Module Developing Number Subject Challenging ‘How can we apply … · 2019-01-21 · 1) special types of quadrilaterals, including square, rectangle, parallelogram, trapezium, kite

The KING’S Medium Term Plan – Mathematics

Year 10 senior programme – Learning cycle two

Module Developing Number

Overarching Subject Challenging question

‘How can we apply knowledge of shape to the real world?’

Lines of Enquiry

Week 1: How do we use triangles to help with other polygons?

Week 2: How can we use compasses to create technical real life drawings?

Week 3: How do we apply algebraic expressions to shapes?

Week 4: How do we apply algebra to solve different types of equations?

Week 5: How can we apply algebraic expressions to solve numerical sequences?

Week 6-7: Revision then assessment followed by gap teaching – from assessment analysis.

Progress Objectives

By the end of LC1 in Mathematics SWBAT achieve these AQA objectives: Polygons (Geometry) (AQA objectives G3 and G4) Weeks 1-2 (total 5 lessons) In this number unit pupils will master the following;

• Derive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any polygon, and to derive

properties of regular polygons) • Derive and apply the properties and definitions:

1) special types of quadrilaterals, including square, rectangle, parallelogram, trapezium, kite and rhombus and

triangles and other plane figures using appropriate language

2) including knowing names and properties of isosceles, equilateral, scalene, right-angled, acute-angled,

obtuse-angled triangles

3) including knowing names and using the polygons: pentagon, hexagon, octagon and decagon

Constructions and Loci (Geometry) (AQA objective G2) Weeks 2-4 (total 6 lessons) In week 3-4 pupils will master these skills (mainly Higher content but key skills can be taught at Foundation);

• Use the standard ruler and compass constructions:

o perpendicular bisector of a line segment

o constructing a perpendicular to a given line from / at a given point

o bisecting a given angle

o construct a 60o angle

• Know that the perpendicular distance from a point to a line is the shortest distance to the line

• Use these to construct given figures and solve loci problems

Algebra recap and extension (AQA objectives A3, A4, A17 and A25) Weeks 4-5 (total 6 lessons) In this unit pupils will develop further mastery in applying knowledge of metric and imperial units and revise key conversions. They will;

• Understand and use the concepts and vocabulary of expressions, equations, formulae, identities, inequalities, terms and

factors (review of Year 9)

• Simplify and manipulate algebraic expressions (including those involving surds - Higher) by:

o collecting like terms

o multiplying a single term over a bracket

o taking out common factors

• Solve linear equations in one unknown algebraically including those with the unknown on both sides of the

equation (review of Year 9 and Higher content), including the use of brackets

• Deduce expressions to calculate the nth term of a linear sequence

NOTE: In week 3 there will be a mid LC assessment to check current progress. Weeks 3-6 are designed to be fluid so that teachers can deliver content appropriately and allow time for mastery in the areas that require extra time.

Assessment at the end of week 6 will be against the above AQA objectives following on from 2 lessons of REACH and revision.

Gap teaching from analysis of assessments will take place in week 7.

IMPORTANT INFORMATION AND WEEKLY NEEDS

Personalised Learning and Reach work and Mastery

The AQA objectives above cover a wide range of mathematical skills and applications at varying levels of difficulty. Each practitioner has access to sets of exam based questions and activities that are aimed at these different levels of application and will ensure that all pupils are provided with work that will both challenge and support them at their targeted Grade Point as well as pushing them towards the next. All pupils will meet the progress objectives outlined above at a pace that suits them and will be delivered in a way that is personalised to how they learn. The use of iPads will be planned for carefully so that they can maximise learning.

Maths in real life

Each week, there will be discussion and slides planned in so that pupils can value the relevance of what they are learning, which areas of life or careers that skill may be useful to and lessons will, as much as possible, contain resources where maths has to be applied to real world problems in order to find solutions. Polygons and construction for instance, will be applied to real life architecture, building, drawing and planning. Loci is used widely amongst careers in architecture, design, engineering, NASA and fashion.

Planning for Feedback

Pupils will receive written feedback each week in the form of teacher marking, peer/self-assessment and small quizzes to check key knowledge. Mark schemes will be provided where appropriate for pupil self-assessment and development. REACH lessons each week will allow time for acting on feedback and making improvements to their work in order to develop further and fill in GAPs.

REACH and Support

Each week there will opportunities for support with in class intervention, group intervention and after school catch-up. Monday lunch time will provide a time for pupils to REACH by practicing GCSE papers in a club. Friday lunch time will provide pupils in need of homework support, classwork development or just time to practice should they need it.

MEDIUM TERM PLAN

Here is how each week is broken down;

Ø Hypotheses for the week’s lessons; These will act as the title for the lessons, in which the work done will be reflected upon to either prove or disprove each hypothesis. It may be that 1 hypothesis can last more than 1 lesson yet others are achieved quickly. This depends upon how far the pupils move on from the knowledge section and get through the different success criteria within the main body of the lesson. All hypotheses should be answered to some degree over the course of the week.

Ø Learning Intentions: These are the key objectives laid out by the exam board (as seen above).

Ø Weekly success criteria for completion across 4 lessons (or across 3 for weeks with REACH lessons or tests); This is where after teaching the knowledge necessary the pupils will work at their grade point on exam questions in order to achieve the learning intention.

Week 1

Line of Enquiry: How do we use triangles to help with other polygons? Hypothesis 1 – The properties of triangles are needed when calculating missing interior angles. Learning intention:

Ø Derive and use the sum of angles in a triangle, including knowing names and properties of isosceles, equilateral, scalene, right-angled, acute-angled, obtuse-angled triangles.

Ø Derive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any REGULAR polygon, and to derive properties of regular polygons); including knowing names and using the polygons: pentagon, hexagon, octagon and decagon.

Knowledge: ALL GP = Pupils will revise the types of triangles and their angle facts. GP 4 = Pupils will be taught how to prove the sum of interior angles for polygons. GP 5 = Pupils will be taught how to calculate interior and exterior angles of polygons using algebra. Success criteria: ALL GP = Pupils will label and name triangles using proper notation and symbols. They will need to demonstrate that they can describe the properties of different triangles and how this effects the sizes of the angles. GP 4 = Pupils will need to show why the angles add up to 180 degrees by applying knowledge of angles on straight lines. They will calculate missing angles in a variety of triangles by applying knowledge of their properties. GP 5 = Pupils will create expressions for the interior angles of the triangle then write as an equation to 180 to solve for the missing angles. Pupils will use algebra to compare angles and determine the type of triangles. Hypothesis 2 – Calculating the missing interior angles of irregular polygons requires multiple steps Learning intention:

Ø Derive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any IRREGULAR polygon, and to derive properties of regular polygons); including knowing names and using the polygons: pentagon, hexagon, octagon and decagon

Knowledge: GP 4-5 = Pupils will be taught how to apply knowledge of angles in triangles to find the sum of interior angles of any irregular polygon. GP 6 = Pupils will be taught how to calculate interior angles of irregular polygons using algebra. Success criteria: GP 4 to 5 = Pupils will solve questions finding the interior angles of irregular polygons and put into a table. GP 6 = Pupils will solve problems where the interior angles of irregular polygons are algebraic expressions. They will use algebra to prove the interior sums of irregular polygons. Hypothesis 3 – Exterior angles always add up to the same amount. Learning intention:

Ø Derive and use the sum of angles in a triangle to deduce and use the EXTERIOR angle sum in any IRREGULAR or REGULAR polygon

Knowledge: GP 4-5 = Pupils will be taught how to apply knowledge of angles on a straight line to find the sum of exterior angles of any regular or irregular polygon. GP 6 = Pupils will be taught how to calculate exterior angles of regular and irregular polygons using algebra. Success criteria: GP 4 to 5 = Pupils will solve questions finding the exterior angles of regular and irregular polygons and put into a table. GP 6 = Pupils will solve problems where the exterior angles of regular and irregular polygons are algebraic expressions. They will use algebra to prove the exterior sums of regular and irregular polygons. Hypothesis 4 – Alternate angles do not help when calculating interior angles of parallelograms. Learning intention:

Ø Being able to apply all rules of angles to complex problem solving questions involving algebra and ratio.

Knowledge: GP 4-5 = Recall angles in a straight line, at a point, corresponding and alternate. GP 6 = Pupils will be taught how to apply the angles learned this week to complex worded questions. Success criteria: GP 4 to 5 = Pupils will solve questions finding the missing angles applying a mixture of methods. GP 6 = Pupils will solve problems where angles include algebraic expressions and ratio. Home learning: Given Monday of each week and due in by Monday the following week.

Week 2

Line of Enquiry: How can we use compasses to create technical real life drawings? REACH (1H) (Review & Recap, Evaluate & Endeavour, Attainment & Achievement, Challenge yourself, Hone your skills) Improvement time to be allocated in one lesson every week from week 2 so as to learn from mistakes done the week before. Individual feedback will be provided as well as personalised improvement questions depending on what each pupil has done wrong in the baseline assessment. Hypothesis 1 – Bisecting a line or angle is a useful skill in real life. Learning intention:

Ø Use the standard ruler and compass constructions: (mainly Higher but key skill can be taught to all)

o perpendicular bisector of a line segment o constructing a perpendicular to a given line from / at a given point o bisect a given angle

Knowledge: GP 4 = Pupils will be taught how to use a compass accurately to draw circles and bisect and angle.

GP 5 – 6 = Pupils will be taught how to construct perpendicular bisectors. Success criteria: GP 4 = Pupils will practice drawing circles and segments/sectors using a compass and ruler accurately. They will use radius and diameter. Pupils will then practice how to bisect an angle then use protractors to measure and check the accuracy. GP 5 – 6 = pupils will use rulers and compasses to bisect angles, construct perpendicular bisectors and construct a perpendicular at a given point. Hypothesis 2 – An equilateral triangle can be drawn without a protractor Learning intention:

Ø Use the standard ruler and compass constructions to construct a 60o angle and equilateral triangle Knowledge: GP 4 = Pupils will be shown how a 60 degree angle can be constructed. GP 5-6 = Pupils will be taught how to use a compass to construct a 60 degree angle and equilateral triangles. Success criteria: GP 4 = Pupils will practice drawing and measuring 60 degree angles using ruler and protractor. Pupils will then practice to construct them using a compass and ruler. Pupils will measure the angles created and compare them for accuracy. GP 5 – 6 = Pupils will complete technical drawings of 60 degree angles then bisect them to create 45 degree angles. Pupils will construct triangles with one 60 angles then measure the other 2 to determine the type of triangle they have created. They will construct equilateral triangles and compare the use of a compass rather to the use of ruler and protractor. ALL pupils will construct diagrams to practice the skills developed in the last few lessons. Hypothesis 3 – Construction of triangles is less accurate with a compass Learning intention:

Ø Use the standard ruler and compass constructions to construct triangles of different types Knowledge: All GP – All pupils will need to be taught how to use a compass and ruler to construct a variety of triangles. These skills are all GP 5 and all pupils will need to be able to attempt this as it appears on both foundation and higher GCSE papers now. Pupils from GP 4 to 7 will need to be able to demonstrate and understanding of this. Success criteria: ALL GP = Pupils will practice using ruler, compass and protractor and will need to be able to draw all 4 types of triangle accurately; scalene, isosceles, equilateral and right angled. They will follow the construction methods below to draw these different types of triangles accurately: SSS – triangle with 3 lengths given. (LGP version) SAS – triangle where they are given 2 sides that are adjacent and the size of the angle in-between. (more difficult) ASA – triangle where they are given 2 of the angles and the length of the side between them. (more difficult) Pupils can measure to check accuracy and also measure the interior angles to check accuracy against the 180 degree rule. Pupils will also use scales and ratio to solve GCSE questions. Home learning: Given Monday of each week and due in by Monday the following week.

Week 3

Line of Enquiry: How do we apply algebraic expressions to shapes?

REACH (1H) (Review & Recap, Evaluate & Endeavour, Attainment & Achievement, Challenge yourself, Hone your skills) Improvement time to be allocated in one lesson every week from week 2 so as to learn from mistakes done the week before. Individual feedback will be provided as well as personalised improvement questions depending on what each pupil has done wrong in the baseline assessment. Hypothesis 1 (Beginning of algebra recap and extension units) – BIDMAS is important when manipulating algebraic expressions Learning intention:

Ø Simplify and manipulate algebraic expressions; o collecting like terms o substitute values into expressions and formulae

Knowledge: ALL GP = Pupils will revise how to simplify expressions following the rules of algebra and the 4 operations. Pupils will be taught how to use algebraic notation when multiplying, dividing, using indices, adding and subtracting. GP 4-5 = Pupils will be taught how to substitute values into expressions. GP 6+ = Pupils will be taught how to substitute values into expressions and formulae. Success criteria: ALL GP = Pupils should be able to complete questions on collecting like terms. LGP pupils will need to be able to collect terms in expressions such as 3a - 5b – 2a + 7b + 4. HGP pupils should be able to simplify expressions such as 2x2 + 6x – 7y + 3x2 + 10y or those with mixed terms such as 4abc + 3bca – 7bac. GP 4 – 5 = Pupils will apply knowledge of the rules of algebra and simplifying to a variety of substitution questions and real life problems. This will be done using GCSE real life exam questions from the AQA resource bank. GP4 Pupils need to substitute values into expressions such as; if a = 4 what is the value of 2a2 + 4 x 6a? Pupils will need to demonstrate that they can also follow the rules of BIDMAS to solve the problems in the correct order. GP 5 pupils will need to be able to demonstrate this for more difficult expressions with divisions and negative numbers or roots. GP 6 + = Pupils will substitute values into formulae such as F=ma, V=u+at and other similar formulae to find solutions for F and V. To develop and stretch the GP they will need to re-arrange formulae and apply inverses to find solutions for m or t etc. Hypothesis 2 – Writing expressions can be useful when working with perimeter and angles Learning intention:

Ø Understand and use the concepts and vocabulary of expressions, equations, formulae, identities, inequalities, terms and factors (review of Year 9)

Ø Apply knowledge to write expressions in order to solve problems

Knowledge:

ALL GP = Pupils will be taught the key differences between expressions, formulae, equations, inequalities and for higher pupils, identities. GP 3 = Pupils will be taught how to write simple expressions from worded problems with a single operation. GP 4 = Pupils will be taught how to write expressions for multiple operations and more than one variable/term. GP 5 = Pupils will write equations and expressions for real life situations in order to solve a larger problem. Success criteria: ALL GP = Pupils should be able to match up the names to the correct definition and provide examples. GP 3 = Pupils need to apply knowledge of the rules of algebra, simplifying and expressions in order to write simple expressions, for example, If I am X years old and my sister is 10 years older, write an expression for my sister’s age (X+10). Pupils will write expressions for the perimeter of shapes. GP 4 = Pupils need to apply knowledge of the rules of algebra, simplifying and expressions in order to write multiple operation/term expressions, for example, If I am X years old, my sister is 10 years older and my nephew is half our total age, write an expression for my nephew’s age = (X+10)/2. Pupils will write expressions for the perimeter of shapes. They will have lengths of different terms, negative values, missing lengths and then they will need to write it as a simple equation and solve for the value of the letter. GP 5+ = As above plus pupils need to be able to write expressions for the perimeter of more complex polygons and for the sum of their interior/exterior angles. They will need to recall knowledge from week 1. Hypothesis 3 – Expanding brackets and factorising are the inverse of each other Learning intention:

Ø Simplify and manipulate algebraic expressions; expand brackets (single and double) and factorise expressions with and without indices

Knowledge: GP 3 = Pupils will be taught how to multiply a single number over a bracket using only positive terms. They will be shown the grid method. GP 4 = As above plus negative terms and multiple terms. They will be shown the grid and the normal multiplication method. GP 5 = As above plus multiplying a letter (positive and negative) over a bracket. Pupils will be taught the rules of indices.

GP 6 - 7 = Pupils will be taught the rules of indices so that they can be shown how to multiply over a bracket involving terms with indices. Pupils will multiply double brackets to create quadratic equations. Success criteria: GP 3 = Pupils will be able to simplify expressions by expanding a single bracket such as 3(x+7) + 2x or 4(x – 2) etc. GP 4 = Pupils will be able to simplify expressions such as -5(2x – 6) + 7x – 4 or 2a(3b + c). GP 5 = Pupils will answer questions showing what happens to indices when multiplying and dividing the same number/letter. They will be able to explain that you cannot simplify indices when adding or subtracting without working them out numerically. They will simplify by expanding brackets such as 3a2(4a + 6) or 2a3b(a – 5b) etc. GP 6+ = Pupils will need to write down how to identify quadratic equations and that they are in the form ax2+bx+c where a, b and c are integer or decimal coefficients. They will see how these are created when expanding double brackets such as (x+3)(x-2) which produces x2+x-6. ALL PUPILS will apply these skills and recall knowledge in writing expression for the area of rectangles or more complex shapes such as the expression for the area of this rectangle is 2(x+1) = 2x+2 cm2. MIDTERM to test key knowledge so far on modules covered will be done this week. Home learning: Given Monday of each week and due in by Monday the following week.

Week 4

Line of Enquiry: How do we apply algebra to solve different types of equations? REACH (1H) (Review & Recap, Evaluate & Endeavour, Attainment & Achievement, Challenge yourself, Hone your skills) Improvement time to be allocated in one lesson every week from week 2 so as to learn from mistakes done the week before. Individual feedback will be provided as well as personalised improvement questions depending on what each pupil has done wrong in the baseline assessment. This week, improvements will be based on the midterm. Hypothesis 1 – Inverse methods are best for solving ALL equations Learning intention:

Ø Solve linear equations with one unknown algebraically including those with the unknown on both sides of the equation (review of Year 9 and Higher content), including the use of brackets and fractions.

Knowledge: GP 3 = Pupils will be taught how to apply inverses to solve 2 step equations with integer solutions. GP 4 = As above plus solutions that are negative or decimal. Pupils will be shown how to break down an equation that also has a set of brackets or divisor line. Pupils will be shown how to solve simple versions of equations with an unknown on both sides with quick steps and positive solutions. GP 5 = Pupils will be taught both the inverse and balancing methods for solving equations with an x on both sides with more steps and negative, decimal and fractional solutions. GP 6-7 = Pupils will be taught how to use linear equations to solve more complex GCSE questions. REACH – this will be taught later in year 10 and in year 11 but pupils may be taught how to solve simultaneous equations should time allow within this unit. Success criteria: GP 3 = Pupils will solve a variety of equations involving 2 steps such as 3x+7=22 by doing the opposite 2 steps. Pupils will begin by solving ‘think of my number’ problems and function machines. GP 4 = Pupils will solve linear equations with one unknown such as 5x-10=-5, 2(x-7)=6, (x+5)/3=10 etc. then move onto double sided equations such as 2x + 5 = x + 9. GP 5 = Pupils will quickly recall solving 2 step equations before moving onto more difficult double sided equations such as 4x – 3 = 6x – 11 or 2(x+5) = 4x – 6. GP 6-7 = Will solve GCSE worded questions using linear equations. ALL PUPILS will apply knowledge of writing and solving equations to perimeter and area problems which are a common type of GCSE exam question in the AQA syllabus. Hypothesis 2 – To factorise quadratics we need to find the multiples of the number with no x in the equation. Learning intention:

Ø Factorise quadratic equations in order to solve them.

Knowledge: Up to GP 5 = Pupils will be taught both the inverse and balancing methods for solving equations with an x on both sides with more steps and negative, decimal and fractional solutions in order to solve worded questions. GP 6-7 = Pupils will be taught how to use factorising or the quadratic formula to solve quadratic equations.

REACH: Pupils will be taught how to factorise quadratics where the coefficient of x2 is not 1. Success criteria: GP 3 = Pupils will solve a variety of equations involving 2 steps such as 3x+7=22 by doing the opposite 2 steps. Pupils will begin by solving ‘think of my number’ problems and function machines. GP 4 = Pupils will solve linear equations with one unknown such as 5x-10=-5, 2(x-7)=6, (x+5)/3=10 etc. then move onto double sided equations such as 2x + 5 = x + 9. GP 5 = Pupils will quickly recall solving 2 step equations before moving onto more difficult double sided equations such as 4x – 3 = 6x – 11 or 2(x+5) = 4x – 6. ALL GP up to GP5: Will apply their knowledge of equations to sove GCSE worded questions. GP 6-7 = Pupils will analyse how to factorise quadratic expressions such as x2+5x+6 to produce (x+2)(x+3). They will then apply this skill to solve quadratic equations such as x2-7x+12=0 which produces (x-3)(x-4)=0 so the 2 solutions of x are 3 and 4. Hypothesis 3 – To solve quadratic equations we need to use BIDMAS correctly. Learning intention:

Ø Use the quadratic formula in order to solve quadratic equations.

Knowledge: Up to GP 5 = Pupils will carry on practising linear equations and problem solving questions. REACH: Pupils will learn how to solve quadratic equations using the formula. GP 6-7 = Pupils will be taught how to solve quadratics using the formula. REACH: Pupils will be taught what the solutions to a quadratic mean when the graph is plotted. Success criteria: GP 3 = Pupils will solve a variety of equations involving 2 steps such as 3x+7=22 by doing the opposite 2 steps. Pupils will begin by solving ‘think of my number’ problems and function machines. GP 4 = Pupils will solve linear equations with one unknown such as 5x-10=-5, 2(x-7)=6, (x+5)/3=10 etc. then move onto double sided equations such as 2x + 5 = x + 9.

GP 5 = Pupils will quickly recall solving 2 step equations before moving onto more difficult double sided equations such as 4x – 3 = 6x – 11 or 2(x+5) = 4x – 6. ALL GP up to GP5: Will apply their knowledge of equations to solve GCSE worded questions. GP 6-7 = Pupils will analyse how to solve quadratic equations using the formula. REACH: Pupils will apply their knowledge of substitution to plot quadratics and find the relationship between the solutions found with the formula and the graph plotted. Home learning: Given Monday of each week and due in by Monday the following week.

Week 5

Line of Enquiry: How can we apply algebraic expressions to solve numerical sequences?

REACH (1H) (Review & Recap, Evaluate & Endeavour, Attainment & Achievement, Challenge yourself, Hone your skills) Improvement time to be allocated in one lesson every week from week 2 so as to learn from mistakes done the week before. Individual feedback will be provided as well as personalised improvement questions depending on what each pupil has done wrong in the baseline assessment. Hypothesis 1 and 2– Algebraic formulae/expressions are not applicable to numerical sequences

Learning intention:

Ø Deduce expressions to calculate the nth term of a linear sequence

Knowledge: GP 3 = Pupils will revise how to find and explain the rules of a variety of linear sequences. They will be taught how to find the nth term for rules with a single simple operation of addition or subtraction. GP 4 = Pupils will be taught how to explain rules of non-linear sequences and how to write the nth term of simple sequences with one operation including multiplication or division. GP 5 = Pupils will be taught how to use multiples to find the nth term of sequences with 2 operations. GP 6 = As above plus pupils will be taught how to find the nth term of descending linear sequences. GP 7 = Pupils will be taught how to apply knowledge of algebra and indices to find the nth term of quadratic sequences. Success criteria:

GP 3 = Pupils will describe in words the rule for ascending and simple descending sequences such as add 3 every time, double every time etc. They will produce flow charts to create and show the sequences. Pupils will then use multiples to help them find the nth term of sequences such as n+2 or n-1 etc. GP 4 = Pupils will also have to write the nth term for sequences such as 2n, 0.5n etc. GP 5 = Pupils will need to be able to find the nth term of sequences such as 2n+5 etc. The pupils will do this for sequences that also begin in the negative number scale or for decimal sequences. GP 6 = As above plus pupils will draw tables of multiples to help them understand and discover the nth term of sequences such as 7, 4, 1, -2, -5….. etc. GP 7 = As above plus pupils will need to be able to describe what is happening to sequences that are linked to square numbers such as 1, 4, 9, 16, 25… which is n2. These pupils will solve a variety of problems both generating sequences from the nth term and finding the nth term of sequences such as 2, 5, 10, 17, 26 … (n2+1) etc. Hypothesis 1 and 2– The nth term of a pattern cannot be found using algebra.

Knowledge: GP 3 -5 = Pupils will revise how to work with patterns and how they link to the nth term. GP 6 = As above plus pupils will be taught how to find the nth term of descending linear sequences with patterns. GP 7 = Pupils will be taught how to apply knowledge of algebra and indices to find the nth term of quadratic sequences. Success criteria: GP 3 - 5: Understand how to continue a pattern and analyse how to calculate its nth term. GP 6 = Pupils will analyse how Fibonacci sequences work. GP 7 = As above plus pupils will need to be able to describe what is happening to sequences that are linked to square numbers such as 1, 4, 9, 16, 25… which is n2. These pupils will solve a variety of problems both generating sequences from the nth term and finding the nth term of sequences such as 2, 5, 10, 17, 26 … (n2+1) etc. Home learning: Given Monday of each week and due in by Monday the following week.

Week 6

Line of enquiry: Continued from week 5 REACH (1H) (Review & Recap, Evaluate & Endeavour, Attainment & Achievement, Challenge yourself, Hone your skills) Improvement time to be allocated in one lesson every week from week 2 so as to learn from mistakes

done the week before. Individual feedback will be provided as well as personalised improvement questions depending on what each pupil has done wrong in the baseline assessment.

Lesson 2 will be for revision and lessons 3 and 4 will be for the end of LC2 exam – one calculator and one non-calculator paper spanning 2 hours.

Week 7 REACH (1H) (Review & Recap, Evaluate & Endeavour, Attainment & Achievement, Challenge yourself,

Hone your skills) Improvement time to be allocated in one lesson every week from week 2 so as to learn from mistakes done the week before. Individual feedback will be provided as well as personalised improvement questions depending on what each pupil has done wrong in the baseline assessment. This week the results from the Mocks in Week 6 will be analysed and individual work will be produced for students to do in lessons.

Extended Learning and links across the curriculum for numeracy.

(This is not part of the ‘timed’ schedule but is seen as additional support)

Extended learning will in a variety of forms. During home learning pupils may be asked to use the following sites where they complete quick quizzes, CIMT tasks, GCSE style questions and more open ended tasks.

1) Levelled quizzes

http://www.educationquizzes.com/ks3/maths/ 2) Lots of maths online help and activities – as well as mini tests

http://www.bbc.co.uk/schools/websites/11_16/site/maths.shtml

3) http://uk.ixl.com/math/year-7 This link is useful for additional revision and practice on all areas of maths. For semester 4 pupils should click on the Geometry areas for practice questions.

4) Maths Made Easy provides a large bank of graded GCSE revision tasks, tests, lessons and topic papers.

5) Maths-drills is another website with a rich variety of resources for revision and practice.

Extended learning will also be in lesson plans where links are made to real life.

Pupils can research this at home at the necessary points in LC2.