All entries for Tuesday 09 November 2010

Class

Year 7 Class 7

Day

Monday

Date

8/11/10

No. Of pupils

16

Lesson time

11:25 - 12:25

Time

Activity

Assessment

11:25

Pupils arriving, sit down and get ready to begin. Whiteboard pens and tissues given out, pupils asked to find the whiteboard page of their planners.

11:30

Drawing acute/obtuse/reflex angles (Look out for interesting "borderline" angles, as a learning point eg acute angles can be tiny or almost 90 degrees. Is likely most diagrams will be 30-60 degrees)

1. "Draw me a right angle...and hold your whiteboard up"

(If there are incorrect answers, chose someone with a correct answer to explain to the class what a right angle is. Ask incorrect pupils to have another go and hold it up.)

• "Don't rub out your right angle, draw on that diagram: an acute angle"

(If there are few incorrect answers, do as above.

If there are many incorrect answers: probably have some which are obtuse. Borrow an acute and obtuse whiteboard from pupils. "We have some answers like this [acute] and some like this [obtuse]. Which one is right?" "Why?")

• "Draw me another right angle and an obtuse angle on the same diagram"
• "This one is tricky. Can you draw a reflex angle?"

(If there is confusion ask "who remembers what a reflex angle is?", take answers from class, then they can draw it)

Can pupils recall what it means to be acute/obtuse/reflex?

5. Repeat acute/obtuse/reflex if there were incorrect answers. (To save time, could draw all three on one diagram and put a A, O, R next to each one)

Have the ones who previous got it wrong got it right this time?

11:40

Drawing estimates of given angles

1. "Draw me a right angle, and write next to it how many degrees there is in a right angle".

"How many degrees are there in a right angle?"

• "On that diagram, draw a 45 degree angle. I'm not expecting it to be exact, just do an estimate".

(With incorrect answers: draw on the board an estimate of the ones I've seen (far too big/small) and ask class if they accept those as around 45 degrees? Why/why not? How did they draw their (correct) ones? (Aiming for 45 is half of 90 so should be about half of a right angle))

• (Unless diagrams are very messy) "On the same diagram: draw a 30 degree angle".
• "Ok, rub all that off. Now draw a 180 deg angle."
• "We'll finish off with one tricky one: have a go at drawing a 135 degree angle. "

(Expect them to struggle. While they think about it, write 90 deg + 45 deg = 135 deg on the board. Draw class attention to this and ask "How could this help?"

Can pupils estimate simple angles? Can they explain why?

Can pupils estimate angles as a composite of simple angles?

Spare time

Estimating the size of a given angle (less interested in precise accuracy, more interested in justifications.)

If class find drawing estimates of angles unexpectedly easy and have some spare time: draw random angles on the whiteboard. Ask pupils to write an estimate on their whiteboard. See range of answers and pick interesting ones to be justified to class.

IDEAS: 55, 15, 120, 340 Remember that angles don't have to be drawn anticlockwise from horizontal.

Can pupils justify their estimates, using simple angles as guidelines?