Circles, frustums and cylinders revision: Difference between revisions
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|content= | |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. 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. | ||
|strategy= 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. 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.<br />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 calculations. | |strategy= 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. 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.<br />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 calculations. | ||
|additional resources= | |additional resources= | ||
Revision as of 14:41, 21 May 2012
Lesson idea. 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. 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.
Teaching approach. This resource offer students the opportunity to engage in active learning(ta) - measuring and calculating using large size cylinders and frustums. This lesson brings great opportunity for small group "dialogic teaching(ta)". Open-ended and closed questioning(ta) of students can be used to draw on their existing knowledge and extend their understanding. The teacher provides a practical commentary below. (edit)
| Resource details | |
| Title | Circles, frustums and cylinders revision |
| Topic | [[Topics/Area|Area]] |
| Teaching approach | [[Teaching Approaches/Questioning|Questioning]], [[Teaching Approaches/Dialogic teaching|Dialogic teaching]], [[Teaching Approaches/Active learning|Active learning]] Students will be able to: • Apply mathematics of circles and volumes to real objects. • Assess measuring errors and work with ‘real life’ scale factors. • Use a calculator for complex calculations.]]
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| Subject | [[Resources/Maths|Maths]] |
| Age of students / grade | [[Resources/Secondary|Secondary]], [[Resources/KS4|KS4]]
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| Useful information | Teachers would require: Samba drums or equivalent large objects (Water containers, buckets, laundry baskets, bins). Large classroom or outdoor space, Tape measures, Calculators, Protractors, Jotting paper |
| Related ORBIT Wiki Resources | NA
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