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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 15:05, 21 May 2012
, 13 years ago→Teachers Notes
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== Teachers Notes == | == Teachers Notes == | ||
<br />'''Background:'''<br /> | <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 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. | ||
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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. | 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:''' | '''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 students 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: | Lesson Preparation:<br /> | ||
• Photocopy attached worksheet – one copy per student. | • Photocopy attached worksheet – one copy per student. | ||
• 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. | • 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. | ||
