Weds 19th Dec: Working through Zig Zag paper 5 Questions that lots of students got wrong

LEARNING OBJECTIVE: Students will have the opportunity to see how to solve the most difficult Exam questions

SUCCESS CRITERIA: You will be able to solve similar questions in future exam papers

LESSON: Give students further opportunity to complete the Zig Zag paper 5. Look at results analysis and pick out questions that were not answered well to go through. Give students opportunity to solve similar questions after explaining the answers.

PLENARIES: Checking students work, giving further examples fo them to try.

NB Four students working through D1 to work through Linear programming Questions.

Tues 18th Dec-MArking Aig Zag Paper 5 and Look at the difficult questions together

LEARNING OBJECTIVE: TIme to complete and ,mark the Calculator paper of the 5th Zig Zag Exam Paper

SUCCESSS CRIETRIA: You will gain an A or A* in this paper

LESSON: Hand out mark schemes and get student to mark each other s exam papers in line with the mark scheme.

Weds12th /THurs 13th - Exam PAper in Exam COnditions

LEARNING OBJECVTIVE: Discover how to complete a full example exam paper in exam conditions

SUCCES CRITERIA: You will become more aware of your weakest areas, and know what to revise in order to achieve an A/A* grade

LESSON: Organise students so they are seperated in the classroom and then give them ZigZag paper 5 - Non calculator first, then calculator.

Should Anyone complete both papers hand out mark schemes and get students to mark someone elses exam paper.

Tues Dec 4th - More work on 3D mesuration problems

LEARNING OBJECTIVE: Practice solving 3D Mensuration problems
SUCCESS CRITERIA: YOu will be able to solve level A and A* exam questions on 3D Mensuration

LESSON: Continue working through questions from Questions from This Document - Page 39 - 45 Volume questions, Page 64 - 68 Surface Area, Volume, lengths, area Page 74 - 80

These MyMaths Lessons may be of use to support students when they are struggling

Volumes of Prisms

Volume of Cylinders

Volume of Cones and Spheres

Complex Surface Areas

Week beginning 26th Nov - Lots of Practice on a variety of 3d mensuration problems

LEARNING OBJECTIVE: Practice solving 3D Mensuration problems
SUCCESS CRITERIA: YOu will be able to solve level A and A* exam questions on 3D Mensuration

LESSON: Continue working through questions from Questions from This Document - Page 39 - 45 Volume questions, Page 64 - 68 Surface Area, Volume, lengths, area Page 74 - 80

These MyMaths Lessons may be of use to support students when they are struggling

Volumes of Prisms

Volume of Cylinders

Volume of Cones and Spheres

Complex Surface Areas

Tues 20th/Weds 21st Nov – 3D Shapes mensuration questions

LEARNING OBJECTIVE: Understand how to find lengths areas and volumes of 3D shapes
SUCCESS CRITERIA: You will be able to use given formulas and your knowledge of Areas, lengths, Pythagoras and trigonometry to workout lengths areas and volumes of 3D shapes. These include:
Cubes, Cuboids, Spheres, prisms (including cylinders) Pyramids (including cones)
ENGAGEMENT ACTIVITY: Definition of mensuration
LESSON: Discussion on:

1. Volumes of shapes – Which formulas are given, what do we need to remember... Cuboids, Prisms, Pyramids, Spheres
2. Surface area Questions – Cuboids, Prisms, Pyramids, Spheres
   
3. Using Pythagoras to find lengths – Pythagoras in 3D – eg find length of the diagonal of a cuboid
   
4. Be aware of trigonometry rules including Sine rule and cosine rule – they may be useful in solving problems

Volumes of Prisms

Volume of Cylinders

Volume of Cones and Spheres

Complex Surface Areas

Questions from This Document - Page 39 - 45 Volume questions, Page 64 - 68 Surface Area, Volume, lengths, area Page 74 - 80

Tues/weds/Thurs 13th-15th November - wporking through another set of exam papers

LEARNING OBJECTIVE: TO revise all linear syllabus by working thorugh a calculator and a non-calculator zig-zag example exam paper

SUCCESS CRITERIA: You will gain your target grade in the exam

LESSON: Students work through past exam paper, trying to cmpelte as much as possible on their own. Use mark scheme provided to check all questinos and find the total/grade for all the questions. All questions that needed assistane  - either from myself or another student must NOT be used for the final total.

Lets try in this paper to get an honest asssessment grade

PLENARIES: Support at student tables where appropriate, students checking their answers agains the mark scheme, students helping each other wher appropriate

Thurs 8th Nov (2 lessons) Area of a scalene triangle using trig, more Practice

LEARNING OBJECTIVE: TO understand how to find the area of a scalene triangle using trigonometry
SUCCESS CRITERIA: You will be able to find the area of a triangle using trigonometry, you will be able to solve a variety of A and A* trigonometry questions.

LESSON: Work through this lesson on area of a Scalene triangle.

Area of a triangle practice - Ex 22K page 494
Mixed trig Problems in 2D - Ex 22A page 471
Mixed Trig Problems in 3D - Ex 22B Page 474

In second lesson use last 30 mins to test students using three past Exam Questions
PLENARIES: Students checking their work from answers in text book, me going around looking at work at individiaul tables. If neccesary stopping and working with whole group on IWB

Tues / Weds 6th & 7th Nov - Sine Rule and Cosine Tule

LEARNING OBJECTIVE: Understand when and how to use the Sine rule and the cosine rule
SUCCESS CRITERIA: You will be able to determine when to use the sine rule and the cosine rule, and will be able to apply both rules successfully to solve problems

ENGAGEMENT ACTIVITY:Eight Hidden Squares

LESSON: 
The Sine Rule (From Screen3) - Ex 22G Page 484 (A and A* Questions)
The cosine rule (From Screen 5) - The Cosine Rule to find an Angle (from Screen  Ex22H page 488 (A and A*  Questions)

Exam Questions

EXTENSION: Problem from Nrich

Thurs 25th Oct - Revision of Topics via Mymaths Activities (1 lesson and PD lesson)

LEARNING OBJECTIVE: TO revise A/A* topics via Mymaths Booster pack activities

SUCCESS CRITERIA: You will have a better grasp of some more A/A* Maths Topics

LESSON: Get sorted on Laptops ASAP, logon to Mymaths and work your way through the tasks and outstanding homeworks in your Mymaths account.

Any task that doe snot gain a green traffic light MUST be repeated until you get a green.

PLENARIES: Students supporting each other, feedback/answers from online system, Supporting individuals / small groups and whole group if appropriate

Tues 23rd / Wes 24th OCT - More Work on Trig

LEARNING OBJECTIVE: Revise The three basic Trig ratios and use them to solve a variety of problems
SUCCESS CRITERIA: You will understand when and how to use sine, cosine and tangent to solve right angled triangle problems

LESSON: revision of Three trig ratios using these Lessons:
1. Trig - Missing angles
2. Trig - Missing Sides
3. Trig Angles of Elevation

Questions to tackle:

•  
• Simple - Level B Questions - Ex 12K page 291
• Problems - Level B Problems - Ex 12L Page 294
• Problems - Level B Involving angle of depression and elevation - Ex 12M Page 298
• Problems - Trig Problems from Bearings (Level B) Ex 12N page 297
• Problems - Trig Problems involving isosceles triangles (level B) - Ex 12P page 299
• Mixed Problems - Page 56 of Higher e-text Book

PLENARIES: Checking answers, support at individuals table for individuals/groups.... 

Special Triangles 

Thurs Oct 18th - Revision Of Trigonometry (2 Lessons)

LEARNING OBJECTIVE: Revise The three basic Trig ratios and use them to solve a variety of problems
SUCCESS CRITERIA: You will understand when and how to use sine, cosine and tangent to solve right angled triangle problems

LESSON: revision of Three trig ratios using these Lessons:
1. Trig - Missing angles
2. Trig - Missing Sides
3. Trig Angles of Elevation

Questions to tackle:

•  
• Simple - Level B Questions - Ex 12K page 291
• Problems - Level B Problems - Ex 12L Page 294
• Problems - Level B Involving angle of depression and elevation - Ex 12M Page 298
• Problems - Trig Problems from Bearings (Level B) Ex 12N page 297
• Problems - Trig Problems involving isosceles triangles (level B) - Ex 12P page 299
• Mixed Problems - Page 56 of Higher e-text Book

PLENARIES: Checking answers, support at individuals table for individuals/groups.... 

Special Triangles 

Weds 17th OCT - Review of Dificult exam questoins

LEARNING OBJECTIVE: TO refvise A and A* exam topics thorugh dissection of exam paper questions

SUCCESS CRITERIA: You will be able to solve similar querstions in future exam papers / have more confidence in tackling the A/A* questions

LESSON: Ensure everyone has their Completed past papers with them.

Work thoreugh the questoins as requested by the students on IWB, encourage discussion and particpation - set similar problems for them to solve if appropriate.

ZigZag Paper 3 - CAlculator, CAlculator MArk Scheme, Non-Caculator, Non-Calculator mark scheme

Tues 16th Oct - MArking / Reviewing Paper 3 - revision of basic Trig

LEARNING OBJECTIVE:  To mark / review and assess Zig Zag Paper 3, revise Basic Trig

SUCCESS CRITERIA: You will know what grade you gained in ZIGZAG Paper 3, what areas of weakness you have and have a thorough understanding of the Cosine, sine and tangent functions and how they can be used to solve right-angled triangle problems.

ENGAGEMENT ACTIVITY: Hand out Paper 2 mark scheme - students to mark paper 2 they have completed at home. (Steph to start working on paper 1 and paper 2 as she was absent all last week.)

REVIEW OF Basic Trigonometry, using this Powerpoint Presentation.

If time work through these questions (page 56).
PLENARY: Checking answers, support at student desks

Weds 10th/Thurs 11th Oct (3 Lessons) - Working through a Past Paper

LEARNING OBJECTIVE: To test current level of understandsing of all exam topics by working thorugh a complete exam paper
SUCCESS CRITERIA: You will gain an A or A* grade after marking this exam Paper

LESSON: Hand Out Non-Calculator paper ( Number 3 ZIg Zag Paper) - Work through paper and when finished use mark scheme to check answers

The repeat with Calculator Paper (Series 3 Zig Zag Past Papers

PLENARIES: Checking answer with students - individual/table/group - self checking of answers using mark schemes...

Tues Oct 9th - A chance to solve questoins involving straight line graphs, parallel lines and perpendicular lines

LEARNING OBJECTIVE: To revise y = mx +c and then use this to find parallel and perpendicular lines. Also include finding midpoints given two coordinates.

SUCCESS CRITERIA: You will be able to use the formula y = mx+ c to sketch straight line graphs. Know how to find the equation of a line parallel to another straight line and find a perpendicular line to a straight line at a given point. Finally you will be able to quickly work out the coords of the mid point between two given coords.

ENGAGEMENT ACTIVITY: 

LESSON: Quick remonder of all these points from Thursdays lessons

• Reminder of y = mx + c, how to use it to quickly plot a straight line
• Special cases of straight lines - X + Y = constant
• Finding the midpoint between two coordinates
• Finding the equation of a line between two coordinates
• Finding the equation of a line parallel to the given straight line and passing through a coordinate
• Find the equation of a line perpendicular to a given line at a particular coordinate on the line.

Exercises

• Questions - Page 23 and page 81 of Higher e-text book
• Ex 23H pages 515,516 of GCSE HIgher Text Book.
• Exam Questions Page 517

Thurs OCt 4th (2 Lessons) Straight line graphs - equations, parallel lines, perpendicular lines, midpoints....

LEARNING OBJECTIVE: To revise y = mx +c and then use this to find parallel and perpendicular lines. Also include finding midpoints given two coordinates.

SUCCESS CRITERIA: You will be able to use the formula y = mx+ c to sketch straight line graphs. Know how to find the equation of a line parallel to another straight line and find a perpendicular line to a straight line at a given point. Finally you will be able to quickly work out the coords of the mid point between two given coords.

ENGAGEMENT ACTIVITY: Question 11 From Paper 1 Non-Calculator paper

LESSON:

• Reminder of y = mx + c, how to use it to quickly plot a straight line
• Special cases of straight lines - X + Y = constant
• Finding the midpoint between two coordinates
• Finding the equation of a line between two coordinates
• Finding the equation of a line parallel to the given straight line and passing through a coordinate
• Find the equation of a line perpendicular to a given line at a particular coordinate on the line.

Exercises

• Questions - Page 23 snd page 81 of Higher e-text book
• Ex 23H pages 515,516 of GCSE HIgher Text Book.
• Exam Questions Page 517

Weds 3rd Oct - Similarity

LEARNING OBJECTIVE: Solving problems using the properties of similar triangles

SUCCESS CRITERIA: You will able to solve grade B and A grade exam questions using similar triangles

ENGAGEMENT ACTIVITY: 
Andrew, who is about 120cm tall, notices that when he stands at the bottom of his garden, which is 20 metres away from the house, his dad, who is about 180cm tall, looks as big as the house when he is about 2.5 metres away from Andrew. How high is the house?

LESSON:  Work through this lesson from screen 4 onwards. 

Work through page 42 of the Higher level e-text book

PLENARY: Checking Answers -  self/peer/me

EXTENSION: Look back at the exam papers who have already completed and double check the similarity questions

• Paper 1 Non-Calculator - Q11
• Paper 2 non- calculator - Q10

Tues 2nd Oct - A chance to practise A* Vector questions

LEARNING OBJECTIVE: TO generate understand the concept of a vector, discover how to add and subtract vectors. Use vectors to solve geometrical problems

SUCCESS CRITERIA: You will understand what a vector is and be able to interpret adding and subtracting vectors on diagrams. Also be able to apply the algebra of vectors to solve geometrical problems(A* Exam questions)

ENGAGEMENT ACTIVITY: 

LESSON 2: Use this lesson screens 9 & 10 to practice using vectors in geometry problems.

Now have a go at Any questions you like in Ex 18B - Q8 and Q9 are the hardest two questions

EXTENSION: Exam Questions on page 402, electronic Text Book (Page 40), Answers 

Thurs 27th Sep - (2 Lessons)

LEARNING OBJECTIVE: TO generate understand the concept of a vector, discover how to add and subtract vectors. Use vectors to solve geometrical problems
SUCCESS CRITERIA: You will understand what a vector is and be able to interpret adding and subtracting vectors on diagrams. Also be able to apply the algebra of vectors to solve geometrical problems(A* Exam questions)

ENGAGEMENT ACTIVITY: On the grid provided mark all the pints C to P where:

1. OC = 2a - b
2. OD = 2a + b
3. OE = a - 2b
4. OF = b  - 2a
5. OG = -a
6. OH = -a - 2b
7. OI = 2a - 2b
8. OJ = -a + b
9. OK = -a - b
10. OM = -a - 3/2b
11. ON = -1/2 a - 2b
12. OP = 3/2 a - 1/2 b

LESSON: Use above question to revise the notion of a vector and adding/ subtracting vectors, what a negative vector means:

Have a go at q11 to 15 on page 398

PLENARY: Support around the classroom, checking answers

LESSON 2: Use this lesson from screen 6 onwards to practice using vectors in geometry problems.

Work slowly through the 4 examples, encouraging participation from the class.

Now have a go at Any questions you like in Ex 18B - Q8 and Q9 are the hardest two questions

EXTENSION: Exam Questions on page 402

Tues 25th/weds 26th -Sept - More work on Indirect and Direct proportion

LEARNING OBJECTIVE: To Understand and solve Direct and Inverse proportion questions

SUCCESS CRITERIA: You Will understand what is meant by the terms Direct and Inverse proportion and be able to solve problems involving proportion

ENGAGEMENT ACTIVITY:

TUESDYA:1. In an experiment measurements of t and h  were taken.
These are the results:

t    2           5          6
h   10       62.5       90

Which of thee rules fits the results

a) h is proportional to  t   
b) h is proportional to  t²     
c) h is proportional to  t3 


WEDNESDAY: Find an appropriate Exam Question from Exam Pro

LESSON: Use q10 page 223 and Q 10 page 225 to revise the methods and processes needed to solve these type of exam questions.
Continue to work through t Ex 9C on page 224/225 of HIgher Text Book.

EXTENSION: 

1. Work through the proportion questions from Higher Electronic Exam Paper

2. A* Exam Questions (11,12 & 13 on page 226

Thurs 20th Sep - Inverse Proportion

LEARNING OBJECTIVE: How to solve problems that use the expression inverse proportion / inversly proportional.
SUCCESS CRITERIA: You will be able to find the constant of proportionality and equaiton of inverse proprotion problems and then use this equation to solve problems.

ENGAGEMENT ACTIVITY:
1. The illumination, L, provided by a torch is inversely proportional to the square of the distance, d, from the torch.
When L = 2, d = 10.
a) Find an equation expressing L in terms of d (1)
b) Find the value of L when d=2
c) Find the value of d when L = 8

2. In an experiment measurements of t and h  were taken.
These are the results:

t    2           5          6
h   10       62.5       90

Which of thee rules fits the results

a) h is proportional to  t   
b) h is proportional to  t²     
c) h is proportional to  t3  
    
LESSON: Work Through this Lesson, using the example questions with students both as a group and as individuals. When they are comfortable with the concepts and processes then they can have a go at Ex 9C on page 224/225 of HIgher Text Book.

EXTENSION: A* Exam Questions (11,12 & 13 on page 226

HOMEWORK: There are two Mymaths tasks on Proportion to be attempted before NEXT THURSDAY 28th Sep

LEARNING OBJECTIVE: To Understand and solve Direct and Inverse proportion questions

SUCCESS CRITERIA: You Will understand what is meant by the terms Direct and Inverse proportion and be able to solve problems involving proportion

ENGAGEMENT ACTIVITY: Exam Question

y is directly proportional to the square of x.When y = 5, x = 4.
Find the value of y when x = 8.

LESSON: Use Exam questions as reminder of Solving Proportion questions.

Work through Ex 9B page 223.

PLENARY: Checking Answers, Supporting Students at their tables, Self marking from Text book answers

Tues Sep 17th - Direct and Inverse Proportion Questions

LEARNING OBJECTIVE: To Understand and solve Direct and Inverse proportion questions

SUCCESS CRITERIA: You Will understand what is meant by the terms Direct and Inverse proportion and be able to solve problems involving proportion

LESSON: Work through the first 5 screens of this lesson: Use question screens repeatedly where necessary.

Have a go at Ex 9A on page 221 of Higher GCSE Text Book

PLENARY: Checking answers, supporting students at their tables

EXTENSION: Ex 9b - Proportionality involving squares, cubes and square roots.

Week beginning Sep 10th -Revise Tpics by COmpleteting Two Full exam papers by end of the week.

LEARNING OBJECTIVE: Refresh all topics in exam by attempting to answer a complete exam papers.

SUCCESS CRITERIA: You will be able to solve questions, you will discover which areas of the Course you will need to work on in order to meet your target

STARTER ACTIVITY: Level B Loopcard Activity

LESSON: Hand out exam papers - students to work on questions on the exam paper helping each other where appropriate / necessary. Or support from myself.

Paper 1 Calculator and Non-Calculator
Paper 2 Calculator, Non-Calculator

PLENARIES: At appropriate times during work check answers using mark scheme - both on IWB and paper copies. Support, feedback/teaching at individual tables where neccesary.
Encourage students to make a list of weaknesses / areas to revise.

Thurs Sep 6th - More Revision via Exam Papers( 2 Lessons)

LEARNING OBJECTIVE: Refresh all topics in exam by attempting to answer a complete exam papers.

SUCCESS CRITERIA: You will be able to solve questions, you will discover which areas of the Course you will need to work on in order to meet your target

STARTER ACTIVITY: 

LESSON: Hand out exam papers - students to work on questions on the exam paper helping each other where appropriate / necessary. Or support from myself.

Paper 1 Calculator and Non-Calculator
Paper 2 Calculator, Non-Calculator

PLENARIES: At appropriate times during work check answers using mark scheme - both on IWB and paper copies. Support, feedback/teaching at individual tables where neccesary.
Encourage students to make a list of weaknesses / areas to revise.

Weds Sep 5th - Exam Paper (Both Lessons)

LEARNING OBJECTIVE: Refresh all topics in exam by attempting to answer a complete exam paper.

SUCCESS CRITERIA: You will be able to solve questions, you will discover which areas of the Course you will need to work on in order to meet your target

STARTER ACTIVITY: Yoghurtician Problem (printable Version)

LESSON: Welcome all back, discussion on setting/groups, results, targets, expectations etc... including expectations in presenting work in exercise books, marking, oral feedback etc.

Hand out exam papers - students to work on questions on the exam paper helping each other where appropriate / neccesary. Or support from myself.

PLENARIES: At appropriate times during work check answers using mark scheme - both on IWB and paper copies. Support, feedback/teaching at individual tables where neccesary.
Encourage students to make a list of weaknesses / areas to revise.

Tues Jul 3rd - Investigating the realtionships between agles on a Tangent Graph

LEARNING OBJECTIVE: To understand the relatonship between the tangent of angles and be able to draw and use the tangent graph between -360 and +360
SUCCESS CRITERIA: You will understand how to draw the tangent graph and how to use it to find angles that share the same tangent value

STARTER: Two Exam Questions

LESSON: Use this Lesson to Investigate Tangent Curve

Work thorugh the Questions ON page 60 of Higher text book -Starting at Question 4, 5 6 (if time do questions 1, 2 & 3)
PLENARY: Checking answers, working with students at their desks, confidence feedback.

Thursday 28th Jun–Sine Cosine & Tangent Graphs, Sine, cosine and Tangent values bigger than 90

LEARNING OBJECTIVE: TO be bale to draw and understand sine, cosine and tangent graphs between 0 and 360

SUCCESS CRITERIA: You will be able to:

• Sketch a sine curve, cosine curve or tangent curve between 0 and 360 degrees
• Solve problems of the kind sin x = a, cos x = a, tan x = a

ENGAGEMENT ACTIVITY

The Sine GRaph Song

 

 

 

 

 

 

 

 

 

LESSON: Use this Lesson to work through what the Sine, Curve, Cosine Curve look like. Use this Lesson to investigate the Tangent Curve

Task1: Page 316 from AQA Unit 3 Higher Text Book

Task 2: A* Questions - Ex 24D page 530

Weds / Thurs – Speed/ Time and Velocity time Graphs

LEARNING OBJECTIVE: To understand and be able to interpret both Speed/Time graphs and velocity/time graphs

SUCCESS CRITERIA: You will be able to solve higher level exam questions involving speed/time and velocity time graphs

ENGAGEMENT ACTIVITY: use screen 5 as a starter questions, screens 6,7 & 8 to get them thinking

LESSON: Work through this lesson on Speed, Distance, Time

Work through pages of intermediate level questions

Work through Higher level Questions

Ex 21B, 21C and 21 D Form Higher text Book

PLENARY: Checking Answers throughout lesson, Summary of lesson & Student Feedback

Tues 19th June–Exam Paper Analysis–Revision via Paper 1 Calculator Paper

LEARNING OBJECTIVE: You will discover how to solve questions you could not answer in first exam paper.

SUCCESS CRITERIA: You will be able to answer more questions in next test

LESSON: Look at this exam paper with students, work through questions steadily exploring exemplar answers with them Encourage them to come to IWB to explain answers

If time enter some analysis data from their first attempts into tracker data analysis grids

PLENARY: Checking exam questions with students

Tue 19th June – Follow up work to Calculator Paper 1

LEARNING OBJECTIVE Exam Topics from weaknesses in exam questions

SUCCESS CRITERIA: You will be able to solve similar questions in future exam papers.

ENGAGEMENT ACTIVITY:

LESSON:

Exam Question analysis onto spreadsheet

Look at questions individually from Q 12 onwards

Q12 – Mean from grouped frequency & cumulative frequency

Q13 –Simultaneous Equations

Q14 – Upper and lower bounds / Accuracy

Q15 – plotting a cubic, solving the equation from the graph

Q15b- Solving a similar cubic using straight line graph method

Q16 – Rules if Indices

Q17 – Area problems – rectangles, circles

Q18 – Compound Interest (backwards!!)

Q19 – Probability Problem solving using a tree diagram to help sort it out

Q20 – Transformation of graphs

Q21 – Bearings problem to generate a trigonometry question

Thurs 14th June (2 Lessons) Complete and mark a past paper

LEARNING OBJECTVIE: To discover areas of weakness in HIgher maths Linear Exam

SUCCES CRITERIA: You will discover some areas of weaknesses, to revise in future lessons

ENGAGEMENT ACTIVITY: Loop Cards – Level C Algebra

LESSON: Hand out a past paper and ask students to attempt to complete as many questions they can in about 80 mins of lesson time. Use Last 30 mins of lesson to  mark the questions they have completed. Get them to put individual question breakdown on front of their paper. If time look at grade boundaries.

Mon /Tues 18th/19th May – revision Questions

Level D/C

LevelC/B/A

Level A/A*

Thurs – 24th May – Looking at issues from Last weeks Exam Paper

LEARNING OBJECTIVE: To revise areas of syllabus that caused problems in last weeks exam paper.

SUCCESS CRIERTIA: You will be able to solve similar questions in your Unit 3 module exam.

ENGAGMENT ACTIVITY: Hand out the 'Exam Speak' Document for students to look at.

LESSON: Work through the second half of the exam paper. Look at how to 'get into' the problems that caused most issues with students especially:

1. Areas and volumes of similar shapes / scale factors of enlargement for length/ area and volume
   
2. Trig Graphs and simple transformations
   
3. Algebraic Manipulation when given as a diagram
   

PLENARY: Feedback on confidence:

Weds May 23rd – More work on Vectors

LEARNING OBJECTIVE: Continue to develop the language and algebra of vectors by expressing journeys on grids and shapes
SUCCESS CRITERIA: You will be able to express the resultant vector for a journey on a grid or a shape. You may be able to prove geometrical equalities using vectors
ENGAGEMENT ACTIVITY: PAST EXAM QUESTIONS
LESSON: Use screens 4, 5, 6 from this Youtube clip on screen (paused) Give students 5 mins to have a go at it and then play the soundtrack which takes them through the solutionthis Mymaths Lesson to consolidate and extend yesterdays lesson.
Students to continue working through questions on Ex 18A Page 394.
Work with students who are struggling individually / at tables or at IWB as appropriate.
PLENARY: Students check and mark their own work as they complete questions. With screen ten mins to go put

 

Tues May 21st – Expressing Vector journeys on grids and shapes

LEARNING OBJECTIVE: To develop the language and algebra of vectors by expressing journeys on grids and shapes

SUCCESS CRITERIA: You will be able to express the resultant vector for a journey on a grid or a shape.

ENGAGEMENT ACTIVITY: Try Questions 7,8 & 9 from these questions

LESSON: Use the first 3/4 screens from this Mymaths Lesson to consolidate and extend yesterdays lesson. Again encourage students to have a go at the questions in their workbooks as well as getting individuals up to IWB to solve on screen. Decide whether to use screen 4 in lesson depending on student's responses to previous screens.

 

TASKS: Turn to page 394 in Higher text book and work through questions in Exercise A. There is isometric paper available for questions 5 onwards if needed.

PLENARIES: Work around room supporting students at their tables, Get them to check on all answers via answers in back of text book. Use the Vectors question from last weeks test paper as a final challenge to see if SUCCESS CRITERIA met today.

 

Mon 21st Intro to Vectors

LEARNING OBJECTIVE: To introduce the language and notation vectors to understand what is meant by vector addition and subtraction

SUCCESS CRITERIA: You will be able to use the language and notation of vectors and understand and manipulate vectors.

ENGAGEMENT ACTIVITY. Translation questions

LESSON: Use this MyMthas Lesson to develop vector notation and understanding of Vector Addition and Subtraction

Use the question screens as mini exercises for students to attempt in their books and also encourage individuals to participate and show answers on IWB screens

Now Have a go at these questions

PLENARY: Checking Answers, use screen 7 and 9 to check on LEARNING OBJECTIVE

Mon 21st Intro to Vectors

LEARNING OBJECTIVE: To introduce the language and notation vectors to understand what is meant by vector addition and subtraction

SUCCESS CRITERIA: You will be able to use the language and notation of vectors and understand and manipulate vectors.

ENGAGEMENT ACTIVITY. Translation questions

LESSON: Use this MyMthas Lesson to develop vector notation and understanding of Vector Addition and Subtraction

Use the question screens as mini exercises for students to attempt in their books and also encourage individuals to participate and show answers on IWB screens

Now Have a go at these questions

PLENARY: Checking Answers, use screen 7 and 9 to check on LEARNING OBJECTIVE

Weds 16th / Thurs 17th May – Using lesson time to complete Practice Exam C

LESSON: Work through Exam paper in exam conditions in the classroom.
Use Overnight to revise any areas of weakness before attempting to complete the paper on Thursday.

Any Students who have completed work on test during second lesson to work on Level b /  and A* Loop cards in silence on their own.

Tues 15th May 2012 – More on 3d Coordinates – B/A and A* revision loops

LEARNING OBJECTIVE: Solve a problem using 3D coordinates, Revision use Loop cards

SUCCESS CRITERIA: You will be able to solve the 3d problem and also be able to complete the loop on the topic you are given

STARTER ACTIVITY - Try and solve this puzzle

LESSON: Hand out the Revision loop cards to various people according to the levels.

YOU MUST write down the card number and show your working out and answers, before you move onto the next card and then repeat the same. When you complete the loop you should find the answer to the last card on the first card of the loop.

If you complete a full loop, ask for another topic to revise.

PLEASE KEEP ALL CARDS TOGETHER IN ONE LOOP PACK

PLENARY: Write down your confidence rating (out of 5) at the end of completing each set of loop cards.

Mon May 14th – Coordinates in three dimensions

LEARNING OBJECTIVE: To understand and use coordinates in 3 dimensions to fix a point in space

SUCCESS CRITERIA: You will be able to work out the coordinates of points in 3D given x, y, z axes.

STARTER:

LESSON: Use this Lesson to show the concepts of Coordinates in 3 Dimensions.

Try and solve this puzzle

Work through These Questions

PLENARY: Checking Answer

 
 

Mon May 14th – Coordinates in three dimensions

LEARNING OBJECTIVE: To understand and use coordinates in 3 dimensions to fix a point in space

SUCCESS CRITERIA: You will be able to work out the coordinates of points in 3D given x, y, z axes.

STARTER:

LESSON: Use this Lesson to show the concepts of Coordinates in 3 Dimensions.

 

Thurs May 10th – Sketching the graph of a quadratic equation

LEARNING OBJECTIVE: To understand how to sketch a quadratic graph

SUCCES CRITERIA: You will be able to find the Intercept, Roots and Minimum point of a quadratic a;lgebraicly and then use these values to plot the curve on a pair of axes.

STARTER:

On one large set of axes sketch these straight lines, use a scale of one small square, but just label every 5 on the axes.

1. Y = 2x + 4
   
2. Y = 3x – 2
   
3. Y = -4x + 8
   
4. Y = 5x – 7
   
5. Y = -3x + 10
   
6. Y = -2x – 8
   
7. Y = ½ x + 7
   
8. Y = ¼ x – 10
   

LESSON Use the equation y = x² + 9x + 14 and y = x² - 7x + 10 to develop the skills needed to be able to sketch these graphs.

1. Find the y intercept
   
2. Factorise and find the roots
   
3. Complete the square to find the Minimum point.
   

Now have a go at sketching these quadratic curves.

1. y = x² + x - 2
   
2. y = x² - x - 6
   
3. y = x² - 5x + 6
   
4. y = x² + 3x +2
   
5. y = x² + 2x – 8
   
6. y = -x² – 2x +15
   
7. y = x² +8x + 15
   
8. y = x² - x – 20
   

PLENARY: Use graph plotter in Word to show plots.

  

Tues 8th May/ Weds 9th May – Review of Practice Paper 2

LEARNING OBJECTIVE: Revision of exam questions using Practice Paper 2 exam paper

SUCCESS CRITERIA: You will be able to solve Exam questions at and above your target level

STARTER: Hand out exam papers, give students 5/10 mins to look at marking/comments and talk around their tables .

Show how results would affect their final GCSE grade

LESSON: Using the paper and the mark scheme, work through the questions in the exam paper explaining how to solve them, where mistakes were made and where possible alternative approaches to solving them.

PLENARY: Feedback from students, areas to revise in next few lessons before having a go at Practice Paper 3.

Weds 2nd / Thurs 3rd May

Sitting Practice Paper 2 in exam conditions in the classroom

Hints:

Q3 1 gallon approximately equals 4.5 litres

Q4: buy 25 tiles get 5 free

Q5: remember 3 times enlargement will move each vertex three times the distance from the centre of enlargement

Q6 perimeter of Semi-circle = perimeter of rectangle, Write each as a formula and then simplify the equation to find r

Q7: Part a) Use Pythagoras theorem to work out screen size. Part b) 2.5 cm = 1 inch. Put ratio in cm and cancel, comment on the result

Q8: EG if answer is between 4.5 and 4.6 you must test 4.55 to decide whether to round to 4.5 or 4.6

Q9: mass= density x volume

Q10: Read labels carefully, triangles A and B are the two rightmost triangles. If you can show ratios of lengths are different scale factors then NOT SIMILAR

Q11: Opposite angles of a cyclic quadrilateral add up to 180. Solve the two equations using Simultaneous equation methods.

Q12: Use SOHCAHTOA to find length of square. Then you can find area of unshaded triangle. Two of these from area of whole square = shaded.

Q13: The Solutions are where the graph crosses the x axis. Work backwards to write the two brackets for the equation then show what it expands to.

You cannot do part(b) at the moment

Q14: a)Use re-arranged cosine rule to show angle A = 33.3. Or show that an angle of 33.3 at A will give a length of 110m

14b) use the angle to find area using ½ absinC rule, convert to acres using given values and finally work out the cost

Q15: a) remember that an are is a fraction out of 360 of the whole circumference

b) you need to find the new radius, then the height of the cone, then volume of a cone formula to work out the volume

Q16: Remember difference of two squares rul: a² – b² = (a+b)(a-b)

Tues May 1st – Finding an angle using the Cosine Rule, Area of a triangle

LEARNING OBJECTIVE: Discover how to use the cosine rule to find a missing angle

SUCCESS CRITERIA: You will be able to use the cosine rule to find the missing angle in a triangle

HINT: You have to use the re-arranged cosine rule to find the missing angle when you have all three sides of the triangle and NONE of the angles

STARTER: SOLVE THIS PROBLEM

The hour hand of a clock is 6.2 cm long, the minute hand is 4.5 cm long.

What is the distance between the ends of the hands at exactly 7 o'clock

LESSON: Use above example to revise using cosine rule to find a length then work through this lesson to look at using a re-arranged version of the cosine rule to find out an angle of a triangle when you know all three lengths but none of the angles.

Now have a go at Q2 page 488, then q6 onwards on page 488

In last 15 mins briefly look at formula for area of a triangle using this lesson Screen 4 onwards.

PLENARY: Checking answers, checking confidence of students on Sine Rule, Cosine Rule and Area of a triangle Rule

Thurs Apr 26th – The Sine Rule – The Ambiguous Case

LEARNING OBJECTVIE: You will discover that the sine rule can give two answers, and how to choose which answer?

SUCCESS
CRITERIA: You will understand how to deal with ambiguous case solutions when using the Sine Rule

1. DEFINITION: Ambiguous:- am·big·u·ous/amˈbigyo͞oəs/ (Adjective)
   
2. 1. Open to more than one interpretation; having a double meaning.
   

   2. Unclear or inexact because a choice between alternatives has not been made
   

   LESSON:
   

   Have a look at Question 2b, page 484 from Yesterday. Why do we get the wrong answer?
   

   Work through this Lesson - Ambiguous case (screens 8 & 9) then work through as much of exercise 22G as you can.
   

   PLENARY: Checking answers throughout the lesson, Get students to explain Ambiguity that can arise using the Sine Rule