Page 39 - John Fawkner College SIPP Flipbook V3

maths Year 10

Session 1: Session 2: Session 3: Session 4:

Pre Test Assignment (Phase 1) Assignment (Phase 2) Identifying Relationships

between Variables.
Learning intentions: Learning intentions: Learning intentions: Learning intentions:
Establish what you already know about the To arrive at an approach for discovering the relationship between To grasp a structure for the measurement assignment To be able to identify relationships between variables
‘Measurement’ topic. Provide a reference point for de- the size of a sphere and it’s radius. format.
gree of improvement between pre and post topic

Key Vocabulary: Key Vocabulary: Key Vocabulary: Key Vocabulary:
Covered throughout N/A Extrapolate, linear relationship, exponential curve. Exponential relationships, variables, Exponential relation-
ships, radius, circumference, surface area, volume.
Focus Question: Focus Question: Focus Question: Focus Question:
What do you already know about Measurement? When the radius of a sphere is altered, what happens to the size What is an effective way to structure and present my How can I measure the radii of each ball?
of the shape? fndings on my measurement investigation?
Warm up activities Warm up activities
• Numeracy games (Greedy Pig, Buzz) Warm up activities Warm up activities Numeracy games (Greedy Pig, Buzz)
• Mental strategies (“Numeracy Challenge) Mental strategies (“Numeracy Challenge) Numeracy games (Greedy Pig, Buzz)
• Sports Focused Measurement Questions Main activity
Main activity Main activity • Buzz
Main activity • Numeracy Challenge (starter) • Assignment sheet 2 • Vocabulary (glossary)
• Students will sit a 45 minute pre- exam on mea- • Class discussion/brainstorm (starter): • Mapping tables of values • Chapter 9 (select questions)
surement • When problems arise in our day-to-day lives, how do we • Selecting the correct graph to show data • Kepler’s Law of Planetary Motion investigation task
• Students will peer assess one another’s exam with approach solving them effciently? • Excel demonstration exploring the creation of tables (EXTENSION)
the teacher as facilitator • When we wish to fnd information/understanding, what do as well as graphs • Review
we do? What are our resources for this? • Review
Strategies to teach ‘below level’ students: • How might the word “size” (in the assignment question) be Strategies to teach ‘below level’ students:
Each student will sit an exam that spans a range of interpreted? Strategies to teach ‘below level’ students: Allow qualitative descriptions of trends in graphs
skills varying in diffculty. • Assignment work. • Provide examples of table of values as well as fxing
• Discuss this with Parents at home. the variables so that it is easier to view a pattern. Strategies to teach ‘above level’ students:
Strategies to teach ‘above level’ students: • Provide step-by-step procedure on how to structure Scaffold obtaining mathematical relationships between
Each student will sit an exam that spans a range of Strategies to teach ‘below level’ students assignment variables through demonstration.
skills varying in diffculty. Negotiate realistic targets associated with assessment rubric. See “(EXTENSION)”
Provide Secondary support assignment sheet 2 Strategies to teach ‘above level’ students:
Resources: Negotiate possible alternatives to presentation of report Resources
Exam Strategies to teach ‘above level’ students as A4. Heinemann Maths 10
Provide minimal structure to the assignment (Relationships between Variables)
Success Criteria: Resources:
Each student will be aware of their pre-test result. Resources • Assignment Sheet 2 Success Criteria
Assignment Sheet 1 & Assignment sheet 2. • Laptop (Excel) Students will be able to derive mathematical/qualitative
• Heinemann Maths 10 Text (stored on shared drive) relationships between variables.
Success Criteria
Each student will demonstrate a cursory plan for their research. Success Criteria:
Each student will be able to demonstrate how to
construct a table of values by hand, and in Excel.

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