Scheme of Work - Year 10 – W1 & W2 Presumed knowledge: Whilst the following is presumed knowledge – often, these are skills students are weak in and need much practice in. Therefore – regularly practice these skills as starters, plenaries, mini tests and within the lessons. Long multiplication Long and short division Multiplying and dividing decimals Calculating with money Adding, subtracting, multiplying and dividing negative numbers. Once a week – numeracy topics should be practiced either as a starter to a lesson or incorporated as part of the lesson so as to ensure these skills are practiced regularly. Teaching times are a guide – as it is presumed teachers are using a broad and enriched curriculum and not just teaching from text books. It is important that students are not taught to “jump through hoops”, but are encouraged to think and explore for themselves. Activities involving thinking skills should be used whenever possible. The curriculum must be enriched, by using rich tasks, investigations, real life activities / scenario’s, functional mathematics and higher level thinking tasks. Where a topic has taken less teaching time – the remaining time should be used to enrich the curriculum – not jump ahead. This helps pupils to gain a deeper understanding of the material, be able to apply the material to new challenges and broaden their knowledge of mathematics in different contexts. Functional Maths: Functional maths must be embedded in all lessons throughout Year 10 and Year 11 – many of the new exam style questions will be functional maths based. The interactive textbooks have some good functional maths questions that can be used in lessons. Financial Capability (Compulsory): All year 10 will have 4 financial capability tasks. These are detailed below and hyperlinked to the appropriate folder. Please familiarise yourself with the content prior to delivery. First half of Autumn Term – Financial Capability task 1
Transcript
Scheme of Work - Year 10 – W1 & W2
Presumed knowledge:
Whilst the following is presumed knowledge – often, these are skills students are weak in and need much practice in. Therefore – regularly practice these skills as starters, plenaries, mini tests and within the lessons.
Long multiplication Long and short division Multiplying and dividing decimals Calculating with money Adding, subtracting, multiplying and dividing negative numbers.
Once a week – numeracy topics should be practiced either as a starter to a lesson or incorporated as part of the lesson so as to ensure these skills are practiced regularly.
Teaching times are a guide – as it is presumed teachers are using a broad and enriched curriculum and not just teaching from text books.
It is important that students are not taught to “jump through hoops”, but are encouraged to think and explore for themselves. Activities involving thinking skills should be used whenever possible.
The curriculum must be enriched, by using rich tasks, investigations, real life activities / scenario’s, functional mathematics and higher level thinking tasks.
Where a topic has taken less teaching time – the remaining time should be used to enrich the curriculum – not jump ahead. This helps pupils to gain a deeper understanding of the material, be able to apply the material to new challenges and broaden their knowledge of mathematics in different contexts.
Functional Maths:
Functional maths must be embedded in all lessons throughout Year 10 and Year 11 – many of the new exam style questions will be functional maths based.
The interactive textbooks have some good functional maths questions that can be used in lessons.
Financial Capability (Compulsory):
All year 10 will have 4 financial capability tasks. These are detailed below and hyperlinked to the appropriate folder. Please familiarise yourself with the content prior to delivery.
First half of Autumn Term – Financial Capability task 1Second half of Autumn Term – Financial Capability task 2Spring Term – Financial Capability task 3Summer term – Financial Capability task 4
Investigations (Compulsory):
There are three investigations which MUST be carried out during Year 10 – one per term. They can be completed at any time during the term; but towards the end of each term is usually preferable. The investigations are “Borders”, “Number Stairs” and “Manhattan Cops”.
GCSE MATHEMATICS W1 & W2
SUGGESTED TEACHING TIME
4-6 LESSONS TOPIC CALCULATING WITH FRACTIONS
TOPIC OUTLINE SUGGESTED TEACHING ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Recap finding equivalent fractions and cancel fractions to their simplest form
Starter activity Tarsia jigsaw Should be a review Need to be able to communicate why
one fraction is bigger than another using equivalence eg: 1/3 or 2/5?
Add and subtract fractions, including mixed number fractions.
Find the error Include mixed fractions. Include worded problems Use past exam questions for FM
problems
Multiply and divide simple fractions
Begin with finding a fraction of a quantity.
Multiplication of simple fractions. – Could demonstrate method with diagrams, eg 1/3 of 1/4: show 1/4 being divided into thirds to demonstrate that answer is 1/12, building on knowledge of finding a fraction of a quantity
Division of simple fractions, starting from concepts such as “how many halves are there in 4?” into division as multiplicative inverse
This does not include multiplication and division of mixed numbers.
Solve problems involving fractions
Autumn TermOnce a week – numeracy topics should be practiced either as a starter to a lesson or incorporated as part of the lesson so as to ensure these skills are practiced regularly.Financial capability task 1 must be covered during the first half of the autumn term (Click on task for hyperlink). Investigation – “Borders” must be completed before the end of the autumn term (Click on task for hyperlink)
GCSE MATHEMATICS W1 & W2
SUGGESTED TEACHING TIME
4-6 LESSONS
TOPIC NEGATIVE NUMBERS & FORMULAE
TOPIC OUTLINE SUGGESTED TEACHING ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Add, subtract, multiply and divide with negative numbers.
Tarsia Card sort
NRICH - Tug of war – a game for two involving adding / subtracting negative numbers
Students often struggle with adding and subtracting negatives; and get the rules mixed up for multiplying and dividing. This may be a recap – depends upon the ability of the class.
It is imperative students can calculate with negative numbers – in order to access many areas of the curriculum.
Substitute positive and negative numbers into a formula AND an expression eg: (1) 4x – 2; (2) 3x2 + 4; (3) V = 2a3
Use real-life formulae and those in other subjects, such as science, where possible.
It is important that students know where formula are used, and the cross curricular link with science is made
There are some excellent past exam questions on these.
Use and generate formulae.
Cooking times Mobile phone hire charges Taxi / car hire charges
TOPIC ALGEBRA – COLLECTING LIKE TERMS, BRACKETS AND FACTORISING.
TOPIC OUTLINE SUGGESTED TEACHING ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Simplify algebraic expressions by collecting like terms.
Tarsia Card sort
Include negative numbers.Students often try to add x to x2 – need to
ensure this misconception is addressed.
Manipulate algebraic expressions by multiplying a single term over a bracket and by taking out common factors
Expand a single bracket within an expression and simplify. Eg: 3(a + t) + 5t -1
Link to numeric examples: discuss how to calculate eg 2(3 + 4), 5(7 - 3), 8(10 - 3) and area of compound shapes, eg
7 4
Then consider algebraic examples e.g. 2(x + 4), 5(7 - y), 8(10a − 3)
Introduce technique of multiplying out/expanding brackets.
Unjumble Spot the error Multiply out brackets - more complex
examples: eg 3 terms inside bracket, more challenging algebra
Factorising: Single brackets. Could use a ‘gap fill’ exercise with partially completed examples to introduce factorisation skills
Tarsia Recap algebra meaning e.g.; 2a means 2 x a
3
GCSE MATHEMATICS W1 & W2
SUGGESTED TEACHING TIME
6 LESSONS
TOPIC ALGEBRA – COLLECTING LIKE TERMS, BRACKETS AND FACTORISING.
TOPIC OUTLINE SUGGESTED TEACHING ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Factorise an algebraic expression involving one bracket. Write 5a + 15 = 5(a + 3) on board.
Ask how they would get from 5a + 15 to the bracket.
What about 6a + 9?
GCSE MATHEMATICS W1 & W2
SUGGESTED TEACHING TIME
6-8 LESSONS
TOPIC LINES, ANGLES AND BEARINGS
TOPIC OUTLINE SUGGESTED TEACHING ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Use angle properties to fnd the missing angle in a triangle, including isosceles triangles and combined triangles; giving reasons for their solutions.
Past exam questions Students do VERY poorly in their QWC in these exam questions. They MUST show every step of their methodology, and be specific in their reasoning.
Triangle add up to 180 – not acceptable.ANGLES in a TRIANGLE add up to 180° is correct.
They must also give EVERY single angle fact they have used; this can be three facts in some questions. Question often involves isosceles triangles.
Understand and use the angle properties of parallel and intersecting lines
Deducing the theorems:
Straws/Sticks: give pairs of students 3 × sets of 3 straws. Ask them to arrange 1st set with one intersection, 2nd set with two intesections, 3rd set with three
Draw results and measure all angles - ask students to explain what they notice
Link observations to angle theorems: vertically opposite angles and parallel lines
Find missing angles, giving reasons for answers
Straws (or similar) plus angle measurers Students do poorly in giving reasons for their answers on angle questions. QWC needs to be clear
Students need to know the proper names of these angles and not just F, Z and C angles.
GCSE MATHEMATICS W1 & W2
SUGGESTED TEACHING TIME
6-8 LESSONS
TOPIC LINES, ANGLES AND BEARINGS
TOPIC OUTLINE SUGGESTED TEACHING ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Use angle properties to calculate unknown angles in a quadrilateral.
Identify and list properties of special quadrilaterals, and use these to find missing angles.
Starter of adding numbers which make 360
Match up fact with quadrilateral
Past exam questions Students do VERY poorly in their QWC in these exam questions. They MUST show every step of their methodology, and be specific in their reasoning.
GCSE MATHEMATICS W1 & W2
SUGGESTED TEACHING TIME
3-4LESSONS TOPIC PROBABILITY
TOPIC OUTLINE SUGGESTED TEACHING ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Identify different mutually exclusive outcomes and know that the sum of the probabilities of all these outcomes is 1
An amusing video for introducing probability (requires access to YouTube.com): http://www.youtube.com/watch?v=CEYoU5BhGl4 - can ask students what the given probability means and whether they agree with it
Know that the probability of an event not occurring is 1 – p(event occurring)
List all the outcomes from two mutually exclusive events using a sample space diagram, and calculate probabilities from these.
Financial Capability Task 1 must have been completed this half term.
If Borders was not completed this half term – it must be completed next half term.
Financial capability task 2 must be completed this next half term.
4-6 LESSONS TOPIC FRACTIONS, DECIMALS AND PERCENTAGES. PERCENTAGE INCREASE AND DECREASE.
TOPIC OUTLINE SUGGESTED TEACHING ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Express one quantity as a fraction or percentage of another.
Convert between fractions, decimals and percentages.
The problem - give students an example e.g. 3 different test scores as fractions with different denominators. Ask which is best score. Discuss why it is difficult to compare
The solution - change to percentages. Use examples to practice
Students could also use examples from newspapers/magazines/surveys, eg x out y people agreed with this statement - what percentage is that? What percentage of home/away games has a football team won etc
Percentage profit (or loss/increase/decrease: How to calculate
Match up Card sort
Bank of questions and/or newspaper headlines (can generate your own headlines here:
4-6 LESSONS TOPIC FRACTIONS, DECIMALS AND PERCENTAGES. PERCENTAGE INCREASE AND DECREASE.
TOPIC OUTLINE SUGGESTED TEACHING ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
populations etc. Work out decreases using step methods AND single multipliers
GCSE MATHEMATICS W1 & W2
Suggested teaching time
4-6 lessons TOPIC Constructions and loci
Topic outline Suggested teaching activities Suggested resources Points to noteConstruct triangles and using a ruler and a protractor, given information about their sides and angles.
Use a straight edge and a pair of compasses to do constructions:Angle bisectorPerpendicular bisector Construct inscribed regular polygons.
Draw the locus for a given rule and solve problems
Construct triangles etc – could demo methods either on paper, or ask groups of students to follow different examples from textbook and then show rest of class how to do each type.
Mystic rose
NCETM -The Ant – Visualising and constructing the loci of an ant
involving loci (This covers all topics and could be split so the relevant part is shown in each lesson.)
Past exam paper questions excellent resource for loci
GCSE MATHEMATICS W1 & W2
Suggested teaching time
4 lessons TOPIC Averages
Topic outline Suggested teaching activities Suggested resources Points to noteCalculate the mean from a frequency table for discrete date.
Find the median from a frequency table for discrete data.
Collect the data in class – could use shoe size.
Recap what the mode, median, mean and range of a set of data means.
Identify the modal class of grouped data.
Identify which class the median lies for a grouped frequency table
Calculate the mean of grouped data
Could collect the data from students – height or arm span for example.
Sets of data, organised into tables
GCSE MATHEMATICS W1 & W2
Suggested teaching time
4-6 lessons TOPIC Linear equations – setting up and solving.
Topic outline Suggested teaching activities Suggested resources Points to noteSet-up and solve linear equations with integer coefficients.
This will include equations in which the unknown appears on both sides of the equation, or with brackets or fractions.
Unjumble Spot the error.
Lesson A2 from Improving Learning in Mathematics:
http://tlp.excellencegateway.org.uk/pdf/mat_imp_02.pdf with Balance 1, Balance 2
*A2 from the gateway pack is excellent – it is often easier to begin with the setting up of the equations exercise first, prior to learning how to solve them.
Topic outline Suggested teaching activities Suggested resources Points to noteRecall the meaning of circle, chord, tangent, arc, sector and segment.
Recall and use the formulae for the circumference and the area of a circle.
NB Candidates may be required to give answers in terms of pi.
Give diagram with all these marked with arrows – students to complete.
Discover pi: students measure circumferences and diameters of cylinders, then calculate ratio
Calculate circumferences and diameters
Cylinders, tape measures (or string - but tape measures will probably result in more accurate results)
Circle (cut up) as a visual aid; problems Pi rap:http://www.youtube.com/watch?v=U2uVoDxZpaQ&feature=related
Past exam questions
Probably worth discussing if measurements will be 'perfect' or accurate - can use this to justify less than brilliant results that will inevitably be encountered.
Opportunites for functional maths - design a trundle wheel, calculate how far a bicycle or wheelcahir will travel if wheels turn through × revolutions, extension - design a 400m running track to fit in a given space
Could work out answers to practical problems, e.g. amounts of fertilser needed to cover circular grassed areas - (see http://blog.mrmeyer.com/?p=5046 for some good suggestions about framing this type of question) Video introducing idea of scaling up/down:
In examination – have had find shaded area, which involved circle inscribed in a square; or circles insode rectangles etc. Look at past exam questions and use these.
Financial capability task 2 must have been completed this half termBorders investigation must have been completed this half term if it was not completed in the last half term
Financial capability task 3 must be completed during the Spring term (Click on task for hyperlink)
Investigation – “Number Stairs” must be completed this Spring term
GCSE MATHEMATICS W1 & W2
Suggested teaching time
2 lessons Topic Surveys
Topic outline Suggested teaching activities Suggested resources Points to noteDesign and criticise questions for use in a survey, taking possible bias into account
Consider example questionnaire and criticise: teacher could create a survey to be done by a group of teachers/students. An example of where this done with input from a global network is here: http://www.mrstucke.com/2009/04/17/data-collection-questionnaires-with-google-docs-twitter/
Students create own quesionnaires and discuss
Use of Google forms: Tom Barrett has a useful guide here; http://edte.ch/blog/2008/02/10/using-google-forms-in-the-classroom/
Students could work in small groups to critique each others' questions. If data is actually collected, it could be used for organising/interpreting data at a later stage
This could be set in a school context if appropriate, e.g. students design a questionnaire to survey students’ opinions about school meals (or similar) and present findings to the school council
SUGGESTED TEACHING TIME 4-6 LESSONS TOPIC ORGANISING DATA
Topic outline Suggested teaching activities Suggested resources Points to noteDraw and interpret a wide range of graphs and diagrams for discrete and continuous data, including frequency polygons, scatter graphs and stem and leaf diagrams.
Compare distributions and make inferences, using the shapes of the distributions and measures of average and range
Group data, working with frequency diagrams and frequency polygons
Stem and leaf diagrams - constructing and using (to find median, mode, range)
Draw three scatter graphs, one for positive, one for negative and one for no correllation. Ask studetns to come up with ideas as to what could be on the axes.
Compare data sets - either draw graphs and charts to compare data, or use pre-prepared diagrams and reach conclusions. Could link to data collected from questionnaires
Past exam questions Scatter graphs – candidates often asked to find a value from graph given the other value; if no line of best fit has been asked for – it MUST be drawn on and used or candidate will only gain one of the two marks.
GCSE MATHEMATICS W1 & W2
Suggested teaching time
4-6 lessons Topic Calculating with decimals
Topic outline Suggested teaching activities Suggested resources Points to noteUse the four operations on decimals without the use of a calculator
Use known facts to derive unknown solutions to problems involving multiplication and division of decimals.
Add and subtract decimals - a teacher demo with lots of deliberate errors (eg mis-aligned numbers, arithmetical errors) can provide a good stimulus for discussion. (Adding and subtracting should be a recap)
Multiply - students can investigate by working out various sets of multiplications (eg 6 × 4, 0.6 × 4, 0.06 × 0.4)with a calculator and trying to generalise
Division - could demo how to reduce all problems to a division by a whole number by treating division as a fraction, then place values in the answer will be straightforward
Write 0.6 x 12 = 7.2 on board.Ask what is 0.06 x 1.2?What is 6 ÷ 0.12?Students should be able to derive this from the initial calculation.
Have questions using money.
Bank of questions - both in figures and word problems Students should be encouraged to try different algorithms for multiplication in order to find the one they are most comfortable with.
GCSE MATHEMATICS W1 & W2
Suggested teaching time 6 lessons Topic Perimeter and area
Topic outline Suggested teaching activities Suggested resources Points to noteRecall and use the formula for the area of a parallelogram and a triangle.
Use the formula for the area of a trapezium.
Calculate perimeters and areas of shapes made from rectangles.
Calculate area of compound shapes made up of rectangles and other 2D shapes.
Find the surface area of simple solid shapes using the area formulae for triangles and rectangles
Review basic concepts of perimater and area of a rectangle. Formulae for triangle, parallelogram, rhombus can then be derived from this
Calculate areas and perimeters of a variety of shapes
Find surface area. Can be set in context by looking at various net designs and working out which will use the least/most card
Review basic perimeter and area: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/perimeter_and_area/index.html
Demonstrate for various 2D shapes: http://staff.argyll.epsb.ca/jreed/math9/strand3/formulae.htm
Use past exam questions
Area questions are often functional maths questions.
Topic outline Suggested teaching activities Suggested resources Points to noteDesign and use two-way tables for discrete and grouped data
Calculate probabilities from two way tables.
Use two way tables - read information, find missing values
Organise given data using two-way tables
Variety of examples of two way tables Extension activity – can link to Venn diagrams
Spring term Assessment T3
If the Financial capability task 3 was not completed by now, it must be completed before the end of the Spring term (Click on task for hyperlink)
If Investigation – “Number Stairs” has not been completed by now, it must be completed before the end of the Spring term
GCSE MATHEMATICS SOW W1 & W2
SUGGESTED TEACHING TIME
3-4 LESSONS
TOPIC SEQUENCES
TOPIC OUTLINE SUGGESTED TEACHING ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Generate integer sequences using a rule for the nth term. Use linear expressions to describe the nth term of an arithmetic sequence.
Generate sequences from practical contexts.
Explain linear sequences Ask each student to write a sequence on a
mini whiteboard. Hold up in turn, others decide if it is linear or not
Continue a sequence Give a formula, write down the first 4 terms Find the formula for the nth term Card sort. Sets of 30 cards. 15 are
sequences, 15 are rules. In pairs students find the matches
Could have another set of cards for students to match
Tarsia
GCSE MATHEMATICS W1 & W2
SUGGESTED TEACHING TIME
8 LESSONS TOPIC RATIO & PROPORTION
Topic outline Suggested teaching activities Suggested resources Points to noteUse ratio notation including reduction to its simplest form.
Write two ratios as a fraction in its simplest form
Divide a quantity in a given ratio
Work backwards to find a quantity e.g. Jack and Jill shared a lottery win in the ratio of 4:7; Jill got £560, what was the total lottery win?
Write ratios in the form 1:n and n:1
Solve problems involving unitary ratio – recipes, best buys etc.
Solve problems involving direct and indirect proportion.
Work out the real distance from a map, e.g. Find the
Work with ratio notation: writing ratios, simplifying ratios
Unjumble
Tarsia
Video introducing idea of scaling up/down: http://www.teachers.tv/video/1740 [nb videos on Teachers TV are only available within the UK and don't remain available indefinitely - you are advised to register with the site and download a copy - there is no charge for this]
Real recipes may be used NRICH “Mixing Lemonade”http://nrich.maths.org/6870
FM: Planning a dinner party and Teacher notes
NRICHThe Garrison – problem involving direct
Likely to be a functional maths question in exam.
There is a wealth of past exam questions on this topic.
Clear methodology should be shown when solving ratio and proportion problems.
real distance represented by 4 cm on a map with scale 1:25 000
Work out the distance on a map for a given real distance and scale
Solve problems involving scale drawing.
proportion
Get OS maps from Geography and use to work out actual distances between places.
GCSE MATHEMATICS W1 & W2
Suggested teaching time
3 lessons TOPIC Trial and improvement
Topic outline Suggested activities Suggested resources Points to noteUse trial and improvement to find approximate solutions to 1 decimal place, of equations where there is no simple analytical method of solving them.
Write x2 = 25 on board. Ask for answer. Write x2 = 14 on board. Ask what two
integers does it lie between?
How can we get closer to the actual answer?
Form equations (e.g. from 'I think of a number…' type questions) and solve using trial and improvement
Past exam questions This is a 4 mark question in the exam. It is imperative students follow the method to the latter or they will lose marks.
GCSE MATHEMATICS W1 & W2
Suggested teaching time
6-8 lessons TOPIC Transformations and tessellation
Topic outline Suggested teaching activities Suggested resources Points to noteTransform 2-D shapes by rotation, reflection, or translation using column vectors and combined transformations.
Understand the properties preserved by these transformations; understand the congruence of these transformations.
Enlarge a shape by a given scale factor
Fully describe transformations.
Tessellate a shape at least two rows high, and understand why some shapes tessellate and others do not.
Show photographs of reflections in water
Whole number sf, fractional scale factor (3/2, 5/2, ½) and negative sf.
Past exam questionsNRICH Tessellating transformations a very
interesting activity on combined transformations
Students tend to do poorly when describing transformations. If they confuse at all – they will lose all marks.
E.g.: Enlarged by scale factor 2, centre vector (3,2) gains NO marks even though enlargement, scale factor and coordinate correct.
EASTER BREAK YEAR 10 Exams are usually the 2nd week back after Easter
SUMMER TERM – Year 10 annual exams are 2nd week of Summer TermFinancial Capability task 4 must be completed during the summer term (Click on task for hyperlink)
Investigation – “Manhattan Cops” must be completed this Summer term
GCSE MATHEMATICS SOW W1 & W2
SUGGESTED TEACHING TIME
4 LESSONS TOPIC ANGLES IN POLYGONS
TOPIC OUTLINE SUGGESTED TEACHING ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Calculate and use the sums of interior and exterior angles of regular and irregular polygons
Solve problems involving interior and exterior angles of polygons
Appreciate which polygons tessellate
Students draw a polygon with between 4 and 10 sides, they measure and total their interior and their exterior angles, collect results on master sheet or whiteboard
Discuss results - can they see a link? Fill in any gaps
Make a giant football from pentagons & hexagons
Protractors http://www.bbc.co.uk/schools/
gcsebitesize/maths/shapes/polygonsrev1.shtml
Past exam questionsThere are some excellent past exam questionswhich involve a combination of differentpolygons joined together – these require higherlevel thinking, and are becoming popular inexam.
TOPIC OUTLINE SUGGESTED TEACHING ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Sketch graphs arising from real situations and use and interpret them.
Draw and interpret distance time graphs, including completing partially drawn graph.
Individual activity. Give students
(i) Graphs to plot from a description & (ii) a sheet of pre-drawn graphs and ask for interpretation of those graphs. After some time the students are invited to explain their answers to the class.
Draw journey to school
NRich - Fill it up This is a great enrichment activity.
Could be individual or paired work. Use finished results as display
Ensure students can convert between parts ofan hour / minutes e.g. 2.3 hours is 2 hours and3/10 of an hour = 18 minutes. Same forminutes / seconds.
TOPIC OUTLINE SUGGESTED TEACHING ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Use and understand estimated and expected probability.
Use and understand relative frequency of probability from theoretical models or experimental data.
Experiment in pairs then combine all results and discuss the results
Students in groups design an experiment to carry out to test a theory
Consider the effect of the sample size or the number of times the experiment was done
Recording sheet, dice, coins, etc
Student’s need to understand that estimated probability uses theoretical probability to make estimates of what might happen.
GCSE MATHEMATICS SOW W1 & W2
SUGGESTED TIME
3-4 LESSONS
TOPIC ALGEBRA, LINEAR INEQUALITIES
TOPIC OUTLINE SUGGESTED TEACHING ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Solve simple linear inequalities in one variable
Represent the solution set on a number line, using the convention for distinguishing ≤ and ≥ from < and >.
List all possible integers for a given inequality
Play higher / lower with pack of cards – using inequality signs. Eg: Teacher turns over 4, class guess next card – say it is 8; teacher writes 8 > 4 on board.
Revise symbols
Tarsia
Cards with sets of numbers on, students fill in the gaps with the correct sign
Stress, when solving inequality – student must write x > 4, x < 6 etc on answer line and not just 4 or 6.
GCSE MATHEMATICS SOW W1 & W2
SUGGESTED TEACHING TIME
4-6 LESSONS
TOPIC VOLUME AND SURFACE AREA OF PRISMS AND CHANGING UNITS
TOPIC OUTLINE SUGGESTED TEACHING ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Calculate the volume of a cuboid & prisms, including cylinders.
Calculate the surface area of cuboid & triangular prisms. (Not SA of cylinders)
Convert between measures for area or for volume, for example between mm2 and cm2 or between cm3 and litres.
Show picture of many 3D-Solida. Students categorise them into 2 groups – prism or not. Discuss their choices.
Define prism and introduce idea of cross section. Review finding area of 2-D shapes.
Move on to volume of a prism
Introduce idea of surface area
Recap changing linear units Introduce relationship between metric units
of area and volume
Students often find SA difficult. Let them draw the net on squared paper, cut it out and work out the total surface area
GCSE MATHEMATICS SOW W1 & W2
SUGGESTED TEACHING TIME
3-4 LESSONS
TOPIC COMPOUND MEASURES
TOPIC OUTLINE SUGGESTED TEACHING ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE
Understand and use rates and compound measures, for example speed, distance, time.
Solve problems involving compound measures
Explain how compound measures are calculated
Speed in km/h or m/s
Students must be able to convert from m/s to Km/hr
Students must know 2.4 hours on calculator is NOT 2 hours 40 minutes.
These may well be functional mathematics style questions in exam.
GCSE MATHEMATICS W1 & W2
Suggested teaching time
2-3 lessons Topic Plans and elevations
Topic outline Suggested teaching and homework activities Suggested resources Points to note
Use 2-D representations of 3-D shapes, including plans and elevations
Introduce plans and elevations - students can work with multi-link, solids or could use Google maps - satellite and streetview ( see http://morethanmaths.wordpress.com/2009/06/04/views-of-sheffield/ )
Draw plans and elevations from diagrams of 3-D objects
Create objects from multi-link from given plans and elevations
