23 November 2014

24 November, S3/4 - Year 7 (Cover - PixL)*

Driving Question: When do you know you have the correct answer?
Learning Objectives
Success Criteria 
Beginning
To be able to calculate the volume of different size boxes. 
Developing
To investigate how to find the maximum volume of a box. 
Mastering
To be able to explain the method for number problems using trial and improvement.

Resources

Dear Year 7

Sorry I am not in school today. In my absence I would like you to investigate the puzzle below. You will need to experiment with different size boxes cut from the paper (on the front desk). 

Scissors and glue can be found in the trays. 

You will need to find the area of each box and record your findings on a table (see the example below). 

Record all you finding in your book (and stick in the flattened boxes in).

At the end of the lesson (or when you get home if you do not have access to internet in school) upload your solution to Showbie (by 18:00 this evening).

Many thanks

Mr Kent



In place of card you will use 20cm x 20cm pieces of paper (you will need to measure these out and then cut them out).

You will need to experiment with many different sizes of box to find the one with this biggest area. Record you findings in the table below. 
































Record you answer
Upload a picture of your table to Showbie along with a note stating the dimensions of the box you think has the biggest volume. 

24 November, S1/2 - Year 11 (Cover - PixL)*

Driving Question: Can you draw more than one net of a single shape?

Learning Target: To be able to use 2D representations of 3D shapes.  

Success Criteria
Beginning
To recognise plans and elevations views of 3D shapes.
Developing
To understand that 3D shapes can be constructed from nets.
Mastering
To investigate reflection of 3D shapes.


Resources 


All work to be completed on paper for today's lesson.
Students should draw diagrams using pencil and a rule and explain all answers. 

Text Book: Hand out the Black SMP interact books on the desk. 

Beginning

First we will review how to draw and recognise 2D representations of 3D shapes. Ask students to work through pages 160-163.

Developing 
We will now investigate drawing nets of 3D shapes. Ask students to work through pages 164-166.


Mastering

Finally we will look at reflecting shapes in 3D. Ask students to work through pages 167-169 (including the test on the last page). 

If students complete this work they can work in their revision workbooks (white books on the top of the filing cabinets). If they have not previously been given one there are spares. 

21 November 2014

21 November, S3/4 - Year 10*

Driving Question: What are we trying to show and what methods can we use to do this?

Learning Objective: To be able to recognise the different ways of sampling data. 
Beginning
To be able to design questionnaires and surveys which allow us to answer a question.
Developing
To demonstrate how to use and why we use simple sample methods.
Mastering
To be able to demonstrate the use of stratified sampling.

Resources 

Beginning

B1









B3
Questionnaire Worksheet

B4
Data Collection Sheets, Questionnaires & Bias

B5


B6
Common issues with questions:
- Bias
- No time scale
- Unclear / confusing

Common issues with response sections:
- Overlaps
- Not all options covered
- Unclear / vague labels

Developing

D1








































Mastering

M1











Homework

21 November, S1/2 - Year 11*

Driving Questions: If the word percentage had not been invented, what would we call 34%?

Learning Target: To be able to use percentages in real life situations. 

Success Criteria 
Developing
To be able to demonstrate how to find any percentages of a quantity by using decimals.
Mastering
To be able to use a percentage increases and decreases.


Resources

Developing

D1
Matching Percentage, Decimal and Fraction (open in keynote and/or print)
Percentage of a number - Top Trumps (print)

D6
39% of 120
Increase £20 by 23%
7% of 450
Decrease 134g by 12%
Increase £1200 by 4%
98.1% of 340
17.5% of 40



20 November 2014

20 November, S1/2 - Year 7*

Driving Question: Are all triangles the same?


Learning Target: To be able to use angles to solve puzzles. 
Success Criteria
Beginning
Measure and draw angles accurately; distinguish between acute, obtuse and reflex angles.
Developing
Apply the angle properties of angles at a point, on a straight line and vertically opposite angles.
Mastering
Investigating the angles in polygons. 

Resources

Beginning

B1
What is an angle? How do we measure an angle? What does this tell us?
Guess the angle game

B2
CIMT: Naming Angles

B3
Angles (from Ten Ticks 5,3,5-6) (print)
Guess and then check the angles

Developing

D1
Angles around a point - Trail (print)

D2
Use whiteboard to test understanding. 

Mastering


M1
To investigate the angle in a triangle. 
What can we say about the angles in an equilateral triangle?


Ask students to cut out a triangle and then mark the three corners.
Now cut the corners off the triangle corners.
Now put the points together to find out what the angles in a triangle add up to. 
























M2
Triangle Trail (print)

M3
CIMT Interactive: Finding Angles in Triangles

M4
To investigate and then remember the rules for calculating internal angles in polygons.


In words, can you state the rule for the internal angles of any polygon? 



Ask students to draw a six-sided shape (but making sure it is not a concave shape - see the picture). 

Now pick one corner and draw straight lines from this corner to each of the other corners. 

What shapes does this form within the larger shape?

What does this tell us about angles in the larger shape?



























Ask students to now investigate other polygons.
Draw an example of each shape (they do not need to cut them out) and follow the method above. 
Ask students to make a poster showing their findings. 
Use the internet to find the names of the different polygons. 




Use this information to complete the table below.




19 November 2014

19 November, S3/4 - Year 11*

Driving Questions: If the word percentage had not been invented, what would we call 34%?

Learning Target: To be able to use percentages in real life situations. 

Success Criteria 
Beginning
To be able to calculate simple percentages of a quantity using the bubble method.
Developing
To be able to demonstrate how to find any percentages of a quantity by using decimals.
Mastering
To be able to use a percentage increases and decreases.


Resources

19 November, S1/2 - Year 10*

Driving Question: What are we trying to show and what methods can we use to do this?

Learning Objective: To be able to recognise the different ways of sampling data. 
Beginning
To be able to design questionnaires and surveys which allow us to answer a question.
Developing
To demonstrate how to use and why we use simple sample methods.
Mastering
To be able to demonstrate the use of stratified sampling.

Resources 

Beginning

B1









B3
Questionnaire Worksheet

B4
Data Collection Sheets, Questionnaires & Bias

B5


B6
Common issues with questions:
- Bias
- No time scale
- Unclear / confusing

Common issues with response sections:
- Overlaps
- Not all options covered
- Unclear / vague labels

Developing

D1








































Mastering

M1











Homework