Week 3: 19.1.15
Prior Learning
Pupils should be taught to:
Geometry: properties of shape
- compare and classify geometric shapes, including
quadrilaterals and triangles, based on their properties
and sizes - identify acute and obtuse angles and compare and order
angles up to two right angles by size - identify lines of symmetry in 2-D shapes presented in
different orientations.
Pupils should be taught to:
Geometry: properties of shapes
- identify 3-D shapes, including cubes and other cuboids,
from 2-D representations - know angles are measured in degrees: estimate and
compare acute, obtuse and reflex angles - draw given angles, and measure them in degrees (°)
- identify:
–angles at a point on a straight line and 1∕2 a turn (total 180°)
–other multiples of 90°
- use the properties of rectangles to deduce related facts
and find missing lengths and angles - distinguish between regular and irregular polygons based
on reasoning about equal sides and angles.
Success criteria for sequence / AfL questions:
Key Vocabulary
area, metres, square metres, length, width, perimeter, scaling, angles, perpendicular, parallel, quadrilaterals, rhombus, parallelogram, kite, trapezium, square, right angle, obtuse, triangle, straight line. / Cross curricular links
Guidance
Pupils become accurate in drawing lines with a ruler to the nearest millimeter, and measuring with a protractor. They use conventional markings for parallel lines and right angles.Pupils use the term diagonal and make conjectures about the angles formed between sides, and between diagonals and parallel sides, and other properties of quadrilaterals, for
example using dynamic geometry ICT tools.Pupils should use angle sum facts and other properties to make deductions about missing angles and relate these to missing number problems.
Resources
ITPs/spreadsheets: / Problem solving/challenges: Scaling down lengths and arranging shapes to fit in a given area. Using the area to draw a shape.
Websites: / Practical resources: pg 119 Target your maths book
Picture maths pgs 30-31
Protractors
Squared paper/maths books.
Pitch and expectation: / Games:
Lessons / Mental and Oral Starter / Objectives / Main Teaching
Key questions / Plenary
Support / Core / Extension
Lesson 1 / Fizz-Buzz, 4 and 8 times tables / LI: To measure the area and perimter of shapes in a real life situation / Picture maths – Playground winners
- Remind the chn that, just as metres are a measure of length, square metres are a measure of area. Area is a measure of a surface and coverage.
- Put one of the pieces of paper on the floor. Ask chn to measure the length and width of the paper and confirm it measures 1 m in each direction. Remind the children that this is 1 m2.
- Put all six paper squares in a 3 m by 2 m rectangle on the floor. Ask the chn how long and how wide the rectangle is? Demonstrate that multiplying the length of the rectangle by the width equals the area. Check by counting the paper squares.
- Ask the chn to visualise a rectangle 4 m long and 3 m wide. Ask one or two children to explain how they could work out the area without counting all the squares.
- Read through the picture together. Explain the class have won a competition for a playground makeover and can choose the equipment they would like. Ask the children to discuss what it means that the area is 72 m2.
- Remind the children that the perimeter is the distance around the outside of an area. Ask them to work out the perimeter of the 3 m by 2 m rectangle that you laid out on the floor. Discuss the possible formulae for this: 2 (l + w) or 2 l + 2 w. Put some measurements of rectangles on the board and ask them to use one of the formulae to find their perimeters. / Work with class teacher, starting on question one.
If children need further practice, they can use some of the paper squares to recreate the area needed in the picture.
LSA working with groups on one of the gaps from rapid maths test – 15 min then rotate. / Start at question 1 / Start at question 4 / Put some rectangles up on the board and ask chn to find area and perimeter
Lesson 2 / Assertive mentoring test
-Pick out any key areas of weakness from last test and once finished and PA, work with class on a particular area they struggled on and LSA with one particular group focussing on gaps from AM termly test
Lesson 3 / Ask chn if they remember formulas for area and perimeter.
Create a class poster showing these formulas for working wall. / LI: To design my own playground using the appropriate measurement and scaling / Go through answers from Monday’s picture maths, discussing how to get the right area/perimeter and going through methods. Self-assess and write target.
Ask chn to imagine that our class have been given the opportunity to design our own playground.
Must draw this design to send to the builders so they can accurately construct it.
Explain that when we do drawings of an area we often use scaling.What do I mean by scaling? – take feedback..
Model on IWB drawing the perimeter of the playground and how we can say 1cm = 1m. / Work with CT to draw playground accurately and to scale.
(Take page of book and draw box for playground then fill in with objects).
Label each shape with name and whether it is regular or irregular. Go through properties. / Given playground measurements and must design playground to scale, fitting in the different items.
Should label each item with the shape and properties
Must fill in the rest of the table.
Tables for playground in maths folder – Core, Support and Extension. / Given a budget to design playground to different dimensions to scale.
Must fill in the rest of the table.
LSA to float around core and ext. to make sure understand scaling and are measuring accurately. / Take some examples of playground designs and show on visualiser – who has created the best playground?
Lesson 4 /
How many rectangles can you find? Put up on board and let chn discuss in time limit. / LI: To use the properties of rectangles to find lengths and angles. / Draw a rectangle on the board with one length written on it. Ask what details children can give you about this rectangle.
Show shape on flipchart and ask how we might know the lengths of the sides? Go through the process of working this out.
What do all angles in a rectangle add up to?
What if I drew a bigger rectangle, would the angles be the same?
Try with other quadrilaterals. See that the angles always add up to 360 degrees (use IWB to measure angles).
Explain that, from one or two angles we are therefore able to deduce other angles. / Give children cut outs of quadrilaterals and get them to sort them out in pairs into the different types. Must justify why they have placed each where they are.
Take photos to stick in books the next day. Get chn to write properties of each quadrilateral in books. Include angles and lengths.LSA to work with and take photos, not much initial input/guidance. / Target your maths page 119
-A and B
Ask children to write an explanation of how they got to answer next to each question (encourage mathematical language, reasoning and spelling of math vocab.)
CT to assist, make sure understand how to deduce the information and to see if they understand angles opposite each other in a cross are the same. / Target your maths page 119
-B & C
Ask children to write an explanation of how they got to answer next to each question (encourage mathematical language, reasoning and spelling of math vocab.) / Quiz on shapes (put in mixed ability tables).
See flipchart.
Give A3 paper to write answers on.
(Long plenary, give 15-20 mins for)
Lesson 5 / PPA / PPA / PPA with Music, PE and French. / .