Weds 30th May – Number revision – fractions, decimals, percentages, problems....

LEARNING OBJECTIVE: To become more proficient with mixed number work questins in tests and exams

SUCCESS CRITERIA: You will be able to convert between decimals, percentages and fractions and be able to solve problems involving decimals, fractions and percentages.

STARTER: Have a go at these questions

LESSON: Use answers to questions to revise some number work.

Now work through these number problems involving fractions/decimals/percentages

If any time left try the simplifying fractions loopcards, and the Convert between fractions decimals and percentages loop cards

PLENARY: Checking answers, confidence feedback

Fri 25th May – Number work – Sorting mixed fractions and decimals into numerical order

LEARNING OBJECTIVE: To be able to compare and eventually sort mixed fractions and decimals into order

SSUCCESS CRITERIA: You will be able to sort a mixed list of decimals and fractions into numerical order.

PRIOR KNOWLEDGE:

• Convert fractions into decimals and decimals into fractions
  
• Be able to simplify fractions and find equivalent fractions
  

ENGAGEMENT ACTIVITY: Sorting Fractions and Decimals

LESSON: Use these mixed lists of numbers to discuss and develop methods for sorting into order

1. 0.1, 49/50, 1/9
   
2. 0.35, 1/3, 10/27
   
3. ¾, 0.74, 19,25
   

Now have a go at sorting these lists of numbers into order, smallest first.

1. ½, 0.35, 1/3, 2/5, 0.41
   
2. 2/3, 3/7, 0.57, 9/16, 0.509
   
3. 5/6, 0.87, 7/11, 0.76, 11/12
   
4. 5/8, 0.613, 17/32, 31/64, 0.576
   
5. 4/5, 17/25, 33/50, 0.476, 0.672
   
6. 5/9, 11/18, 0.543, 27/50, 0.53
   

After Lunch – Problem Solving Activities on wordy number problems.

Give students a problem on each table and they have to solve it between themselves. Use above Notebook file to prepare them for the task.

PLENARY: Discussion around the room about solving their problem (3 in total to solve)

Thurs May 24th – More Probability

LEARNING OBJECTIVE: You will rediscover the language of probability and understand how to write the probability of something happening as a fraction (level 5 work).

SUCCESS CRITERIA: You will be able to understand and use the language of probability and be able to express the probability of something happening as a fraction.

ENGAGEMENT ACTIVITY:
Have a go at these Questions

LESSON: Use Checking of Questions to revise probability

Work through Ex 5D page 64 Question 3 Onwards.

PLENARY: Checking Answers to Questions

EXTENSION WORK: Have a look at Extension work on page 65 (need 1 to 10 cards),(higher and lower game we played yesterday).

Work through the whole game a couple of times working out the probabilities each time. Use this table to help record your results:

Card Number	P(Next card Higher)	P(Next Card Lower)

PLENARY: Checking Answers, Confidence feedback

Wed May 23rd – Issue from End of Year test - Revise Probability

LEARNING
OBJECTIVE: You will rediscover the language of probability and understand how to write the probability of something happening as a fraction (level 5 work).

SUCCESS
CRITERIA: You will be able to understand and use the language of probability and be able to express the probability of something happening as a fraction.

ENGAGEMENT
ACTIVITY: Whilst handing out folders – Have this 'Pot of Colours' Starter on the screen (7/8 mins)

LESSSON: Work through this Boardworks Probabilty Presentation.

Working through the presentation using the exercises and discussion with students. Encourage participation on the interactive screens, and get them discussing and feeding back in tables.

Screen 3 – Examples of probability phrases that might be used (2 mins)

Screens 4 to 9 – students write down their answers in their books, before asking someone to explain the correct answer with reasons (5 mins)

Screen 10 – Reveal one statement at a time – give students 1/2 mins to discuss the statement around their tables – ask someone from a table to give their response other comments – repeat with other statements (7/8 mins)

Screen 12 &13 to explain probability scale – discussion - possibly need reminding of fractions – decimals conversions(5 mins)

Screen 14 – use repeatedly getting different students up to IWB to solve the problem ( 6/7 mins)

Screen 16 – Play Higher or lower game with students. They all stand up and then choose Higher or Lower on each card reveal (Highers put their hand up) Losers sit down. Last one standing gets a stamp. (8 mins)

If Time have a go at these Questions

PLENARY: Use some of Screens 17 – 24 to check on understanding of probabilities, feedback from students using five finger feedback for confidence

Weds 16th May/ Thurs 17th May – End of Year test review / Analysis / revision work

LEARNING OBJECTIVE: You will become aware your weaknesses and know what you must revise
SUCCESS CRITERIA: You will be able to list four areas which you will do homeworks on over the next two weeks.
STARTER: Hand all test papers back to students, give them 5 mins to look through their results and talk about with the students around them.
LESSON: Swap Megan and Jack for today and tomorrows lessons only.
You now have 20 / 25 minutes to help each other around your table to get AS MANY QUESTIONS AS possible correct from PAPER 1 ONLY.

• You are NOT ALLLOWED to ask me for any help during this time
• YOU MUST help each other.
• If you can do a question and there are people on your table who cannot do it, it is up to you to teach them how to do it, NOT just give them the answer.
• If There are any questions on the paper that NOBODY can do let me know the number

Now before we look at some questions together wrote down TWO questions that you know you will need to do some work on before your next test.
Go through any questions that have caused problems across whole group.


If time repeat the exercise for Paper 2.
PLENARY: Students write down at the end pof the lesson the four areas they will need to work on before the next assessment test.

Fri 11th May – Oral Section of Maths Assessments

Sit and mark the oral part of the assessment test.

Weds9th / Thurs 10th May – End of Year assessment Task

During these two lessons students will sit the Level 4 – 6 assessment Papers

Thurs 3rd May / Fri 4th May – more Times table Practice/ Line Symmetry in diagonals and Rotational Symmetry

LEARNING OBJECTIVE: Revise 9 and 12 times tables, practice drawing symmetry in diagonals, intro to Rotational Symmetry

SUCCESS CRITERIA: You will get faster at nine and 12 times table sums, Be able to draw symmetry patterns in diagonal lines and understand what order of rotational symmetry means

STARTER: 20 Nine times table sums

LESSON: Complete the Symmetry drawings on worksheets from yesterday worksheet 3(horizontal and vertical reflections), worksheet 4 (diagonal reflections)

Symmetry investigation 1, Symmetry investigation 2

Intro to Rotational Symmetry Using this Lesson

Exercise and investigations of Rotational Symmetry

PLENARY: Checking solutions, discussing answers, symmetry in Flags

Weds 2nd May – times table practice / Line Symmetry

LEARNING OBJECTIVE: To practice our times tables and investigate line (mirror) symmetry

SUCCESS CRITERIA: You will be ale to remember your 7, 8, 9, and 12 times tables and be able to describe and draw objects that have line symmetry or/and have been reflected.

STARTER: Times Table Practice

7 times table questions, Magnetic 7 times table

8 times table questions, Magnetic 8 times table

9 times table questions, Magnetic 9 times table

12 times table questions, Magnetic 12 times table

LESSON: Short discussion on tricks to remember the more difficult times tables.

Look at line symmetry using this Mymaths lesson. Use onscreen work with many students from class.

Line of Symmetry Worksheet 1,worksheet 2, worksheet 3(horizontal and vertical reflections), worksheet 4 (diagonal reflections)

PLENARIES: Checking solutions, discussing answers, symmetry in Flags

  

Fri Apr 27th –Properties of 2D Shapes

LEARNING OBJECTIVE: You will discover the properties of 2D shapes

SUCCESS CRITERIA: You will be able to describe a shape accurately using the properties of the shape and you will understand what parallel and perpendicular mean

KEYWORDS: Parallel, perpendicular, diagonal

STARTER: Describe the shape in the bag.

LESSON: Discussion on what is meant by the peoperties of a shape.

Triangles, screen 3 only, Quadrilaterals. Use all screens and guessing game repeatedly to get home the concepts.

If needed there are extra questions on page 139 of year 7 level 2 text book.

PLENARY: Checking Answers, replay game in Mymaths to see if they can 'guess the shape quicker.

Mon Apr 30th – Cosine Rule

LEARNING OBJECTIVE: To understand how and when to use the Cosine rule

SUCCESS CRITERIA: You will be able to solve triangle problems using the cosine rule

ENGAGEMENT ACTIVITY: Completing the Square Homework – 2^nd Page

LESSON: Using this lesson introduce the cosine rule. Use the screens to encourage participation and the questions screens to generate lots of practice, don't use final screen

Extra questions can be found in Higher text book, Ex 22H page 488

PLENARY: Review of Cosine Rule, checking understanding, use final screen of Mymaths as an 'Exam Question'

Thurs 26th Apr: Solving Equations

LEARNING
OBJECTIVE: Practice Solving equations

SUCCESS
CRITERIA: You will be able to solve a variety of different equations

STARTER: Screen9 of this Lesson

LESSON: Use Screen 9 to revise solving simple equations. Look again at fraction / division examples.

TASK 1: Complete all questions on page 79 of Year 7 Book 2

TASK 2: Solve all these problems

EXTENSION
TASK: Have a go at the extension on page 79

PLENARY: Checking Answers, Confidence feedback.

  

Weds 25th – Expressions and Equations, solving simple linear equations

LEARNING OBJECTIVE Understand the difference between an equation and an expression and discover how to solve an equation

SUCCESS CRITERIA: You will be able to explain what we mean by an expression, what we mean by an equation and know how to solve an equation

ENGAGEMENT ACTIVITY:

Copy These Notes into your Exercise Book, then answer the following questions

1. An EXPRESSION is a collection of numbers and letters joined by mathematical processes
   

   Eg. 3x + 5y, 2a + 4b + 4z, 5(2x-3t) + 7(4a + 7g)..
   

2. An equation MUST contain an equals sign may contain numbers and letters and mathematical processes
   

   Eg 3x = 6, 5x + 2y = 34, 32t = 24 – 5t...
   

For each of these questions state whether it is an equation or an expression, using the above notes.

1. 3t + 5d
   
2. 23x +5 = 12
   
3. 34x + 65t – 7
   
4. 3a + 4b = 5d – 6c
   
5. 4(5a-3) = 32
   
6. a+2b-3c-7t
   

 
 

LESSON: Look at simple equations like 3x = 18, 4m = 12, x+1 =6, m – 3 = 6..... Give students 15 mins max to answer Q1 and q2 on page 79 of Year 7 Book 2

Look at how to solve simple linear equations using this lesson

PLENARIES: Checking answers, 5 finger feedback – Review of Success Criteria.

Week beginning Apr 23rd –level G/F/E Fractions

LEARNING OBJECTVIE: You will Work on of these sections of Fractions problems

1. Equivalent Fractions
   
2. Top Heavy Fractions / Mixed Numbers
   
3. Add and Subtract Simple Fractions
   
4. Multiplying / Dividing Fractions
   

SUCCESS CRITERIA: You will be able to solve Fractions problems at Level G and F level, you will see that your results in the Mymaths task at the end of your section improves (100%??)

STARTER: Students collect their folders and work folders along with a laptop if they need one. They take out there checklist to see what they have to do next.

Results/Progress

LESSON: Students test themselves using MyMaths tasks at the beginning of a section and then work through some activities and test again at end to see if progress has been made.

PLENARY: Students complete

Thurs 19th Apr – More work on Simplifying Algebraic Expressions including Brackets

LEARNING OBJECTIVE: Discover how to simplify an algebraic expression by collecting like terms

SUCCESS CRITERIA: You will be able to simplify algebraic expressions

ENGAGEMENT ACTIVITY. Lemon Law

LESSON: Reminder about rules for collecting like terms.

Lots of examples on IWB covering examples such as 3c + 5c, 8d – 2d, 2y+3x+5y-5x,

Expanding Brackets such as 3(x +2), 5(2x – 3y + 5z) and

3(x+2)+5(x – 3), 4 (5m-2) – 3(3m + 5)......

Finish off all questions in Ex 6C on page 76 of Year 7 Book 2

PLENARY: Check Answers

EXTENSION: Have a go at these questions

Have a go at the Extension questions on top of page 77

PLENARY: Checking Confidence using 5 finger feedback from students with a variety of questions

  

Thurs 19th Apr – More work on Simplifying Algebraic Expressions including Brackets

LEARNING OBJECTIVE: Discover how to simplify an algebraic expression by collecting like terms

SUCCESS CRITERIA: You will be able to simplify algebraic expressions

ENGAGEMENT ACTIVITY. Christmas Presents

LESSON: Reminder about rules for collecting like terms.

Lots of examples on IWB covering examples such as 3c + 5c, 8d – 2d, 2y+3x+5y-5x,

Expanding Brackets such as 3(x +2), 5(2x – 3y + 5z) and

3(x+2)+5(x – 3), 4 (5m-2) – 3(3m + 5)......

Work through Ex 6C on page 76 of Year 7 Book 2

PLENARY: Check Answers

EXTENSION: Have a go at the Extension questions on top of page 77

PLENARY: Checking Confidence using 5 finger feedback from students with a variety of questions

 
 

Weds Apr 18th - Simplify linear algebraic expressions by collecting like terms.

LEARNING OBJECTIVE: Discover how to simplify an algebraic expression by collecting like terms

SUCCESS CRITERIA: Yopu will be able to simplify algebraic expressions

ENGAGEMENT ACTIVITY. Use this algebra triangles worksheet to revise Algebra work

LESSON: Reminder about rules for collecting like terms.

Lots of examples on IWB covering examples such as 3c + 5c, 8d – 2d, 2y+3x+5y-5x,

Expanding Brackets such as 3(x +2), 5(2x – 3y + 5z) and

3(x+2)+5(x – 3), 4 (5m-2) – 3(3m + 5)......

Work through Ex 6C on page 76 of Year 7 Book 2

PLENARY: Check Answers

EXTENSION: Have a go at the Extension questions on top of page 77

PLENARY: Checking Confidence using 5 finger feedback from students with a variety of questions

 

Fri – Mar 30th – How to turn a test score (or any other fraction) into a percentage

LEARNING OBJECTIVE: Discover methods and practice turning fractions into percentages

SUCCESS CRITERIA: You will be able to turn test scores and other 'out of' type fractions into a percentage

ENGAGEMENT ACTIVITY: watch this video

LESSON: Check more 'easy' fractions to percentages on IWB. Students to try and finish test scores work from yesterdays lesson.

After Lunch, Look at ways of converting difficult fractions using a calculator into percentages.

First convert these decimals into percentages

1. 0.34
   
2. 0.27
   
3. 0.6
   
4. 0.07
   
5. 0.125
   
6. 0.5625
   
7. 0.567345
   
8. 0.785645
   

Demonstrate how to convert difficult fractions into decimals by thinking of a fraction as decimal sum (or using fractions button) and using the decimal answer off the calculator.

PLENARY: Checking Answers / Student Confidence

Weds Mar 28th – Writing test scores as percentages, comparing two test results using percentages

LEARNIGN OBJECTIVE: To discover how to write a mark in attest as a percentage and then use this to compare results between tests.

SUCCESS CRITERIA: You will be able to turn a score in a test into a percentage.

STARTER: Matching pairs game (hard percentages and fractions)

LESSON: Use lots of easy test scores to show percentages

Question

Here is an extract from a teachers mark book. It shows the results of four tests for the 8 students, but the percentage columsn have not yet been filled in. ON your copy of this extract can you fill in the percentages (Izzy this is WITHOUT a CALCULATOR?)

Name	Test 1 (out of 25)	Test 1 %	Test 2 (out of 40)	Test 2 %	Test 3 (out of 75)	Out of 75
John	12		36		60
Jamie	16		32		30
Fred	13		24		45
Margaret	21		38		72
Jessica	22		12		54
Charmane	17		14		33
Tyler	1		15		25
Trixie	3		29		17

 
 

PLENARY: Check Answers

Remind students how to turn a fraction into a decimal using their calculators fraction buttons

Now have a go at this extract of the teachers markbook

Name	Test 1 (out of 30)	Test 1 %	Test 2 (out of 45)	Test 2 %	Test 3 (out of 110)	Out of 75
John	27		36		105
Jamie	29		44		95
Fred	13		31		81
Margaret	16		25		72
Jessica	5		12		54
Charmane	4		14		33
Tyler	9		15		25
Trixie	13		4		17

 
 

PLENARY: Check Answers

EXTENSION: For each student write down which test they did the best in for each set of results. You could use a highlighter just to show the best test results for each student

PLENARY: Five Finger Feedback

Fr Mar 23rd – Percentages, Decimals and Fractions

LEARNING OBJECTIVE: TO discover the relationship between percentages and decimals

SUCCESS CRITERIA: You will be able to write a decimal as a percentage and a percentage as a decimal.

ENGAGEMENT ACTIVITY:
Percentages and Decimals, Fractions and Decimals

LESSON: Part 1 Converting a Percentage into a decimal

Convert these Percentages into decimals

1. 15%
   
2. 23%
   
3. 89%
   
4. 76%
   
5. 9%
   
6. 3%
   
7. 1%
   
8. ½ %
   
9. 52 ½%
   
10. 12½ %
    
11. 33¼ %
    

Show how to convert a decimal into a percentage

Convert these decimals into percentages

1. 0.37
   
2. 0.78
   
3. 0.45
   
4. 0.8
   
5. 0.5
   
6. 0.145
   
7. 0.875
   
8. 0.005
   
9. 0.1325
   
10. 0.725
    

Using a calculator to turn difficult fractions into decimals and percentages

Lots of examples on IWB

Answer questions on work sheet – page 3 in this text book

PLENARY: Put answers on IWB for students to check their own. Check understanding from students

Thurs 22nd Mar – More work on Converting Fractions to percentages and percentages to fractions

LEARNING OBJECTIVE: You will discover how to convert Fractions into percentages and percentages into fractions

SUCCESSS CRITERIA: You will be able to convert any percentage into a fraction in its simplest terms and be able to convert some fractions into percentages

ENGAGEMENT ACTIVITY: Tarsia Domino on each table

LESSON: reminder on how to turn a percentage into a Fraction. Lots of examples with some covering fractions and some that do not turn into 100 very easily.

Finish off question 2.

PLENARY: Answers to q2

Show how to turn a fraction into a percentage by first turning the fraction into an 'out of 100' fraction.

Lots of examples on IWB, then have a go at q3 on worksheet.

PLENARY: Checking Answers

Weds 21st Mar – Converting Fractions to Percentages and Percentages to Fractions

LEARNING OBJECTIVE: You will discover how to convert Fractions into percentages and percentages into fractions

SUCCESSS CRITERIA: You will be able to convert any percentage into a fraction in its simplest terms and be able to convert some fractions into percentages

ENGAGEMENT ACTIVITY: E Chalk Matching fractions percentage game

LESSON: Play equivalent Fractions matching game from e-chalk. Remind Students how to cancel a fraction into its simplest form. Do lots of examples on IWB.

Students to have a go at Question 1 on sheet

Look at how to convert 1 percentage into a fraction and then cancle it to its simplest form

Have a go at Question 2

Show how to find an equivalent fraction out of 100 to easily convert a fraction into a percentage

Have a go at Question 3 on worksheet

EXTENSION: Q 5 onwards on page 143

PLENARY: Checking Answers, student feedback

Fri 16th Mar – More work on Sharing an amount in a given ratio

LEARNING OBJECTIVE: To practice splitting various amounts into given ratios

SUCCESS CRITERIA: You will be able to share any amount into any given ratio

ENGAGEMENT ACTIVITY:

Watch This Video

LESSON: Continue working through Ex 12D on page 149, The have a go at These questions

Extension Questions

PLENARY: Checking Answers, feedback from students from examples on IWB

Wednesday 21st March – Integrating Sine and Cosine Functions, then look at other trig functions

LEARNING OBJECTIVE: To discover / review how to integrate simple functions involving sine and cosine, then further trig functions

SUCCESS CRITERIA: You will be able integrate simple sine and cosine functions and other trig functions

LESSON: Work through Sine and Cosine lesson, using question screens to practice problem solving. If time move onto Trig Functions lesson in a smiliar manner

HOMEWORK: MyMaths homeworks on Sine and Cosine and Trig Functions

Thurs Mar 15th – Dividing an amount by a given ratio

LEARNING OBJECTIVE: Develop methods for splitting an amount in a given ratio

SUCCESS CRITERIA: You will be able to divide a given amount into parts given a ratio

ENGAGEMENT ACTIVITY: Screen 4 from this lesson

To make jam, Josh uses strawberries to preserving sugar in the ratio 3 cups : 1 cup.

• How many cups of each will he need to make 20 cups of jam altogether?
  
• If he has 12 cups of strawberries, how many cups of sugar will he need?
  
• If he has 2 cups of sugar, how many cups of strawberries will he need?
  

LESSON: Us above to develop processes for solving ratio problems (screens 1 to 3 if revision of ratios is needed, repeat question screen s multiple times if needed)

Two powerpoints on page 148 of Year 7 text book for worked examples.

Have a go at Ex 12D on page 149 of text book

EXTENSION: Extension work on page 149

 

Weds 14th Mar – Bearings and Trigonometry

LEARNING OBJECTIVE: To use trigonometry ratios to Solve Bearings problems.

SUCCESS CRITERIA: You will be able to use your knowledge of trig ratios to solve a variety of bearings problems

ENGAGEMENT ACTIVITY: Can you find a solution to this problem by drawing it accurately and measuring.

A ship sails 80km on a bearing of 073°, it then changes direction and sails for 240km on a bearing of 165°.

How far south has it travelled from its starting point?

How far east has it travelled from its starting point?

LESSON: Go over above question step by step to show what needs to be measured (or calculated) to solve the problem.

Students to have a go at questions in Ex 12N in Higher Text book.

EXTENSION: Exam questions from end of chapter

PLENARY: Checking Answers, Exam Pro questions if time. Summary of Trig Ratios

Tues 13th March – Angles of depression and elevation

LEARNING OBJECTIVE: To Establish how to use trigonometry rules when a question uses angles of depression or elevation

SUCCESS CRITERIA: You will be able to use trigonometry to solve angles of elevation and depression questions

GOLDEN RULE: DRAW A DIAGRAM

STARTER: Can you use trigonometry to work out the height of the lighthouse and the tree in these questions (screen 5 from this lesson)

Mon 12th Mar – Solving quadratic Equations by Factorising

LEARNING OBJECTIVE: How to spot the factors in a quadratic equation and then use these to solve it.

SUCCESS CRITERIA: You will be able to factorise a quadratic equation and then work out the solutions.

ENGAGEMENT ACTIVITY:

Expand the following:

1. (x + 2) (x + 4)
   
2. (x - 2) (x + 5)
   
3. (2x +3) (x – 2)
   
4. (3x – 4)( 5 – 2x)
   
5. (3x + 5)²
   

LESSON: Using the answers to the above explain the process of factorising: Then have ago at factorising and then solving these equations:

1. x² + 8x + 16 = 0
   
2. x² + 6x + 9 = 0
   
3. x² - 16x + 64 = 0
   
4. x² + 11x + 30 = 0
   
5. x² + x – 12 = 0
   
6. x² -5x - 24 = 0
   
7. 2x² + 8x + 6 = 0
   
8. 6x² + 19x + 10 = 0
   
9. x² + 6x + 9 = 0
   
10. 8x² -3x -10 = 0
    

Check Answers

Then have a go at question 14 onwards in second exercise on worksheet

PLENARY: Checking Answers and understanding, Exam question if time

Fri Mar 9th – Ratio – Simplest Form

LEARNING OBJECTIVE: Practice writing Ratios in their simplest forms

SUCCES CRITERIA: You Will Be able to write a ratio in its simplest form

LESSON: Quick reminder on Ra5ios simplest form and some examples of working out simplest form and equivalent ratio type questions

Work through This Worksheet

Then have a go at Q 1, 2 3 & 4 on page 147

EXTENSION: Extension Work on page 146

PLENARY: checking Answers, feedback from students: Gear Ratios Video (need 8 mins)

Thurs 9th Mar – More Work on Ration Including Currency Conversions

LEARNING OBJECTIVE: Use Simplifying Ratios to solve problems including currency problems

SUCCESS CRITERIA: You will be able to Solve Ratio Problems including currency conversions

ENGAGEMENT ACTIVITY: Play Jackpot ratios

Work through some Currency Conversion questions on the IWB with students. Use ratio concepts to solve the problems

Eg there are $1.25 to £1. How many dollars will i get if:

1. I have £120
   
2. I have £300
   
3. I have £1300
   

How many pounds will I get if I have $300.

How many pounds will I get if I have $1000

Give students some questions to work thorugh on IWB. Check Answers

 

Work through rest of Ex 12B on page 145 of Text Book  

 

EXTENSION: Currency Conversion Questions

 

PLENARY: Checking answers, Five Finger Feedback

Weds Mar 7th – ratios and how to simplify them

LEARNING OBJECTIVE: What is a ratio, How do I simplify it    

SUCCESS CRITERIA: You will understand what is meant by a ratio and know how to simplify a ratio

ENGAGEMENT ACTIVITY: Watch this intro to ratio video

Work through this lesson – lots of student interaction, them using IWB to solve problems.

If time Start Ex 12B on page 145 of Text Book  

PLENARY: Play Jackpot ratios

Thurs 1st Mar / Fri 2nd Mar – Review / analysis of unit 3 test

LEARNING OBJECTIVE: To analyse test results and discover which topics need further work

SUCCESS CRITERIA: You will become aware of which unit 3 topics you are weak at and which you need to do some revision on.

STARTER: Hand out test results (LIAM to sit test)

LESSON: Get students to put their results on anaylsis sheet. Check my adding up and then look at which topics they did not get full marks on.

Work through all tests questions on IWB giving students a chance to ask questions, explain answers...

PLENARY: Get students to write on analysis sheets TWO topics to do further Mymaths work on.