SCT6 – Week 5 23 / may / 11
· All pupils can use a protractor to accurately measure angles
· Most pupils can work out the relationship between the Interior angles of polygons
· Some pupils can see that the exterior angles of any polygon add up to 360degrees.
1. Use a protractor to measure angles
2. Exterior angles add up to 360 degrees
3. Measure angles
Interior angles of polygons go up by 180 degrees because there is an extra triangle.
To develop multiplication ability by using three different methods
1. Grid method
2. Diagonal method
3. Long method
I like the Grid method and diagonal method is good.
I like the diagonal method, it was new and I can do long multiplication correctly.
I can do it in my head
· All can recognise conversion graphs
· Most can read conversion graphs
· Some can use data to accurately draw conversion graphs
1. Follow the line on the conversion graph
2. Swap things around e.g. 1 min 0.75 km
3. Use a ruler
Today I made quite a few mistakes but then I fixed them.
You have to be careful when you are reading the graph to be accurate.
Last week, whilst working on Pie-charts I saw that pupils struggled with using protractors. Thinking about wanting to allow the pupils to tell me what they have discovered I created a task which allowed them to look at interior and exterior angles of regular polygons and practice their use of protractors. By the end of the lesson they were expected to tell me three things that they had discovered (along the lines of what the exterior angles add up to, what interior angles add up to….is there a link…).
This lesson went well and pupils worked in pairs to find the missing angles and wok out what they added up to…the plenary was especially successful as I was able to demonstrate the addition of triangles to illustrate how interior angles are related to the number of sides the polygon has and the pupils were very curious to see how this worked. They left with a ‘hmmm who knew’ look which did amuse me.
The multiplication lesson also worked very well as pupils were pleased with themselves when they were able to find the answers to long multiplication sums. I gave the history of the diagonal method, explaining that it originated from China and the peasants used it and they were quite impressed. I would have liked to have spent a bit more time explaining this but the class were restless enough with my talking. This lesson was appropriate and probably something I would use earlier in the year so that pupils get a strong foothold on how to multiply. By the end of the lesson pupils were choosing the method they preferred and it was good that they were exposed to a variety of methods. I saw that whilst some preferred the diagonal method, other worked with the grid, but the international pupils (Pupil B) would only use Long multiplication method. Interesting.