Subject: Maths Pulse and water College

Class: Quartz Student: Teacher:

Project: Unit: Term :

Aims - Students should be able to:

Week One Learning Objectives Be Lesson Content Resources Key Words

able to:

Know how to Students should be confident with , linear graph

Quadratic
Flip transformations, and the meaning of gradient and
graph
y-intercept.
transformation Squash/stretch Starter: review
Jump Tactile/Auditory activity: ax is the gradient. The
Slide gradient changes how steeply a line climbs. Using
your hands (wrists held together), show me the
A quadratic graph shape the graph would make if I were to change a
ax2+bx+c. to or 2, 4, etc. call out Squash! or Stretch!
depending on whether a is less than one or more
than 1.
Repeat for other transformations.
Visual activity: using Google graphs students type
in equations, changing ax, a(x+ or -), bx and y-
intercept.
Visual activity: Create a cheat sheet for all the
different transformations using colours

Written activity:
Homework:F.IF2 Quadratics sheet in Maths
Resources
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Speaking and listening opportunities

 Learning Objectives Be Lesson Content Resources Key Words
able to:
TRANSLATION
Understand cubic Students should be confident with Integers, X-AXIS
Lesson One graphs, graphs including negative integers and fractional indices. Y-AXIS
with other greater Starter: review different indices. Use worksheet or VECTOR
than 1 powers; textbook.
Tactile/Auditory activity:
fractional powers; Repeat for other transformations.
negative powers Visual activity:
(reciprocals) Written activity: mini essay explaining why x^ ()
will only give a curve in the positive axis, and why
for x^-1 the y-axis is an asymptote (the y axis is
never touched)
Homework:

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Speaking and listening opportunities

Sensory opps: pushing small objects along
vectors on a given sheet of paper.

Game of chess/drafts/ snakes and ladders etc

 Learning Objectives Be Lesson Content Resources Key Words
able to:
Shapes: which ones are Enlargements?
Enlarge polygons
Lesson Three on a graph with Enlargement and reductions are ways of creating
positive and Similar shape, which means scaling shapes up or
fractional scale down by the same factor in all directions (i.e.,
factors Enlarging parts of a photo or art so that you can fit
it to your wall,

Drawing a building plan scaled down, to fit in other

parts of the building.

We use the centre of an enlargement so that it

ends up in the right place, and to help us enlarge
it the correct amount.

(Gather around one big sheet of checked paper in

the middle to complete some questions from
book. First example is worked by teacher with
questions and prompted input from students.)

Last task: mark out a 2x3 rectangle in your

squared exercise book, and inside draw a simple
Halloween-themed design.
Homework: enlarge your design on the following
scales:

Show the measurements.

Differentiation Literacy/Numeracy Focus SMSC/PSHE Opportunities British Values

Speaking and listening opportunities

 Learning Objectives Be Lesson Content Resources Key Words
able to:
Starter: recap on positive scale factors and spend
Complete 5-7 mins checking through homework and
Lesson 4: enlargements and answering homework-related questions.
reductions using
negative and Problem: how would we complete an
fractional scale 'enlargement' which results in a smaller shape?
factors (ans: by multiplying side lengths by a fractional
scale factor).
When do we use fractional scale factors in real
life? (maps are scaled-down; passport photos or
school photos etc)

Task: mark out an 8x8 square in your book and

draw the outline of a picture in your book. I would
like you to now reduce your diagram on a scale
factor of . what does your drawing look like
now? (hint: can encourage students to split up
pre-drawn squares in book to help make drawing
the new diagram more accurate).

Next task: What about if you wanted to enlarge

the drawing you made, but only by the scale factor
of 1? how can I make this simple?

Next task: Introduce negative scale factors.

Encourage students to pick up on the fact that a
'negative' version of something usually means
doing the same process but in the opposite
direction (can use examples of number lines;
velocity; thermometers). Therefore multiplying
polygon by negative scale factor means
completing the transformation on the other side of
the origin.
Complete questions from GCSE (B) book.
Extension: Create a problem for a classmate
which involves a scale factor which is both
negative and fractional.

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 Speaking and listening opportunities

Week Two Learning Objectives Be Lesson Content Resources Key Words

Introduce with able to:
short story
Define the words 'bisector' (something which cuts Angle bisector
Construct something else in half), 'right angle' and (line which exactly
Lesson One perpendicular and 'perpendicular' (a line at right angles to another halves an angle)
angle bisector lines straight line).
Perpendicular
Question for students: In real life, when might it bisector (line
help to be able to construct perpendicular and which crosses a
angle bisectors? (e.g., when marking boundaries straight line at 90
on land; when creating patterns in textiles/design). degrees).
Textbook: see Mymaths book 3B, p223 for
explanation of perpendicular and angle bisectors
construction.

Worksheet: Angle Bisectors and football (in

resources)

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Speaking and listening opportunities

Week 2 Learning Objectives Be Lesson Content Resources Key Words

 able to:
Theme: constructing boundaries shapes.
Construct a Explain: In exam situation you will be asked to
Lesson 2 triangle given build a triangle to measurements given by the
either: exam board. This skill requires you to be able to
use incomplete information to create a complete
3 side lengths triangle.
Questioning: would you be able to construct only
2 side lengths and one specific triangle if I gave you the following
an angle information?
1 angle and 1 side (No)
2 angles and a 2 sides? (No)
side length 3 sides? (Yes)
3 angles? (No)
(for right triangle) 2 sides and 1 angle? (Yes)
1 hypotenuse and 1 side and 2 angles? (Yes) [conclusion: if we
1 side need to construct a triangle, we need at least 3
pieces of information, and at least one of those
pieces must be about side length]

SSS construction: this can be demonstrated using

two large rulers and a whiteboard. A line is
marked (say 50cm) on the board and the
remaining lines' lengths (say 35cm and 47cm) are
marked on the rulers. By placing the corner of a
ruler on each end of the line on the board and
simultaneously moving both in an arc towards
each other, the specific triangle will be found by
finding where the marked side lengths meet.
Instead of using two marked rulers, how could we
more accurately perform this same process?
(answer: use a compass measured out to the first
ruler's side length to draw an arc with the
compass point on the edge of your original line.
Then open the compass to the second given side
length, place the point on the other end of the
original line, and repeat the process.)
Differentiation Literacy/Numeracy Focus SMSC/PSHE Opportunities British Values

Speaking and listening opportunities

 Learning Objectives Be Lesson Content Resources Key Words
able to:
Activities: Mutually exclusive
Move onto Dice rolling
Lesson 3 probability-a break Harder:
from geometry. populations,
stratified
ssample , random
sample
Use the probability
scale and
differentiate
between relative
frequency and
frequency (easy).
Draw sample
space diagrams of
dice rolling and
then have a go to
see what you get
more of when you
roll two dice.

Harder: begin
sampling.
Differentiation Literacy/Numeracy Focus SMSC/PSHE Opportunities British Values
Sensory opportunities:
Easy: picking objects from a bag; looking at
coloured counters in proportional arrangements;

MIddling:
Harder:
 Learning Objectives Be Lesson Content Resources Key Words
able to:
Independent and
Lesson 3 dependednt
probabiltiy and
probability trees
Differentiation Literacy/Numeracy Focus SMSC/PSHE Opportunities British Values

Speaking and listening opportunities

Learning Objectives Be Lesson Content Resources Key Words

able to:

Week/Lesson
Differentiation Literacy/Numeracy Focus SMSC/PSHE Opportunities British Values

Speaking and listening opportunities

Learning Objectives Be Lesson Content Resources Key Words

able to:
Enlarge polygons
Week/Lesson: in graphs with
negative scale
factors
Differentiation Literacy/Numeracy Focus SMSC/PSHE Opportunities British Values
 Speaking and listening opportunities

Learning Objectives Be Lesson Content Resources Key Words

able to:
Enlarge polygons
Week/Lesson: in graphs with
negative scale
factors
Differentiation Literacy/Numeracy Focus SMSC/PSHE Opportunities British Values

Speaking and listening opportunities

Learning Objectives Be Lesson Content Resources Key Words

able to:
Enlarge polygons
Week/Lesson: in graphs with
negative scale
factors
Differentiation Literacy/Numeracy Focus SMSC/PSHE Opportunities British Values

Speaking and listening opportunities