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Circles, frustums and cylinders revision: Difference between revisions
From OER in Education
Circles, frustums and cylinders revision (view source)
Revision as of 15:02, 21 May 2012
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|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 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= This resource offer students the opportunity to measure and calculate with large size cylinders and frustum. See detailed rationale below. | ||
|additional resources= | |additional resources= | ||
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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. | 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'''<br />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. | ||
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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. | 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'''<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. | ||
''' | |||
Background:''' | |||
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. | The questions are deliberately challenging and some have a few calculation stages. | ||
