Circles, frustums and cylinders revision - Revision history

Bjoern at 22:34, 27 January 2015

2015-01-27T22:34:52Z

← Older revision		Revision as of 22:34, 27 January 2015
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	\|image=drum.png		\|image=drum.png
	\|resourcenumber=M007		\|resourcenumber=M007
	\|age=Secondary KS4 ~~higher A-A* material, Secondary~~		\|age=Secondary, KS4
	\|content=This lesson is aimed at top-set, year 11 GCSE students who understand the definition of prisms, and have 'had a go at' calculating volumes and surface areas of prisms. The questions are deliberately challenging and may require a few calculation stages.		\|content=This lesson is aimed at top-set, year 11 GCSE students who understand the definition of prisms, and have 'had a go at' calculating volumes and surface areas of prisms. The questions are deliberately challenging and may require a few calculation stages.
	\|strategy=		\|strategy=

Bjoern: subjects, ages, types

2012-09-28T15:11:05Z

subjects, ages, types

← Older revision		Revision as of 15:11, 28 September 2012
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	{{Rinfo		{{Rinfo
			\|type= Lesson idea

	\|attribution={{Asnat Doza}}		\|attribution={{Asnat Doza}}
	\|title= Circles, frustums and cylinders revision		\|title= Circles, frustums and cylinders revision
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	\|image=drum.png		\|image=drum.png
	\|resourcenumber=M007		\|resourcenumber=M007
	\|age=Secondary KS4 higher A-A* material		\|age=Secondary KS4 higher A-A* material, Secondary
	\|content=This lesson is aimed at top-set, year 11 GCSE students who understand the definition of prisms, and have 'had a go at' calculating volumes and surface areas of prisms. The questions are deliberately challenging and may require a few calculation stages.		\|content=This lesson is aimed at top-set, year 11 GCSE students who understand the definition of prisms, and have 'had a go at' calculating volumes and surface areas of prisms. The questions are deliberately challenging and may require a few calculation stages.
	\|strategy=		\|strategy=

Bjoern: Adding attribution

2012-09-28T13:50:27Z

Adding attribution

← Older revision		Revision as of 13:50, 28 September 2012
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	{{Rinfo		{{Rinfo
			\|attribution={{Asnat Doza}}
	\|title= Circles, frustums and cylinders revision		\|title= Circles, frustums and cylinders revision
	\|topic=Area		\|topic=Area

SimonKnight at 11:39, 25 September 2012

2012-09-25T11:39:15Z

← Older revision		Revision as of 11:39, 25 September 2012
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	• Use a calculator for complex calculations.<br />		• Use a calculator for complex calculations.<br />
	\|additional resources=		\|additional resources=
	\|useful information=Teachers will need: ~~<br />•~~ Samba drums or equivalent large objects (water containers, buckets, laundry baskets, bins). ~~<br />•~~ Large classroom or outdoor space.~~<br />•~~ Tape measures, calculators, protractors and jotting paper.		\|final=yes
			\|useful information=Teachers will need:
			*Samba drums or equivalent large objects (water containers, buckets, laundry baskets, bins).
			*Large classroom or outdoor space.
			* Tape measures, calculators, protractors and jotting paper.
	\|related resources=		\|related resources=
	\|other=1 x 45-50 minutes lesson		\|other=1 x 45-50 minutes lesson
	\|format=Samba Worksheet (Word)		\|format=Samba Worksheet (Word)
	\|resources= The key lesson description is [[Circles, frustums and cylinders revision/Document\|viewable as WikiText]] The lesson worksheet can be viewed [[Circles, frustums and cylinders revision/Worksheet\|as WikiText]] or downloaded [[File:Samba_worksheet_year_11.docx\|Samba_worksheet_year_11.docx]]		\|resources= The key lesson description is [[Circles, frustums and cylinders revision/Document\|viewable as WikiText]]. The lesson worksheet can
			* be viewed [[Circles, frustums and cylinders revision/Worksheet\|as WikiText]]
			*or downloaded [[File:Samba_worksheet_year_11.docx\|Samba_worksheet_year_11.docx]]
	}}		}}
	[[Category:Maths]] [[Category:Secondary]][[Category:Volume]][[Category:Surface area]][[Category:Area]]		[[Category:Maths]] [[Category:Secondary]][[Category:Volume]][[Category:Surface area]][[Category:Area]]

SimonKnight at 11:42, 19 September 2012

2012-09-19T11:42:02Z

@@ Line 18: / Line 18: @@
 |other=1 x 45-50 minutes lesson
 |format=Samba Worksheet (Word)
-|resources= [[File:Samba_worksheet_year_11.docx|Samba_worksheet_year_11.docx]]
+|resources= The key lesson description is [[Circles, frustums and cylinders revision/Document|viewable as WikiText]] The lesson worksheet can be viewed [[Circles, frustums and cylinders revision/Worksheet|as WikiText]] or downloaded [[File:Samba_worksheet_year_11.docx|Samba_worksheet_year_11.docx]]
 }}
 [[Category:Maths]] [[Category:Secondary]][[Category:Volume]][[Category:Surface area]][[Category:Area]]

Rf366 at 13:59, 13 September 2012

2012-09-13T13:59:59Z

← Older revision		Revision as of 13:59, 13 September 2012
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	{{Rinfo		{{Rinfo
	\|title= Circles, frustums and cylinders revision		\|title= Circles, frustums and cylinders revision
	\|topic=Area~~, perimeter, volume, and surface area~~		\|topic=Area
	\|subject=Maths		\|subject=Maths
	\|tagline= Measure the volumes of objects		\|tagline= Measure the volumes of objects
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	\|resources= [[File:Samba_worksheet_year_11.docx\|Samba_worksheet_year_11.docx]]		\|resources= [[File:Samba_worksheet_year_11.docx\|Samba_worksheet_year_11.docx]]
	}}		}}
	[[Category:Maths]] [[Category:Secondary]]		[[Category:Maths]] [[Category:Secondary]][[Category:Volume]][[Category:Surface area]][[Category:Area]]

	==Lesson Ideas & Pedagogic Rationale==		==Lesson Ideas & Pedagogic Rationale==

Caroline.jestaz at 08:48, 12 September 2012

2012-09-12T08:48:09Z

← Older revision		Revision as of 08:48, 12 September 2012
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	{{Rinfo		{{Rinfo
	\|title= Circles, frustums and cylinders revision		\|title= Circles, frustums and cylinders revision
	\|topic= Area ~~and~~ perimeter ~~of sectors and segments;~~ volume and surface area ~~of cylinders and truncated cones; similarities and unit conversion.~~		\|topic=Area, perimeter, volume, and surface area
	\|subject=Maths		\|subject=Maths
	\|tagline= Measure the volumes of objects		\|tagline= Measure the volumes of objects

Rf366 at 00:54, 12 September 2012

2012-09-12T00:54:45Z

← Older revision		Revision as of 00:54, 12 September 2012
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	\|topic= Area and perimeter of sectors and segments; volume and surface area of cylinders and truncated cones; similarities and unit conversion.		\|topic= Area and perimeter of sectors and segments; volume and surface area of cylinders and truncated cones; similarities and unit conversion.
	\|subject=Maths		\|subject=Maths
			\|tagline= Measure the volumes of objects
			\|image=drum.png
	\|resourcenumber=M007		\|resourcenumber=M007
	\|age=Secondary KS4 higher A-A* material		\|age=Secondary KS4 higher A-A* material
	\|content=This lesson is aimed at year 11 GCSE students ~~in tops sets~~ who ~~have a solid understanding of~~ the definition of prisms, and have ~~already~~ had a go at calculating ~~some~~ volumes and surface areas of prisms. The questions are deliberately challenging and ~~some have~~ a few calculation stages.		\|content=This lesson is aimed at top-set, year 11 GCSE students who understand the definition of prisms, and have 'had a go at' calculating volumes and surface areas of prisms. The questions are deliberately challenging and may require a few calculation stages.
	\|strategy=		\|strategy=
	\|Learning Objectives=Students will be able to:<br />		\|Learning Objectives=Students will be able to:<br />
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	• Use a calculator for complex calculations.<br />		• Use a calculator for complex calculations.<br />
	\|additional resources=		\|additional resources=
	\|useful information=Students will be able to: <br />• Apply mathematics of circles and volumes to real objects.<br />• Assess measuring errors and work with ‘real life’ scale factors.<br />• Use a calculator for complex		\|useful information=Teachers will need: <br />• Samba drums or equivalent large objects (water containers, buckets, laundry baskets, bins). <br />• Large classroom or outdoor space.<br />• Tape measures, calculators, protractors and jotting paper.
	Teachers will need: <br />• Samba drums or equivalent large objects (water containers, buckets, laundry baskets, bins). <br />• Large classroom or outdoor space.<br />• Tape measures, calculators, protractors and jotting paper.
	\|related resources=		\|related resources=
	\|other=1 x 45-50 minutes lesson		\|other=1 x 45-50 minutes lesson
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	==Lesson Ideas & Pedagogic Rationale==		==Lesson Ideas & Pedagogic Rationale==

	This resource offer students the opportunity to measure and calculate with large size cylinders and frustum. The challenge for students is to work with ‘real life’ numbers~~: Scale~~ factors ~~which~~ are not rounded, and sectors ~~with~~ unconventional angle ~~size~~ such as 187 degrees. Teachers have the opportunity to assess students’ work using questioning. It is also a fantastic opportunity to assess students’ ability to communicate the maths to peers.		This resource offer students the opportunity to measure and calculate with large size cylinders and frustum. The challenge for students is to work with ‘real life’ numbers where scale factors are not rounded, and where sectors have unconventional angle sizes such as 187 degrees. Teachers have the opportunity to assess students’ work using questioning. It is also a fantastic opportunity to assess students’ ability to communicate the maths to peers. The pedagogical purposes are to revise all circle material, and to introduce the challenge of working with less conventional measures and numbers.
	The pedagogical purposes are to revise all circle material, and to introduce the challenge of working with less conventional measures and numbers.

	~~It would be hard to use the resource in a conventional size classroom, as the drums and large objects do take a lot of space. Students need to be able to walk around objects and measure comfortably~~.

	==Pedagogical techniques ==		==Pedagogical techniques ==
	This lesson brings great opportunity for small group dialogical teaching. Open-ended and closed questioning opportunities can be used to recall existing knowledge and extend students’ understanding.		This lesson brings great opportunity for small group dialogical teaching. Open-ended and closed questioning opportunities can be used to recall existing knowledge and extend students’ understanding. The ground rules for talk is simple: students should be encouraged to discuss and share their ideas with their group as they work and tackle a task.

	~~The ground rules for talk is simple: Students should be encouraged to discuss and share their ideas with their group as they work and tackle a task.~~		This lesson supports students’ learning by getting them to recall complex formulae and procedures. It supports multiple kinds of learning, in particular: collaborative, enquiry-based, revision, exploration, hands-on experience, consolidation, extension to new more challenging problems, communication and reasoning skills.
	This lesson ~~support~~ students’ learning by getting them to recall complex formulae and procedures.		Pitfalls: it is very important to establish the appropriate behaviour expectations from students. Teachers must emphasise that students are allowed to talk about the maths, and only about the maths. If using expensive and fragile kit such as samba drums, students should be encouraged in advance to handle equipment with care.

	~~This lesson~~ supports multiple kinds of learning, in particular: collaborative, enquiry-based, revision, exploration, hands-on experience, consolidation, extension to new more challenging problems, communication and reasoning skills.

	Pitfalls ~~– It~~ is very important to establish the appropriate behaviour expectations from students. Teachers must emphasise that students are allowed to talk about the maths, and only about the maths. If using expensive and fragile kit such as samba drums, students should be encouraged in advance to handle equipment with care.

	== Teachers Notes ==		== Teachers Notes ==
	'''Background:'''<br />		'''Background:'''<br />

	This lesson is aimed at year 11 GCSE students in ~~tops~~ sets who ~~have a solid understanding of~~ the definition of prisms, and have ~~already~~ had a go at calculating ~~some~~ volumes and surface areas of prisms.		This lesson is aimed at year 11 GCSE students in top sets who understand the definition of prisms, and have 'had a go at' calculating volumes and surface areas of prisms. The questions are deliberately challenging and some have a few calculation stages. At the beginning of the lesson each group of students should be assigned a drum. They are then required to complete the set of questions associated with that drum, before starting to work on another drum (Something like circle training). It is a good idea to have a few spare drums for those who are quick to complete their task and are keen to move on.

	The questions are deliberately challenging and some have a few calculation stages.
	At the beginning of the lesson each group of students should be assigned a drum. They are then required to complete the set of questions associated with that drum, before starting to work on another drum (Something like circle training). It is a good idea to have a few spare drums for those who are quick to complete their task and are keen to move on.

	'''Recommendation:'''<br />		'''Recommendation:'''<br />

	Students should be working in groups of up to 4 ~~students~~ although I found working in groups of 3 is ideal.		Students should be working in groups of up to 4 although I found working in groups of 3 is ideal. It is recommended to remind students ahead of the lesson to bring their calculators to the lesson, as completing the tasks without one can take an unreasonable amount of time.

	It is recommended to remind students ahead of the lesson to bring their calculators to the lesson, as completing the tasks without one can take an unreasonable amount of time.

	'''Lesson Preparation:'''<br />		'''Lesson Preparation:'''<br />

	• Photocopy attached worksheet – one copy per student.<br />		* Photocopy attached worksheet – one copy per student.<br />
	• Book a large classroom space or a hall, in which students can move freely. I ran this lesson successfully in a quiet area of the school field.		* It would be hard to use the resource in a conventional size classroom, as the drums and large objects do take a lot of space. Students need to be able to walk around objects and measure comfortably. Book a large classroom space or a hall, in which students can move freely. I ran this lesson successfully in a quiet area of the school field.

	'''The challenges:'''		'''The challenges:'''

	Students do find it hard to measure a large acute angle on the caxia drum. They cannot really use ~~their~~ protractors from their pencil cases. Ask them how they would go about measuring the angle.		* Students do find it hard to measure a large acute angle on the caxia drum. They cannot really use the protractors from their pencil cases. Ask them how they would go about measuring the angle.

	Students find it confusing to communicate about or work with a scale factor which has many decimal figures. Seize the moment to present them with the question as to when it is reasonable to round numbers.		* Students find it confusing to communicate about or work with a scale factor which has many decimal figures. Seize the moment to present them with the question as to when it is reasonable to round numbers.

	Challenge the students to give their answers in centimetres or meters for both volume and surface area questions.		* Challenge the students to give their answers in centimetres or meters for both volume and surface area questions.

	Ask ~~them~~ if their answers make sense, and can ~~they~~ justify them.		* Ask students if their answers make sense, and if they can justify them.

JanetBlair at 15:54, 27 July 2012

2012-07-27T15:54:03Z

← Older revision		Revision as of 15:54, 27 July 2012
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	\|related resources=		\|related resources=
	\|other=1 x 45-50 minutes lesson		\|other=1 x 45-50 minutes lesson
	\|format=Samba Worksheet (Word) [[File:Samba_worksheet_year_11.docx\|Samba_worksheet_year_11.docx]]		\|format=Samba Worksheet (Word)
	~~\|resources=~~		\|resources= [[File:Samba_worksheet_year_11.docx\|Samba_worksheet_year_11.docx]]
	}}		}}
	[[Category:Maths]] [[Category:Secondary]]		[[Category:Maths]] [[Category:Secondary]]

SimonKnight at 09:04, 23 July 2012

2012-07-23T09:04:59Z

← Older revision		Revision as of 09:04, 23 July 2012
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	\|age=Secondary KS4 higher A-A* material		\|age=Secondary KS4 higher A-A* material
	\|content=This lesson is aimed at year 11 GCSE students in tops sets who have a solid understanding of the definition of prisms, and have already had a go at calculating some volumes and surface areas of prisms. The questions are deliberately challenging and some have a few calculation stages.		\|content=This lesson is aimed at year 11 GCSE students in tops sets who have a solid understanding of the definition of prisms, and have already had a go at calculating some volumes and surface areas of prisms. The questions are deliberately challenging and some have a few calculation stages.
	\|strategy= ~~This resource offer students the opportunity to measure and calculate with large size cylinders and frustum. See detailed rationale below.~~		\|strategy=
	\|Learning Objectives=Students will be able to:<br />		\|Learning Objectives=Students will be able to:<br />
	• Apply mathematics of circles and volumes to real objects.<br />		• Apply mathematics of circles and volumes to real objects.<br />