LESSON PLAN
SUBJECT: Maths
/ YEAR/GROUP: / DATE:TEACHER / BOYS: / GIRLS: / NC/GCSE levels / PERIOD(S):
STUDENTS WITH SEN (IEP),G+T,EAL etc… / TA SUPPORT:
What am I going to teach?(Teaching Objectives)
Revise definitions of multiples, factors, primes, prime factors etc
Problem solving strategies.
Use of 2 way tables. / CONTEXT:
What do I want students to learn? (Learning Objectives)
KNOW: The definitions of odd, even, multiple, factor, prime, prime factor, square number
UNDERSTAND: The relationships between the above definitions
BE ABLE TO: Give examples of numbers with certain properties
Distinguish between good and bad or impossible combinations of properties.
TIME:
10m
10m
20m
10m
10m / How will I get them to learn it?(Teaching decisions/Learning activities)
STARTER:
Give out a number card to each student from 1 to 100. Read out properties or show on whiteboard and students must stand up if their number has the described property. Students should be asked to justify their decisions. Students could suggest their own properties.
MAIN PART OF LESSON:
Select 4 of the property cards at random from a pack and display on the whiteboard in the 2x2 grid. Explain that we need to arrange the properties around the edge of the 2 way table and then fill in the other squares with numbers. Take suggestions from students for a particular arrangement. Is this the best arrangement? Is there an impossible arrangement? Try again with a different 4 cards.
Explain that this is a paired activity and we expect listening to each other, giving reasons and persevering if hard. A 2 by 2 grid, pens, cloths and set of cards given out to each pair. Hands up when they have completed one or found an impossible one so it can be checked. As groups progress they should be given bigger grids.
Then stop the class and question them about impossible ones or easy ones on all grid sizes.
PLENARY/ASSESSMENT FOR LEARNING:
Give out mini whiteboards and read out properties or combinations of properties. Each student writes a number on their whiteboard which can be written on board and then discussed. Are there any here that people disagree with? Why? Students could be involved in reading out their chosen properties or combinations. / How will I know when/if they have learned it?(DifferentiatedLearning Outcomes)
HIGHER ABILITY STUDENTS WILL BE ABLE TO(LEVEL/GRADE):
Find combinations of properties where the solution is unique or impossible.
MIDDLE ABILITY STUDENTS WILL BE ABLE TO(LEVEL/GRADE):
Give all the numbers which fit a given property and be able to explain how they know they have them all.
LOWER ABILITYSTUDENTS WILL BE ABLE TO(LEVEL/GRADE):
Give an example for simple number properties.
Decide which properties a given number has.
RESOURCES
Number cards, laminated 2x2, 3x3 and 4x4 boards, property cards, pens, cloths, whiteboards / HOMEWORK
None
ASSESSMENT METHODS
Plenary / LITERACY