Bearings is one of those difficult topics to teach, I think. Even though it’s reasonable easy.
I’ve done a lesson here concentrating on just measuring and constructing. No calculation at all. I’m going to put that in a separate lesson.
Which means you’re going to have to print out the example problem pair 🙁
Starts with a little discussion on if something could be a bearing or not.
Goes onto a worksheet on measuring.
I suppose I should have really presented an example with angles labeled and asked them to pick out the right bearing (like the exam question at the end of this PowerPoint) but I think I wanted to add that in next lesson.
Then some whiteboard work on the compass.
Then some construction questions.
My example problem pair here includes animations. I kind of hate it. I’ve really tried to move on from ‘clicking’. If you’ve downloaded my PowerPoint in the past you might have noticed that I’ve deleted a lot of stuff. I used to have animated multi-step solutions and examples. Indeed some of my older, non-updated PowerPoints still have that stuff. I really regret that now. I know it’s a crutch, and can be helpful in ‘scripting’ but I think kids need to see you WRITING and doing the calculation yourself (I use the pen tool in PowerPoint).
But there wasn’t a real way to get around using animations here, unless you have a visualizer. If you do, do that!
I’m not quite sure what I was thinking when I wrote these slides initially. They were a mess!
For a start, I bundled writing inequalities, number lines and solving all onto one PowerPoint! That’s waaaaaaay too much. It’s also a little ‘disrespectful’ to the topic of inequality notation. That skill is easily worth a lesson on it’s own! I clearly hadn’t sat down and thought clearly enough about the subtleties of the topic.
You can do loads of good spaced learning with inequalities. We can practice ideas of place value.
I’ve cleaned this slide up. Before it looked like this :
I’ve also added lots of whiteboard questions and a little bit of testing if an inequality is true. After all, inequalities are all about systems and logic tests, really.
I’ve also redrawn all my images of inequality number lines in GeoGebra because they looked gross before.
I know, it’s strange that I’ve left this one until last. I did the silly thing of assuming that since I taught a high ability year 7 group, that they’d be ace at this, but they weren’t, which I caught during a quiz during a plenary.
I’d made the classic mistake of assuming prior knowledge.
As an addendum, I hate stuff like ‘the chance of it being Sunday tomorrow’ because I feel like that’s not really a probability statement.
Obviously includes the ‘horse race’ game. I did it a bit differently this year. I gave out dice to everyone and a sheet to everyone. I then collated all the results so we could see exactly how many had 7 as their ‘winner’. It worked really well. Especially with a bit of ‘acting’ to sell the idea that the result was interesting and surprising.
Wrote some questions including some moving between relative frequency and frequency.
Discussion. Also a task I’m not sure if I like.
I’ve included this at the end. I have run this task a few times and been dissatisfied every time.
In my head, I imagine students trying to make the die loaded by weighting it, rolling it lots of times to test the relative frequency to see if they have got close, then refining the weight inside their cube. There’s a few reasons I think it’s never gone as well as I would have wished.
It’s quite fiddly to make the net, put a weight in it, fold it up, take out the weight and fold it up again.
It’s harder than it looks!
What MATHEMATICALLY are students thinking about when they’re doing this task? Are they just adjusting weights. I don’t really know if the focus of the task is the MATHEMATICS.
I’ve left it in here (at the end), though, because it’s the first task I ever thought up (in my PGCSE year) and one day I want to run it and make it work.
PS: These are a game changer in terms of noise! Every school should have a set.
I am aware I’m kind of uploading a rag-tag bunch of random resources at the moment.
I’m making lessons for what I’m teaching and uploading the ones I feel are polished enough to be shared.
Started this one with a bit of a brainwave. I’m always astounded by pupil’s lack of knowledge about simple facts I feel they SHOULD KNOW. Like weeks in a year, cards in a deck etc. But this makes no sense. How can I be ALWAYS surprised? Surely by now I’ve internalised it that this is just something a lot of kids don’t know! So rather than get grumpy, I added a little bit of a check at the beginning of this lesson.
Something I’ve been working on for a while. Making this explicit.
Rest of the lesson is pretty standard. Although pretty.