Newham Adult Learning Service Session Plan
Designed to be used electronically- boxes will drop down when types in
Tutor / Course / OCR GCSE Maths B J-567 / Topic / CoordinatesGraphs of linear functions (1)
Date / Level / 2
Time / No of Learners / Venue
Session Aims: (teacher’s intention)
§ To introduce the concept of coordinates and carry out practice activities on reading and plotting coordinates
§ To carry out group discussions, demonstrations and practice activities on drawing and interpreting graphs of linear functions
Specific Learning Outcomes (what you intend learners to achieve)
To be able to:
§ Recognise that 1 coordinate identifies a point on a number line, 2 coordinates identify a point in a plane and 3 coordinates identify a point in space
§ Use axes and coordinates to specify points in all four quadrants
§ Locate points with given coordinates
§ Find the coordinates of points identified by geometrical information
§ Find the coordinates of the midpoint of the line segment
§ Recognise equations of straight lines
§ Draw straight line graphs from equations given in explicit or implicit form
§ Recognise and use distance-time graphs
§ Interpret graphs of real-life situations
Previous Knowledge assumed
Ability to:
Read/write numbers up to million
Carry out calculations with whole numbers, fractions, decimals and percentages using efficient methods
Read/interpret basic scales/tables/diagrams
Ability to expand, simplify, factorise linear algebraic expressions
Ability to use the laws of indices
English language skills at least at level 1
Materials and equipment
IWB, whiteboard, PowerPoint presentations, calculators or mobile phones, notepad, pens/pencils, Internet access (optional), graph/squared paper, rulers
Assessment methods (how each learning outcome will be assessed)
Observation, contributions to group discussions, targeted Q&As, peer assessment , checklist, tasks completed and marked
Equality & Diversity (How have you planned E&D& inclusion in this session?)
§ Make sure students G, J, B understand new terminology/vocabulary; use simple language. Use group discussions to promote their understanding and language skills.
§ Use PowerPoint presentation so that the students will be able to listen to the explanations and see examples at the same time.
§ Make sure that everyone could see the board.
§ Provide students with the variety of learning activities and resources to cater for different learning preferences and abilities
§ Incorporate frequent Q & A sessions within the lesson to enhance understanding
§ Constantly monitor students’ progress and provide 1-2-1 support if required
§ Worksheets with increasing levels of difficulty to cater for students’ varied levels of abilities
§ Extension tasks for FLs (N, T, M)
How will you include opportunities for functional skills development in this session?
Incorporate peer teaching/ assessment throughout the session to develop learners communication and PS skills
Every Learner Matters tick the boxes you will be addressing in the session and briefly identify in the comments box how.
Stay safe / Be healthy / Enjoy & achieve / Achieve economic wellbeing / Make a positive contribution
P / P / P
Comments: / Develop positive relationship with peers; Develop decision making skills; Improve career prospects by engaging in education/training
Topic & Content / Timing / Activity / Teaching Methods / Differentiation / Assessment
Introduction / 20 min / § Welcome. Take register
§ Feedback on h/w + review concepts if required.
§ Introduce lesson’s topic/objectives / Talk
Q&As / Make sure all students can see the board / Q&As
Observation
Brainteaser:
Algebra starter H / 20 min / § Pair/group learners
§ Students to recap on simplify/expand/ factorise linear and quadratic expressions
§ Discuss answers / PW/SGW
D
Dem / Change students pairing to promote peer support & interaction / Observation
Contribut. to discussion
Peer assessment
Tasks completed
Coordinates / 30 min / § Run PP presentation
§ Introduce new terminology: coordinates, axes, quadrants, etc
§ Discuss x-axis (horizontal), y-axis (vertical) + that coordinates are a pair of numbers, which fix the position of a point + origin (0,0)
§ Ss to break a code by reading 2-D coordinates
§ Introduce 3-D coordinates + demonstrate how to identify coordinates of a point in space using info given
§ Short practice activities / GW
Dem
D
L
SGW
1:1 / Visual activities to enhance learning + introduce new terminology (Je, G, A)
Make sure all students participate in activities
Peer support
Ext tasks (S, B) / Q&As + targeted Qs
Observation
Contributions to discussion
Peer assessment
Tasks completed
Midpoints / 20 min / § Run PP presentation to introduce + demonstrate how to calculate midpoints of line segments ((x1+x2)/2,(y1+y2)/2)
§ Ss to carry out practice activities / GW
Dem
D
SGW
1:1 / Ensure A, J, Z participate
Peer support (R+M and A; J +B; A +D)
Ext tasks (M, T)
1:1 (R, J) / Q&As + targeted Qs
Observation
Contrib-ns to discussion
Peer assessment
Tasks completed
Equations of straight lines / 30 min / § Run PP presentation to introduce equations of straight lines: x=a, y=b, y=x, y=-x, y=ax, y=-ax
§ Ss to practise recognising equations of straight lines / GW
Dem
D
L
SGW
1:1 / Make sure all students participate in activities
Peer support (A+AS, B+Z, J+M)
Ext tasks (M, T)
1:1 (R, J) / Q&As + targeted Qs
Observation
Contributions to discussion
Peer assessment
Tasks completed
Lunch break / 30 min / Informal chat / Encourage interaction between learners
Plotting linear graphs / 30 min / § Run PP presentation to demonstrate + discuss how to plot linear graphs from equations (recap on substitution if needed)
§ Ss to carry out practice activities / GW
Dem
D
L
SGW
1:1 / Make sure all students participate in activities
Peer support (A+AS, B+Z, J+M)
Ext tasks (M, T)
1:1 (R, J) / Q&As + targeted Qs
Observation
Contributions to discussion
Peer assessment
Tasks completed
Graphs of real-life situations / 30 min / § Group discussion and demonstration (PPoint) on how to interpret graphs of real life situations: conversion graphs, distance-time graphs, etc
§ Ss to complete short practice activities / Presentation
Dem
D
SGW
1:1 / Targeted Qs to make sure A, R, J take part in discussions
Make sure Je, G, A recognise new words
Extension tasks for HT Ss / Targeted Q&AS Observation
Contributions to discussion
Peer assessment
Tasks completed
Practice activities / 55 min / § Ss to complete practice activities on coordinates, linear graphs and graphs of real-life situations
§ 1:1s / PW/IW
1:1 / Peer support (A+AS, B+Z)
Ext tasks (M, T)
1:1 (R, J) / Observation
Peer assessment
Tasks completed
Plenary / 5 min / § Recap on main learning points
§ Set homework / D
H/w / Opportunity for everyone to ask Qs / Q&As
Resources used: tick the appropriate resources used
OHP / Realia / CD ROM
SMART board / P / Past exam papers / IT equipment / P
Worksheets / P / White board / P / SfL materials
DVD / Audio equipment / Embedded SfL materials
TV visual equipment / Handout / P / Other
Evaluation: Consider the session and list as required below
Strengths / Areas of development / What went well? / What would you differently?
Use of ICT / Student directed activities / All students partook part in discussions and brainteaser activity
Learning objectives were covered / Use “recognising graphs” as brainteaser/starter for the afternoon session
Comments: A missed the class – recap + 1:1 next session
Homework
Linear graphs 1
Teaching Methods Abbreviations
L= Lecture / GW= Group Work / IW= individual work / PW= Pair work / D= discussion / SR= research / PEER= Peer assessment
Q&A= Question & Answer / 1:1= one to one / DEM= demonstration / PA= practical activity / FLs Fast learners / SLs= Slow learners