted correct?
Main: Students to work in pairs or small groups to find estimates for at least two
questions of their choice from the sheet. Students may use internet to research any facts that they may need.
Note: Roll of toilet paper, on average weighs 227 grams.
Deployment of LSA: To offer support to those struggling getting started but minimal
suggestions on how to approach work.
Resources: Laptops, worksheet .
Teaching Method: Discursive activity – Pair work Plenary
Student to volunteer to share what they have done during the lesson. Complete Attitude to Learning Points for lesson.
Worksheet – Impossible Questions
Garage
Could you build a garage with 1000 house bricks?
Toilet Paper
A roll of toilet paper has 280 sheets. Each sheet is 14cm long.
Could you carry 1Km of toilet paper?
Lesson Plan
Teacher: Mr Quigley Group: Assistant: Learning SupportSubject: Mathematics Date Tuesday 21st January 2014
Assessment : Planning:
Second part of three lessons looking at units of measurement and estimating.
Learning Objective: To be able to estimate a suitable scale for sketch of school. Must: to recognise which units are metric measures (All students)
Should : to make sensible estimates for the dimensions of at least two rooms (Kat, Keeley
& Poppy)
Should : to be able to make a rough plan of at least two rooms of school with
measurements. (Clayton, Damien, Rhys & Robbie)
Curriculum Links
Literacy: The word ‘Sketch’ in this context means the same as rough outline, or draft. PSHE: Students to work in groups, deciding between themselves, their own roles and
responsibilities for the task.
Starter: Students to cut out cards with different metric and imperial units of
measurement. In groups, students to place cards in correct place in table. Cards to be grouped by whether they are Metric / Imperial measures and by what they are used to measure.
Main: Ask students to estimate the floor area of school, classroom and hall. Students are
to make an approximate sketch of the school. Students will need to choose a suitable scale to use so that the plan fits on an A3 sheet of paper. They will need to record
measurements on their diagram and decide what units they will use. Students will have to decide which features and the level of detail to include in their plan.
Note: The School Fire Evacuation Plan with fire escape routes (which is a plan of the school) is on the wall in every classroom!
Deployment of LSA: To ensure students are on-task around school Resources: Trundle wheel, 7.5 metre tape measures
Teaching Method: Practical / Kinaesthetic activity - Whole Class Plenary
Gather the whole class and select student to demonstrate what they have learnt. Teachers to clarify any misunderstandings. Complete Attitude to Learning Points for lesson.
School XX
Mathematics
Scheme of Work
Year:
Term: Autumn
Topic
Objectives
Resources
Reading and converting units Interpret scales on a range of measuring instruments, and recognise the inaccuracy of measurements Convert measurements from one unit to another
Make sensible estimates of a range of measures
• Interpret scales on a range of measuring instruments including mm, cm, m, km, ml, cl, l, mg, g, kg, tonnes, °C
• Indicate given values on a scale
• Know that measurements using real numbers depend upon the choice of unit
• Recognise that measurements given to the nearest whole unit may be inaccurate by up to one
half in either direction
• Convert units within one system
• Convert metric units to metric units (Metric equivalents should be known)
• Convert imperial units to imperial units (NB: Conversion between imperial units will be given) • Convert between metric and imperial measures • Know rough metric equivalents of pounds, feet, miles, pints and gallons, ie
Metric Imperial 1 kg = 2.2 pounds 1 litre = 1.75 pints 4.5 l = 1 gallon 8 km = 5 miles • Estimate conversions
• Make sensible estimates of a range of measures in everyday settings
• Choose appropriate units for estimating or carrying out measurement
Mathematics A Foundation Student Book Chapter 11 MyMaths.co.uk links Measures
Scatter graphs and correlation
Draw and interpret scatter diagrams Recognise correlation and draw and/or use lines of best fit by eye, understanding what these
represent
Look at data to find patterns and exceptions
Draw and interpret a scatter graph
Look at data to find patterns and exceptions Distinguish between positive, negative and zero correlation using lines of best fit
Interpret correlation in terms of the problem Understand that correlation does not imply causality
Draw lines of best fit by eye and understand what it represents
Use a line of best fit to predict values of one variable given values of the other variable
Mathematics A Foundation Student Book Chapter 25 Mymaths.co.uk links Scatter Graphs Line of Best Fit