Tuesday 28th June – Scale Drawings

LEARNING OBJECTIVE: Understand what is meant by a scale drawing and be able to use a real scale drawing to find real lengths, understand what measurements will be needed to draw a scale drawing of the classroom

SUCCESS CRITERIA: You will be able to reduce and enlarge a picture using a grid. You will be bale to find lengths from a scale drawing. You will be able to make appropriate measurements of our classroom in preparation of creating a scale drawing of the classroom

STARTER: Can you draw the picture of the cartoon cat on the two grids – one should become half size and the other should become double the size. (15 mins max if possible)

LESSON: Using the plans from my house extension get students to talk about what they show, the scale....

Use your ruler and calculator to measure and work out the length on the drawing and the real size of the following from the scale drawings

1. Using the front elevation
   
   1. How wide is the upstairs small bedroom window
      
   2. How high is it from the floor to the gutter
      
   3. How wide is the garage door
      
   4. How high is the lowest section of the garage
      
   5. How wide is the central window of the downstairs bay window
      
2. Using the side elevation
   
   1. How high is the door
      
   2. How wide is the total length of the gutter
      
   3. How far is it from the front of the house to the middle of the door
      
3. Using the rear elevation
   
   1. How wide is the roof on the extension
      
   2. How wide is the upstairs bigger window
      
   3. How high above the ground is the top of the chimney
      

Part Two

How can we draw a scale drawing on a single piece of A4 paper of Maths Room 1 looking from above (The Plan View)

We should show where all doors, windows and walls are

What measurements will we need? Use my Sketch of the room to write your measurements down on . – Take Measurements of the room in pairs

PLENARY: Compare measurements from each of the groups / pairs. Using the scale drawing of another room ask questions about lengths

Thu – 23rd June – Reading Scales Practice and Sensible estimates

Learning objective: to read and interpret different scales and to make sensible estimates using standard measures

SUCCESS
CRITERIA: You will be able to read scales accurately and make sensible estimates.

STARTER: Can you fill in these scales with the values shown below each diagram

LEARNING: Check answers to starter to recap reading scales

Check answers with individuals as they complete questions

Now attempt question 1 on page 361, then questions 3,4 & 5 on page 362

Look at the diagram of the man and bus and lamppost. If the man is 1,8m tall can you make sensible estimates for teh following

1. Height of the bus
   
2. Height of the lamppost
   
3. Length of the bus
   

Look at the picture of the scales. If we know each bag of sugar weighs 1kg, can we work out how much each of the books weighs?

Work through the questions on page 364/365.

PLENARY: Checking Answers. Using the height of a man being 1.8m how high is the classroom, how wide is the classroom, how long is the classroom.

Tues Jun 21st – Exam revision before module 3 this afternoon

Learning Objective: revision for this afternoons exam paper

SUCCESS CRITERIA: You will be able to answers exam questions

Give copies of March 2011 Exam paper to all students.

Get them to have a go at non Calculator paper first, then calculator paper

Check answers with them individually as they complete them.

PLENARY: Talk about some exam techniques onc they are in exam room to keep focused and stay on taksd.

Thursday 16th June – Fractions of type questions

LEARNING
OBJECTIVE: TO learn how to solve "Fractions of.." type questions

SUCCESS
CRITERIA: You will be able to solve "Fractions of.." type questions without a calculator

STARTER: Subtraction Crossword Puzzle

LESSON: Can you do this division sums

REMEMBER You can think of 25 ÷ 5 as £25 shared equally between 5 people how much do they get each

20 ÷ 5	20 ÷ 4	42 ÷ 6
70 ÷ 10	48 ÷ 12	99 ÷ 11

 
 

Examples

What is 4/5 of 20	What is 3/10 of 70
What is ¾ of 20	What is 5/12 of 48
What is 5/6 of 42	What is 6/11 of 99

 
 

QUESTIONS

Can you work out the following "Fractions of" questions

What is 3/7 of 21 = 9		What is 4/5 of 25 = 20
What is 3/8 of 32 = 12	What is 5/6 of 24 = 20
What is 2/3 of 21	What is 3/11 of 77
What is 7/10 of 110	What is 5/8 of 40

 
 

21 x 2/3 is the same as 2/3 of 21

35 x 4/5 is the same as 4/5 of 35

21 x 5/6 is the same as 5/7 of 21

Can you now solve these problems

24 x ¾	35 x 4/5
60 x 5/6	27 x 5/9
100 x 3/5	210 x 3/10
250 x 3/50	300 x 2/15

 
 

PLENARY: I set off in my car to London which is 200 miles from Leeds. My car broke down after 2/5 ths of the journey. How far was I from Leeds

  

Weds 15th June – Subtracting one 4 digit number from another 4 digit number

LEARNING Objective: Develop methods to enable you to subtract large numbers

SUCCESS CRITERIA: You will be able to subtract one large number from another large number correctly.

STARTER: Use Just in Time first for single digit subtraction and then double digit subtraction – give 5 seconds for dingle digit and 12 seconds for double digit (10- sums of each)

LESSON:

For these 2 digit numbers split them into sums, adding a tens number to a number bigger than 10 but less than 20

Eg

87 = 70 + 17	65 = 50 + 15
38 = 20 + 18	93 = 80 + 13

 
 

Can you do the same with these two digit numbers

43	57	86	94	38
28	88	79	91	56

 
 

Can you now do the same with these 3 digit numbers?

Eg

304 = 290 +14

208 = 190 + 18

507	602	203
404	109	208

 
 

 
 

How do we set about doing this sum 457 – 329 – Look at different methods of working out the answer on the IWB developing the long subtraction method

Get Students to try and subtract these sums

435 -214	657 – 434	673 – 548
876 – 687	564 – 359	3456 – 2445
7865 – 6548	4563 – 3274	2307 - 269
6503 – 2428	7005 – 4567	9008 - 5769

 
 

Use your calculator now to check your answers

Subtraction Crossword Puzzle

PLENARY: Feedback from students on subtraction

Tues 14th June – Multiples

LEARNING OBJECTIVE: You will discover how to use patterns to help you remember your multiples

SUCESS CRITERIA: You will learn the multiples from 2 x to 9 x

STARTER: Which four squares are the largest Starter

LESSON: Using a copy of these blank 10 x 10 grids shade in the multiples of 2, then 3 then 4 .. and so on on each grid.

Are there any patterns you can spot. Can you see a way of remembering the 6, 7's 8;s and 9;s times tables from the patterns

Now use these 9 x 9 grids and shade in the multiples of 2, 3, 4 and so on...

Again are there any patterns you can spot.

If any time left use your grids to help answer all the questions on page 177 of Foundation Text Book

Thursday 9th June – Practising BODMAS

LEARNING OBJECTIVE: To practice using BODMAS.

SUCCESS CRITERIA: You will be able to use the rules of BODMAS when solving problems.

STARTER: BODMAS

Can you solve these problems – remember the rules of BODMAS

(14 – 7) x 1 = 2 + 6 x 6 = (2 + 5) x 6 =

12 – 6 ÷ 3 = (12 – 6) ÷ 3 = 15 – ( 5 x 1) =

LESSON: Using these on screen Dice, get students to complete a 5 x 5 grid with the numbers 1 to 25 in any order

Example – Three Dice Grids and Lists

1	16	10	22	11
7	2	21	14	24
17	15	3	6	12
25	4	20	13	5
8	18	9	19	23

On each throw of the dice you have to use the numbers to make one of the numbers on your grid. Just put one line across any numbers you can get. You win as sson as you get a line vertically, horizontally or diagonally.

You must write down the numbers and how you have used them to get your answer so that your winning line can be checked

Eg if we get the numbers, 5, 3, 2, I could put 5 ÷ ( 3 + 2) = 1 and cross out number 1

If we get the numbers 4, 4 and 2, I could put ( 4 x 4 ) ÷ 2 = 8

Lets Play ......

When this game has run its course have a go at question 5 on page 116, then question 7 on page 117

PLENARY: Check answers to work of students by getting them up to board to demonstrate to others

Wednesday 8th June – Times Tables and BODMAS Questions

LEARNING OBJECTIVE: To practice times table work and revise and practice BODMAS questions

SUCCESS CRITERIA: You will learn more of the difficult times tables and be able to use the rules of BODMAS when solving problems.

STARTER: Just in time, BODMAS

LESSON Look at ways of working out times tables, How to use BODMAS

• Times Table Questions – Get into pairs – one person open the text book at page 113, the other at the answers on page 569. Can you answer all questions without a calculator or any working out – one person have a go at questions whilst other checks answers then swap over.
  
• BODMAS Questions - Can you do question 4 on page 116, then have a go at Question 7 on page 117
  
• Adding and Subtracting numbers – Question 2 on page 123 and then q 4 on page 123, Finally have a go at Question 6 on page 124
  
• Multiplying and dividing by a single digit – Without a calculator can you do q2 on page 125 (you can use pen and paper to work out), what about question 3 on page 126 – Finally try question 4 & 5 on page 126
  

PLENARY:

Can you write down –without using a calculator – the 7's, 8's and 9's times tables in less than 5 minutes

Without a calculator can you work out

2+ 3 x 52

(42 – 5)

 

Tuesday 7th June -

LEARNING OBJECTIVE: To check on topics for revision for Maths Exam

SUCCESS CRITERIA: You will be aware of the topics you need to revise for the up and coming exam

STARTER: Tick all the topics on this list YOU THINK YOU CAN DO.

LESSON: Look at the first 6 topics on the list and make sure all know what they are and can do some questions

• Adding with Grids Questions – Page 111 in Foundation Text Book have a go at question 1 without using a calculator - if really easy jump to Question 2
  
• Times Table Questions – Get into pairs – one person open the text book at page 113, the other at the answers on page 569. Can you answer all questions without a calculator or any working out – one person have a go at questions whilst other checks answers then swap over.
  
• BODMAS Questions - Can you do question 4 on page 116, then have a go at Question 7 on page 117
  
• Adding and Subtracting numbers – Question 2 on page 123 and then q 4 on page 123, Finally have a go at Question 6 on page 124
  
• Multiplying and dividing by a single digit – Without a calculator can you do q2 on page 125 (you can use pen and paper to work out), what about question 3 on page 126 – Finally try question 4 & 5 on page 126
  

PLENARY: Can you solve this puzzle – Each letter represents a number, both sums are correct – what are the numbers?

		O	N		E				T	W	O
+		O	N		E			+	T	W	O
		T	W		O			F	O	U	R

  

June 7th 2011 – Your Maths Lesson Blog

When you first view this lesson blog, save the URL in your favourites so that you can quickly return.

Mr Sp8