LEARNING OBJECTIVE: You will discover how to substitute values into an equation and find the answer using the rules of BODMAS
SUCCESS CRITERIA: You will be able to find the answer to an algebraic expression given the val;ue of all the variables in that expression
STARTER: BODMAS Song
LESSON: Continue using this lesson to develop Algebra and Substitution skills
Use section 21 from this text book for more practise
PLENARY: Checking answers, feedback from students
LEARNING OBJECTIVE: To practise working out the value of an algebraic expression by substituting the letter(s) for numbers
SUCCESS CRITERIA: You will be able to work out the value of an expression given the values for the letters
STARTER: In each of the following expressions use these values
a = 3, b = 5, c = 8, d = 2.5, e = -3
LEARNING
OBJECTIVE: To discover how to use letters in place of numbers
SUCCESS
CRITERIA: You will know what the following maths words mean – Variable, Term, Expression and can work out the value of an expression of told what value the letter(s) are
STARTER: Copy the following notes into your Exercise Book
Variable – the letter in a term or expression whose value can vary
Term – is an algebraic quantity which contains only a letter(or combination of letters) and may contain a number
eg 3n means 3 x n,
n/2 means n divided by 2,
n2 means n x n or n squared
Expression - a combination of letters(variables) and signs, often with numbers
Eg 8 – n means subtract n from 8
n – 3 means subtract 3 from n
2n + 7 means n multiplied by 2 and then add 7 on
LESSON: Work through This MyMthas Lesson, don't use last screen
Work through Q2 onwards on page 73 of pupil book 2
PLENARY: checking answers, Use last screen of MyMthas Lesson around the room
LEARNING
OBJECTIVE: To Understand and interpret information on a pie chart
SUCCESS
CRITERIA: You will be able to understand the information given in a pie chart.
STARTER: weather Maths
LESSON: Work through this MyMthas Lesson with Students, Then Have a go at this worksheet
Question 9 Page 62 – extra questions can you guess the numbers of people for each section on Question 62
PLENARY: Checking answers, Confidence of Students, Use this Starter of the Day to see how many students understand data on a pie chart
LEARNING OBJECTIVE: You will discover how to interpret data presented as a bar chart and be able to create a bar chart from raw data or frequency table
SUCCESS CRITERIA: You will be able to solve problems from data presented as a bar chart and be able to create a bar chart from raw data
STARTER: Can you complete this Frequency Table from this bar chart.
Age | Frequency | |
11 |
| |
12 |
| |
13 |
| |
14 |
| |
15 |
| |
16 |
| |
LESSON Work through This lesson screens 3 to 7 (repeating screen 7 a few times)
Students work through Ex 5C page 59 of Pupil book 2 – Only attempt questions 1, 2, 5, 7 & 8
PLENARY: Checking answers, Confidence feedback from students. Use this interactive bar chart tool around the class
LEARNING OBJECTIVE: To discover how to work out the median and range of a set of data items
SUCCESS CRITERIA: Giving a set of data you will be able to work out the median value and the range of the data
STARTER: Find the mode and mean of the following two data sets
4 | 6 | 3 | 4 | 3 | 4 | 6 | 7 | 8 | 4 | 6 | 4 | 7 | 9 | |||||||
Answer 4 + 6 + 3 + 4 + 3 + 4+ 6 + 7 + 8 + 4 + 6+ 4 + 7 + 9 = 75, 75 / 15 = 5
Mode = 4
1.2 | 2.3 | 2.6 | 2.3 | 2.1 | 2.5 | 2.3 |
Answer: 1.2+2.3+2.6+2.3+2.1+2.5+2.3 = 15.3, 15.3 / 7 = 2.1857142
Mode = 2.3
LESSON: Work through This Mymaths lesson – encourage lots of participation. Use questions screen repeatedly if needed
If Time have a go at Ex 5B on page 57 of Year 7 Pupil book 2 From Question 3 onwards.
EXTENSION: Work through Ex 5B from Question 7 Onwards
PLENARIES: Checking answers around room, stopping class and looking at any issues, feedback from Students
LEARNING OBJECTIVE: To explore the use and meaning of 'The mean average' and 'The mode Average'
SUCCESS CRITERIA: You will understand what the terms Mean and Mode mean and will be able to work out the mean and the mode from a set of data.
LESSON: Work through this MyMaths Lesson. Use questions screens repeatedly where necessary, encourage participation from the class.
If any time have a go at Ex 5B on page 57 of Year 7 Pupil book 2
PLENARY: Check Answers.
How do we work out the Mean Shoe size of the class? Discussion and work on problem together
LEARNING OBJECTIVE: Use the skills in equivalent fractions to convert a fraction into a decimal and a percentage, ands also use a clacultor to change a fraction into a decimal & a percentage
SUCCESS CRITERIA: You will be able to convert any fraction to a percentage with or without a calculator
STARTER:
PLENARY: Check Answers
LESSON: Converting Percentages to Fractions and then checking fractions are in their simplest forms
Eg 24% = 0.24 = 24/100 = 6/25 – lots of examples on the IWB
STARTER: Fractions – Percentages Matching squares
LESSON:
Show how to convert a Fraction into a percentage on IWB – Lost of examples
PLENARY: Checking answers. Use last three to develop into dividing method on a calculator to work out the decimal and then write down the percentage
Use your calculator to help convert these fractions into Percentages
PLENARY: Checking Answers, feedback from students after recapping the Success Criteria.
LEARNING OBJECTIVE: Use the skills in equivalent fractions to convert a percentage to a fraction and a fraction into a percentage
SUCCESS CRITERIA: You will be able to convert any percentage to a fraction and any fraction to a percentage
STARTER: Copy and Complete this table
Percent | Decimal | Fraction |
0.01 | ||
5% | ||
1/10 | ||
0.125 | ||
0.2 | ||
25% | ||
1/3 | ||
0.5 | ||
75% | ||
4/5 | ||
0.9 | ||
99% |
PLENARY: Check Answers
LESSON: Converting Percentages to Fractions and then checking fractions are in their simplest forms
Eg 24% = 0.24 = 24/100 = 6/25 – lots of examples on the IWB
Fractions – Percentages Matching squares
Convert these percentages to fractions in their simplest form
PLENARY: Checking Answers with students – feedback
Show how to convert a Fraction into a percentage on IWB – Lost of examples
PLENARY: Checking answers. Use last three to develop into dividing method on a calculator to work out the decimal and then write down the percentage
Use your calculator to help convert these fractions into Percentages
PLENARY: Checking Answers, feedback from students after recapping the Success Criteria.
LEARNING OBJECTIVE: TO Understand the relationship between Fractions, Decimals and percentages
SUCCESS CRITERIA: You will be able to switch easily between fractions decimals and percentages
STARTER: Write what fractions these decimal numbers represent
LESSON: Work through this MyMaths lesson
Have a go at questions 5, 6 & 7 on page 49 of Pupil book 2
PLENARY: Checking answers to above questions, feedback from students
Copy the following table into exercise books
Common Fractions/Decimals/percentages to Learn
Percent | Decimal | Fraction |
1% | 0.01 | 1/100 |
5% | 0.05 | 1/20 |
10% | 0.1 | 1/10 |
12½% | 0.125 | 1/8 |
20% | 0.2 | 1/5 |
25% | 0.25 | 1/4 |
331/3% | 0.333... | 1/3 |
50% | 0.5 | 1/2 |
75% | 0.75 | 3/4 |
80% | 0.8 | 4/5 |
90% | 0.9 | 9/10 |
99% | 0.99 | 99/100 |
LEARNING OBJECTIVE: Discover the relationship between fractions and decimals.
SUCCESS CRITERIA: You will be able to convert Fractions to Decimals and Convert Decimals To Fractions
STARTER: Can you write down the decimal equivalents to the following fractions
LESSON: Give answers to above. Then work through this Lesson. (first 5 screens)
Encourage participation in the matching grids.
PLENARY: Check all know ½ , ¼ , ¾, all tenths and all fifths – copy the lists into exercise book.
What about 20th's? Use calculators to work out what 1/20th is – use this to show fractions buttons on calculator, also use Mymthas lesson to show how a fraction is a shorthand way of writing a division sum.
List all twentieths
List all eights
List all 25ths
PLENARY: Checking answers, feedback on confidence using some sample sums on IWB and getting five finger feedback
LEARNING OBJECTIVE: To find a way to find a fractional amount of a whole number
SUCCESS CRITERIA: You will be able to find a fractional amount of a number
STARTER: Answer to the following questions:
What is
LESSON: Use answers to above to stimulate discussion on a method to solve problems similar to these.
Work through screens 7, 8 & 9 of this MyMaths Lesson use questions repeatedly if necessary.
Have a go at the questions on the work sheet (section 5 – exercise 5).
Check Answers
Have a go at Questions 1 & 2 on page 49 of Year 7 Book 2 text book:
PLENARY: Check Answers, Use these onscreen questions around the class
LEARNING OBJECTIVE: Adding more difficult fractions by finding equivalent fractions
SUCCESS CRITERIA: You will be able to add fractions
STARTER: Can you complete Task C
LESSON: Check answers to Task C. Use the answers to revise and develop the idea of adding fractions by finding equivalent fractions with Lowest Common Denominator. Use this IWB tool if needed to help students who still struggling
Have a go at these questions
EXTENSION: Final Screen of This MyMaths lesson. – Fractions Magic Square
PLENARY: Checking Answers – Use Task D as A Quick test (needs at least 10 mins), five finger feedback from students
LEARNING OBJECTIVE: Discover how to add fractions by finding a common denominator
SUCCESS CRITERIA: You will be able to add fractions
STARTER: Can you complete Task A and Task B
LESSON: Check answers to Tasks A & B. If still lots of issues with task B set more to practice on IWB
Work through This MyMaths lesson. From Screen 4 onwards
Repeat the question screens as often as necessary
Have a go at these questions
EXTENSION: Final Screen of MyMaths Lesson – Fractions Magic Square
PLENARY: Checking Answers, two examples on IWB for all to try in last 10 mins – hands up feedback for all correct – 0 correct
LEARNING OBJECTIVE: Discover how to add fractions by finding a common denominator
SUCCESS CRITERIA: You will be able to add fractions
STARTER: Write down 8 equivalent fractions to each of these fractions:
2/3 =
4/5 =
5/7 =
3/8 =
LESSON: Work through This MyMaths lesson. (Supplement screen3 before doing questions on screen4)
Repeat the question screens as often as necessary
Have a go at these questions
EXTENSION: Final Screen of MyMthas Lesson – Fractions Magic Square
PLENARY: Checking Answers, two examples on IWB for all to try in last 10 mins – hands up feedback for all correct – 0 correct
LEARNING OBJECTIVE: To understand that a fraction whose numerator is larger than its denominator can be written as a mixed number and a mixed number can be written as a top heavy fraction.
SUCCESS CRITERIA: You will be able to easily swi5tch between top heavy fractions and mixed numbers
KEYWORDS: Top Heavy, Mixed Number, Improper fractions
STARTER: Can you sort these fractions into four groups of equivalent fractions – be careful there is one fraction that does not fit into any of the four groups! What is it?
LESSON: Work through this MyMthas Lesson on Top Heavy / mixed Numbers.
Use this tool as well to help
Convert these questions to Improper fractions
Convert these fractions to mixed numbers
PLENARY: Checking answers plus a mix of questions to test themfor 5 mins at end of lesson on IWB
LEARNING OBJECTIVE: Use your knowledge of equivalent fractions to work out the simplest form of a fraction
SUCCESS CRITERIA: You will be able to write down the simplest form of any fraction
KEYWORDS: Simplest Form, Equivalent Fraction
STARTER: Play Equivalent Fractions Matching Game, Beat The Clock Equivalent Fractions Game
LESSON: Use this Equivalent Fractions Display to develop the idea of cancelling a fraction
Work on some harder fractions on IWB
Work through Ex 4A page 43 of year 7 book 2 question 5,6,7 & 8.
Use Extension Work on Page 44 with students who complete all questions quickly
PLENARY: Checking answers, Student feedback using Five Finger Feedback
LEARNING OBJECTIVE: Discover how to recognise and find equivalent fractions
SUCCESS CRITERIA: You will be able to find equivalent fractions and simplify a fraction to its simplest terms
KEYWORD: EQUVALENT
STARTER: Work through This Equivalent Fractions Worksheet to find fractions that are equivalent of ½ and ¼
LESSON: Work through this lesson showing how to find equivalent fractions.
Work through Ex 4A page 42 of year 7 book 2 question 3 & 4.
Show how to find a list of equivalent fractions given a starting fraction
Put 6 fractions on the IWB, students to list 10 equivalent fractions
PLENARY: Checking answers, Play Equivalent Fractions Game
Lots more equivalent fractions here
LEARNING OBJECTIVE: Discover weak areas from Unit 1 test and toolkit test
SUCCESS CRITERIA: You will know what topics you need to revise to improve your toolkit skills before the next test
STARTER: Hand out test papers and give students 5 mins to talk about and share their results with each other and ask questions about the tests.
LESSON: Quickly take students through the toolkit test answers. Spend more time on weaker questions with more example questions for students to practice on
Questions | % Correct |
1 | 66% |
2 | 28% |
3 | 72% |
4 | 44% |
5 | 25% |
6 | 28% |
7 | 59% |
8 | 19% |
9 | 34% |
10 | 53% |
PLENARY: Checking answers from each question area we practice with student confidence vote
LEARNING OBJECTIVE: To Find out which topics in Toolkit test you need to work on
SUCCESS CRITERIA: You will learn which of the 10 skills in Toolkit you will need to revise.
LESSON: Give students as long as they need to answer all Toolkit Test questions
Swap over answer papers and work through with students marking the papers.
If any time left in lesson.
PLENARY: Checking and marking test.
LEARNING OBJECTIVE: Test for Maths Toolkit and then peer marking of Unit 1 Test
SUCCESS CRITERIA: You will know what Toolkit topics you need to improve on for next toolkit test, you will know which topics from Unnit 1 you need to do some extra work on
STARTER: Quickly Get organised and hand out toolkit tests
LESSON: Students use first lesson to complete the toolkit test, After lunch (or before if time) look at peer marking of the toolkit test feeding results back to students.
If any spare time hand out Unit 1 test scripts and continue to peer mark them
PLENARY: Students will know their test results and be able to pout into their planners what they need to improve upon before next test cycle in December
LEARNING OBJECTIVE: Learn How to order decimal numbers
SUCCESS CRITERIA: You will be able to sort decimal numbers into arithmetic order and also be able to recognise when one decimal is bigger (or smaller) than another decimal
STARTER: Put these decimal numbers into order
LESSON: Work through this lesson, play Ladder game a few times
Now work through this worksheet to put each row of decimals into order
PLENARY: After Checking answers play Three in a Row Decimals Game in pairs – each pair needs two dice
LEARNING OBJECTIVE: To find the total surface area of a cuboid
SUCCESS CRITERIA: You will be able to find the surface area of a cuboid givens its length, width and height
STARTER: What is the surface area of these Cubes?
LESSON: Remind students using the card cuboid how to unfold a cuboid and put the lengths on the appropriate sides, then work out the area of the SIX rectangles, before adding them up to find the Total Surface Area.
PLENARY: Checking answers as we work through questions.
LEARNING OBJECTIVE: To understand what is meant by the surface area of a cuboid and work out the total surface area of a cuboid
SUCCESS CRITERIA: You will be able to explain to someone what the surface area of a cuboid is and be able to work out the total surface area of a cuboid if you know its length, width and height.
STARTER: Work out the area of these rectangles
LESSON: Use screens 1 and 2 from this Mymaths lesson to introduce the idea of unfolding a cube
Use next two screens to look at unfolding a cuboid.
Use The IWB To Look at a 3cm x 5cm x 6cm cuboid and show how to unfold it and work out the area of each face. Then add up all six faces.
Repeat with another example if necessary
Work through Surface area of Cuboids worksheet
EXTENSION QUESTIONS:
PLENARY: Check student's answers. Use five finger feedback for
1. Unfolding a cuboid (working out the net),
2. Working out the surface area of a cuboid.
LEARNING OBJECTIVE: Discover how to find the perimeter of rectangles and complex shapes made out of rectangular shapes.
SUCCESS CRITERIA: You will be able to work out missing lengths on complex shapes and subsequently find the perimeter of the shapes
STARTER:
A Farmer has 300m of fencing and needs to create a rectangular pen for his sheep.
What will the length and width have to be to create the largest possible pen for the sheep. Give students 10 mins to work on their solutions. Get students up to IWB to explain their solutions.
Tease out the maximum Area.
What is the largest area the farmer can have with 400m of fencing? What shape will the pen be?
Can you describe how to find the largest area given a set length of fencing?
LESSON: Do a quick reminder of perimeter with this MyMths Lesson, Use screen 5 a few times to generate different problem.
Work through these problems and then these problems
EXTENSION PROBLEM: The farmer has another 500m metres of fencing which he wants to create a pen up against a dry stone wall. The fencing only needs to make three sides now as the wall is the fourth side.
What is the largest pen he can make with this amount of fencing?
Can you work out a set of rules that the farmer can use for any length of fencing he has to build a pen up against a wall?
PLENARY: Checking Answers, Student feedback, Set Homework for Next Week
LEARNING OBJECTIVE: To understand what is meant by area and to work out how to quickly find the area of a rectangle
SUCCESS CRITERIA: You will be able to explain what area is and be able to work out the area of any rectangle given its width and length. Some of you will also be able to work out a length (or width if you know the area.
STARTER: Square it Game on paper in Pairs. Use this Onscreen Version of the game to demonstrate the rules. ON the dotty paper provided divide into grids that are 7 dots by 7 dots. And play the game a few times with another student. If you think you can beat the computer. Come up and have a go in the IWB
LESSON: Work through this Mymaths Lesson on Area of a rectangle.
Copy and complete all the gaps in the following table in the following table
Length | Width | Area | Perimeter |
5m | 3m | 15m2 |
|
7cm | 9cm | 63m2 |
|
13cm | 11cm | 143m2 |
|
6.5m | 3.2m | 20.8m2 |
|
3.7cm | 5.6cm | 20.72m2 |
|
1.5m | 25cm | 37.5m2 |
|
|
|
|
|
5m | 12m | 60m2 |
|
7m | 8cm | 56cm2 |
|
25cm | 80cm | 2m2 |
|
Check answers and Discuss results. Especially where units differ!!
EXTENSION: Fill in the final column which is the Perimeter of each rectangle
PLENARY: Checking answers, Use traffic light cards from planners to show confidence on finding area of a rectangle.
