Mr Kent's Lesson: Year 10

Showing posts with label Year 10 - Cool. Show all posts

15 July 2015

15 July, S1/2 - Year 10 (No iPad)*

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.

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

Watch this video which outlines your task over the next few lessons.

Here is a diagram that shows you again how to draw the net.

Developing

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

Record you results on a table in your books.

What have you discovered?

What is the largest volume?

How do you know your answer is correct?

Mastering

Now consider changing the size of the square you start with. Consider using a:
- 18cm x 18cm Square

- 16cm x 16cm Square

What have you discovered?

Now consider changing the shape of the square you start with. Consider using a:
- 20cm x 15cm Rectangle

- 15cm x 10cm Rectangle

What have you discovered?

14 July 2015

14 July, S1/2 - Year 10 (Sports Day) (No iPad)*

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.

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

Watch this video which outlines your task over the next few lessons.

Here is a diagram that shows you again how to draw the net.

Developing

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

Record you results on a table in your books.

What have you discovered?

What is the largest volume?

How do you know your answer is correct?

Mastering

Now consider changing the size of the square you start with. Consider using a:
- 18cm x 18cm Square

- 16cm x 16cm Square

What have you discovered?

Now consider changing the shape of the square you start with. Consider using a:
- 20cm x 15cm Rectangle

- 15cm x 10cm Rectangle

What have you discovered?

24 June 2015

24 June, S1/2 - Year 10 (A)*

Driving Question: Which topics do we need to revise?

Learning Target: To use the assessment paper the inform your revision.

23 June 2015

23 June, S1/2 - Year 10 (A - KF cover S1)*

Driving Question: Which topics do we need to revise?

Learning Target: To use the assessment paper the inform your revision.

18 June 2015

18 June, PM (GCSE Statistics Exam) - Year 10*

GCSE Statistics Exam

05 June 2015

5 June, S3/4 - Year 10*

Driving Questions: How are percentages and index number related?

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

Success Criteria

Beginning

To be able to demonstrate how to find any percentages of a quantity by using decimals.

Developing

To be able to use a percentage increases and decreases.

Mastering

To express changes over time in terms of index numbers.

Resources

Beginning

B1

Matching Percentage, Decimal and Fraction (open in keynote and/or print)

B2

1) 10% of £341

2) 20% of $450

3) 15% of 450g

4) 90% of 230ml

5) 110% of 234kg

6) 30% of $450

7) 14% of 450g

8) 97% of 230ml

9) 124% of 234kg

10) Explain your method.

B3
Percentages of Numbers (from Ten Ticks 5, 2, page 30)*

Developing

Percentage Change (from Ten Tick 6, 3, pages 2-6)*

D2
Percentage Change Jigsaw (print)

Mastering

Use multipliers to perform these calculations

a) Increase £235 by 21%
121% = 1.21
1.21 x 235 = £284.35

b) Decrease £1120 by 13%
87% = 0.87
0.87 x 1120 = £974.40

c) Increase 24 grams by 7%

d) Decrease 0.057 by 57%

e) Increase £135 by 78%

f) Increase 218 grams by 4%

g) Decrease $110 by 63%

h) Decrease 0.392 by 16%

Find the percentage change:

a) £40 to £56
New / Original = 56 / 40 = 1.4

1.4 x 100 = 140%

40% increase

a) £50 to £62.50

b) 36g to 18.36g

c) 65g to 73.45g

d) 12cm to 23.88cm

e) £85 to £71.40

Index Numbers – Exam Questions

02 June 2015

2 June, S1/2 - Year 10*

Driving Questions: How and percentages and index number related?

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

Success Criteria

Beginning

To be able to demonstrate how to find any percentages of a quantity by using decimals.

Developing

To be able to use a percentage increases and decreases.

Mastering

To express changing as index numbers.

Resources

Beginning

B1

Matching Percentage, Decimal and Fraction (open in keynote and/or print)

B2

1) 10% of £341

2) 20% of $450

3) 15% of 450g

4) 90% of 230ml

5) 110% of 234kg

6) 30% of $450

7) 14% of 450g

8) 97% of 230ml

9) 124% of 234kg

10) Explain your method.

B3
Percentages of Numbers (from Ten Ticks 5, 2, page 30)*

Developing

Percentage Change (from Ten Tick 6, 3, pages 2-6)*

D2
Percentage Change Jigsaw (print)

Mastering

What multipliers would represent:

a) An increase of 29%?

b) An increase of 8%?

c) An increase of 6.9%?

d) An increase of 135%?

e) An increase of 0.76%?

f) An increase of 17.5%?

g) A decrease of 12%?

h) A decrease of 9.1%?

i) A decrease of 91%?

Use multipliers to perform these calculations

a) Increase £235 by 27%

b) Increase 24 grams by 9%

c) Decrease $1120 by 13.5%

d) Decrease 0.057 by 55

Find the percentage change:

a) £50 to £62.50

b) 65g to 73.45g

c) 12cm to 23.88cm

d) £85 to £71.40

e) 36g to 18.36g

Index Numbers – Exam Questions

20 May 2015

20 May, S1/2 - Year 10 (Cover and Move to Room 42)*

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

Learning Targets: To able to solve puzzles using cumulative frequency diagrams.

Success Criteria

Developing

To be able to explain how to draw a cumulative frequency diagram.

Mastering
To be able to calculate the median and quartiles to allow you to draw and interpret box plots.

Resources

Dear Year 10

I am not in class today however I would like to practice using cumulative frequency and then box plots to compare data sets.

Work through the questions below in order skipping questions if you feel they are not challenging you.

Regards

Mr Kent

Developing

D1
Use this online worksheet to revise you use of Cumulative Frequency graphs
CIMT Interactive: Cumulative Frequency

D2
Complete at least 2 questions from this sheet

Cumulative Frequency (from Ten Ticks 7-8, 6, page 41-42)*

D3 (Confirm)
Exam Question - copy and complete at least three exam questions.
Cumulative Frequency Tables