The questions are sequenced so that pupils can begin to see and notice the shifting of perimeters, as a link with compound perimeter problems and visualising the sliding of parallel lines to make lengths. I’ve struggled to find it for the last few weeks so I’ve made my own version. There was a resource I used to use years ago around ‘nibbled’ perimeters. “Move the end on one across and add two to the top and bottom to complete the rectangle.” “You’d add four lines on and then off the double line inside.” “You’d add three lines on and then take off the one on the inside.” Showing pupils some maths and asking them to explain it is powerful AfL for us as teachers to see where kids are at with communicating maths through a speech, a precursor of writing it down.įor the above conditions I had the following responses: As a subsection of Geometry and Measure, these volume and surface area teaching materials are just a small pocket of our. “Year 7, some people might look at this and think that four squares will have a perimeter of 10 units, but watch this!”įollowing with this up with reasoning around why adding a square in a line is a definite way to increase the perimeter by two helps train pupils out of that ‘there’s always just a right or wrong answer in maths’, and brings in increasing conditions for mathematical knowledge. KS3 Maths classes can tackle the topic of volume and surface area whilst shaping up their proficiency with cylinders, cuboids and prisms using a selection of worksheets, activities, homework tasks and general resource packs. No matter what the level of mathematics in lesson (the above screenshot and the one below were taken from our year 7 nurture group) conjecture and argument have a place.Īgain, the aim is not to catch pupils out with the 4 squares also having a perimeter of 8, but was presented in a way that is a big sneaky secret. Even in the task below, it took a lot of modelling and using the visualiser to get them to look at individual line segments rather than the number of lines in the shape. Secondly, pupils really struggled divorcing the number of squares (we’re avoiding the word area here) from the perimeter. (Similarly, Pilot V Board Master Chisel Tip Medium Refillable pens? No contest. This post, and the subsequent post, address two approaches I’ve taken.įirstly, I can’t recommend projecting a square excel spreadsheet on the board with border shading enough for a quick and dirty square whiteboard. Separating perimeter from area has a whole host of benefits in allaying misconceptions around dimensional differences between lengths and areas, but this often means that reasoning and teaching to greater depth with perimeter exclusively can be more challenging.
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |