............................................
I am sorry that I am not in lessons today, I will be back in school as soon as I can.
There are a number of lessons outlined below. Please check your email where I will have informed your which lesson to work through or follow the instructions of the cover teacher as to which lesson to work through.
Many thanks
Mr Kent
.............................................
Lesson 1
Driving Question
When do you know you have the correct answer?
Learning Target
To use you knowledge of nets and the volume of cuboids to investigate the maximum possible area of a box.
To use you knowledge of nets and the volume of cuboids to investigate the maximum possible area of a box.
Success Criteria
Beginning
To construct nets of trays.
Developing
To be able to calculate and record the volume cuboids and then to use trial and improvement to find the maximum volume.
Mastering
To investigate how things change if you start with a different sizes square.
Resources
Beginning
B1
B2
Watch this video which outlines your task over the next few lessons.
B3
Here is a diagram that shows you again how to draw the net.
Developing
D1
As in the video the next step is the calculate the volume of the tray.
If you need some reminding of how the volume of cuboids are calculated please watch this video: Volume of Cuboids
D2
Record you results on a table in your books.
D3
What have you discovered?
What is the largest volume?
How do you know your answer is correct?
Mastering
M1
Now consider changing the size of the square you start with. Consider using a:
- 18cm x 18cm Square
- 18cm x 18cm Square
- 16cm x 16cm Square
What have you discovered?
M2
Now consider changing the shape of the square you start with. Consider using a:
- 20cm x 15cm Rectangle
- 20cm x 15cm Rectangle
- 15cm x 10cm Rectangle
What have you discovered?
Lesson 2
Title: Addition, Subtraction, Multiplcation
Challenge Questions
Can you describe your method for adding, subtracting and multiplying larger numbers?
Learning Targets
To be able to explain how to add or subtract numbers with up to 4 digits.
To be able to explain how to multiply a 3 digit number by a 2 digit number without using a calculator.
Mastering
To be able to calculate using division.
Resources
Beginning
Today we are going to remind ourself of the basic skills of addition, subtraction, multiplication and division without a calculator (you can use a calculator to check your answers).
As always work through the questions at your own speed.
Column Addition
Ten Ticks - 4, 1, page 15 & 18
Column Subtraction
Ten Ticks - 4, 1, page 16 & 19
Cross Word Puzzle from Ten Ticks 4, 1, page 23
Ten Ticks - 4, 1, page 6
Developing
There are many different methods for going multiplication. It does not matter which method you use, as long as you get the correct answer.
Watch the video on MB Numeracy if you are unsure how to multiply.
Beginning
Today we are going to remind ourself of the basic skills of addition, subtraction, multiplication and division without a calculator (you can use a calculator to check your answers).
As always work through the questions at your own speed.
Column Addition
Ten Ticks - 4, 1, page 15 & 18
Column Subtraction
Ten Ticks - 4, 1, page 16 & 19
Cross Word Puzzle from Ten Ticks 4, 1, page 23
Ten Ticks - 4, 1, page 6
CIMT
Developing
There are many different methods for going multiplication. It does not matter which method you use, as long as you get the correct answer.
Watch the video on MB Numeracy if you are unsure how to multiply.
CIMT
20.3 MultiplicationReal life examples
Ten Ticks 4, 2, pages 7-8
Stick on Maths
Calc 3 - Add and subtract three-digits using written method
Lesson 3
Challenge Questions
Learning Targets
Beginning
Developing
Mastering
Developing
Mastering
D to C Checklist
Check through the list below. If you think you need more revision of a topic click on the link which will take you to past paper questions on that topics with example answers.
Lesson 4
Murder Mystery
Last Halloween, a
murder was committed. The ghost of the murder victim is going to come back this
Halloween to haunt the town, unless you can solve all the clues to find out all
the unanswered questions surrounding the murder…
Who was killed? __________________
When did the murder
take place? ________________
How was the victim
killed? ________________
Where did the murder
take place? ________________
Who was the murderer?
_____________
Lesson 5
Title: Pythagoras’ Theorem.
Challenge Questions
How do you know which side is the hypotenuses?
Learning Targets
Beginning
To be able to demonstrate solving problems in 2D using Pythagoras’ theorem.
Developing
To be able to solve problems in 3D using Pythagoras’ theorem.
Mastering
To be able to investigate real life problems using Pythagoras’ Theorem.
To be able to demonstrate solving problems in 2D using Pythagoras’ theorem.
Developing
To be able to solve problems in 3D using Pythagoras’ theorem.
Mastering
To be able to investigate real life problems using Pythagoras’ Theorem.
Resources
Beginning
Introduce students to finding the length of the hypotenuse.
Lead on to asking student to find the length of one of the shorter sides.
3.1 CIMT - Pythagoras' Theorem
3.2 CIMT - Finding the Hypotenuse
3.2 CIMT - Finding the Hypotenuse
Developing
Mastering
Investigation
Pythagoras Extension
Using SOHCAHTOA - Ten Ticks 7-8, 5 pages 33-34 & MEP 4.5 pages 16-17
Use Trigonometry in the real world - Ten Ticks 7-8, 5 pages 35-37 & MEP 4.5 pages 17-26
Introduce the Sine Rule (noting it can be turned around).
Ten Ticks - 9-10, 2, page 7
Move on to the Cosine Rule (different ways around).
Ten Ticks - 9-10, 2, page 8
Move to a mix of questions.
Further real life examples and proofs.
MEP 4 pages 27-34
