# 8 AUTUMN 2

## OVERVIEW

This half term we will be building on learners knowledge of coordinates from KS2 by looking formally at algebraic rules for straight lines starting with lines parallel to the coordinate axes but developing understanding of straight lines in the form y = mx + c and links graphs to sequences.

Following this learners are introduced to bivariate data and the concept of linear correlation. They will extend their knowledge from KS2 to work with both discrete and continuous data.

Building from Year 7 and earlier lessons on two way tables learners work with the idea of probability and how to calculate probabilities from two-way tables and Venn diagrams.

Please see here for additional medium term plans and resources including LPA & HPA guidance, further exemplar questions, worksheets and videos.

## BUILDING ON

Plotting coordinates

Substitution into formulae and function machines in Year 7

Working with directed numbers and fractions

Multiplication methods

Understanding of simple probability in Year 7

## POWERFUL KNOWLEDGE

• Work with coordinates in all four quadrants
• Identify and draw lines parallel to the axes
• Recognise and use lines in the form y = x + c
• Recognise and use lines in the form y = mx
• Draw and interpret Scatter Graphs
• Understand and describe linear correlation
• Draw and use lines of best fit
• Read and interpret frequency tables
• Represent data in two-way tables
• Find probabilities from two way tables
• Construct sample spaces for 1 or more events
• Use the product rule to find the total number of possible outcomes

Working in the Cartesian Plane

Lesson 1 – Coordinates

Lesson 2 – Coordinate Corners and midpoints

Lesson 3 – Lines parallel to the axes

Lesson 4 – Plotting Linear Graphs

Lessons 5 – Intercepts

Lesson 6 – Measure of Slope

Lesson 7 – Linear Graph problems

Representing Data

Lesson 8 – Interpreting Points

Lesson 9 – Plotting Scatter Graphs

Lesson 10 – Linear Correlation

Lesson 11 – Line of best fit

Lesson 12 – Reading Frequency Tables

Lesson 13 – Drawing Two-Way Tables

Tables & Probability

Lesson 14 – Find probabilities from a Two-Way Table

Lesson 15 – Sample Space Diagrams

Lesson 16 – The Product Rule

Lesson 17 – Find further probabilities from Venn Diagrams

Half Term Check Up

# Similar shapes and ratio

Learning objective : to determine if shapes are similar by forming and simplifying ratio statements

Resources:

# Which is larger?

Learning Objective: Order directed numbers using lines and appropriate symbols.

Resources:

Print Slide 10 for students to write on

# Simultaneous Equations Revision

Solving pairs of simultaneous equations was introduced in Year 10 Autumn 2.

This set of lessons has been written using some resources from variationtheory.com to enable students to recall and practice the process of eliminating variables to solve two linear simultaneous equations.

Lesson 1

Learning Objective: to be able to identify which operation to use to eliminate either the x or y variable from a pair of linear simultaneous equations.

Resources:

Eliminating a Variable PPT

Lesson 2

Learning Objective: to be understand how to scale equations to enable the elimination of a variable.

Resources:

Eliminating a Variable using Scaling PPT

Lesson 3

Learning Objective: to work out the value of the second variable.

Resources:

Working out the other variable PPT

Lesson 4

Learning Objective : to consolidate all three lessons and fully solve a pair of linear simultaneous equations.

Resources:

Consolidation PPT

# 22/10/18

Hi all,

Nearly there for this half term! Three things from me today:

Year 8 Common Assessment

Thank you for all the feedback I have received about this assessment and thank you to Wiqas at BAA for noticing that the instructions missed out that a protractor is needed. If your class is yet to sit it please make sure you have protractors ready!

Flipped Learning

This week the team at BAA have started to develop a number of flipped learning homework tasks for all year groups at BAA. I believe that effective flipped learning should enable students to get more from their lessons. As a result of students learning/revising basic concepts at home the time saved can be spent deepening learning within the classroom with our guidance. Flipped learning also enables us to facilitate more opportunities for students to develop their independence. The BAA team will be sharing these tasks within the lesson resources once they have quality assured them so watch this space!

Festival of Learning

Just a remainder that we are meeting after lunch at 1:45pm in the old SCITT building at BAA on Friday. I am looking forward to seeing us all together then, we will be looking at teaching for mastery within KS4.

Kind Regards

Louise

# 20th January

Hello Maths,

I hope you’ve all had a great week.

Thank you to everyone for putting your results into Go 4 schools this week.  I know some of you at Wollaton and Aspley are ready for the year 9 assessment 3 (year 10 as Beechdale). It is now on the site, along with the markscheme.  I haven’t had chance to have it proof read – so please do check before you photocopy, and let me know about any errors.  Don’t worry if you aren’t ready for this assessment just yet – the deadline isn’t until Friday 10th Feb.

I was at the Secondary Maths Conference hosted by our two local Maths Hubs today. I ran a workshop on Feedback and Marking and it was really interesting to hear about the range of policies that different schools have for marking and feedback (there are some schools you should NEVER work at!)

The aim of my session was to look at how efficient and effective our marking is and to investigate other ways of gaining information that can inform our planning.  We looked at how we could make sure that what we do actually used to adapt our lessons to address what has been found.

We looked at three different ways as an alternative to writing comments in books:

Diagnostic Questions

From the ever reliable Craig Barton of MrBartonMaths fame, we now have the great completely free resource https://diagnosticquestions.com/learn. Some of you may already be using this in your lessons or for homework.

It is  great way to identify misconceptions – it also has feedback from everyone who has ever answered the questions as to why they answered that way. Schemes of work can be uploaded so that they automatically send your students the questions every week on the topic they are studying.  The best thing is they have teamed up with AQA to create questions for every topic on the new GCSE here.  The questions are great for revision, and perfect for practising the multiple choice questions.

You will need to sign up to access the site, but have do have a look and see if it’s something you would like to try.

The idea can be used without the website though –

• You could write diagnostic questions together as part of a collaborative planning session on a new topic.  Working together in this way can help in planning questions when teaching the lesson to bring out these misconceptions
• Students could write a set of diagnostic questions to show their understanding. Choosing common misconceptions for the wrong answers is a difficult skill.

Entry Tickets

Towards the exam season, teachers can get really bogged down with past paper marking, particularly if they have multiple exam classes.  One way to reduce this burden is the use of entry tickets.

The process goes like this:

• Set homework (maybe 3 exam questions – not too many) giving the answers out at the same time (not working out)
• The homework is to complete the questions and to check that their final answer is correct.
• If they get an answer wrong, they are expected to try to find their error and correct it before handing it in.
• If they really can’t find the error, they hand in the slip (below) into the document wallet or box by the door on entry to their lesson.
• The teacher quickly puts these tickets into piles to see which questions they struggled on.
• Any questions that appear several times will be addressed in class by the teacher. The teacher can see other students individually to go over their questions.

Students still have to bring their completed work so you can see it has been completed and marked. If you think they will just tick any box without actually doing the work, you could just pick out an entry ticket at random and ask them to bring their attempt up to show the class under a visualiser (if you have one)- “What have they done wrong? How would you help to improve this answer?”

The following idea is taken from Michaela School in Brent. They don’t write comments in any books, but have a great way of getting information from the students’ work to use in their next lessons.

This is from one of their English teachers, but this could easily be transferred to maths lessons.

“I read my pupils’ books once or twice a week. I teach four classes, each with between 28 and 32 pupils, so it is about 120 books in all. I read 60 books in 30 minutes.

As I read, I make notes: spellings lots are getting wrong, things they’re all doing well at, and the main issues they need to improve. I note down anyone whose paragraph is amazing to reward with merits or show the class; I note down anyone whose work is messy to give a demerit to. It looks something like this:”

Notice that this isn’t a template – its use is only intended for the teacher herself – to remind her who to talk to and what needs to be addressed in the next lesson.

Another teacher explains:

“When reading their books, you put a tick in the margin of a sentence you found especially impressive, and note their name and a trigger word on your feedback sheet. You can then say, ‘Elena, can you read your sentence on alliteration?’ It is lovely to celebrate the impressive responses of pupils, while also helping others see what they ought to be writing about:”

I love this idea. It’s definitely something I will be trying.

All the schools who came to the workshop signed up to trial either one or more of these techniques to see if they were a more time efficient, but still as effective (if not more), as writing comments in books. If you would like to trial any of them and would be willing to share your findings with the Maths Hub, please complete the attached form  and send it back to me. (The last two sections are how you plan to feedback and how you plan to collect student feedback).

Have a great weekend,

Matilde

# Some Christmaths lessons

I know it’s not Friday, but I know some of you are thinking of some Christmaths lessons for next week. Here are some ideas. If you have any others, please add in the comments section.

This one is from Think Maths

 Objective To Make a 3D Fractal Christmas tree Resources Lesson Plan Powerpoint for displayPowerpoint for display Christmas Tunes Instructions + Koch Snowflake printed on yellow card Sierpinski Tetrahedron printed on green card Menger Sponge printed on red card Scissors Glue Lots of patience Extra geekiness Research a bit more about fractals, just because you can. Fractals worksheets

Another great problem solving lesson comes from Bowland Maths where pupils determine the amount of time Santa can spend at each house in the UK when delivering presents on Christmas Eve. This Speedy Santa link contains all the required documents including a progression grid and sample student work.

The next one came from the TES a couple of years ago, but I don’t know who it is by.

 Objective To find out who killed Santa Resources Worksheet Map Who killed Santa Clue cards

And here’s a good Christmas relay – again I don’t know who made this, but it wasn’t me.  Only do this one if you can handle lots of kids running at you for the next card!

And how about using Desmos to draw a Christmas tree? I love this! If you click on the picture it will take you to the page so you can have a play about (a must if you haven’t used Desmos before)

Thanks to Adam at Wollaton who sent me some resources to add. They are in the  folder below. If you use any others, please sent them over too, so I can add them for future years.

And to finish off:

What do you call this?

A Snowdecahedron!

See you all soon,

Matilde