Contents:
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
VELS:
In Measurement, chance and data, students use metric units to estimate and measure length, perimeter, area, [surface area,] mass, [volume,] capacity, [angle in shapes and solids, time, and temperature.] They convert metric units into smaller or larger units as required. They judge the accuracy of their estimates by measurement and calculate error. They use mensuration formulas (for example, for area and perimeter of circles, area and perimeter of triangles and parallelograms, and the surface area and volume of prisms and cylinders).
Measurement, chance and data
At Level 5, students measure length, perimeter, area, surface area, mass, [volume,] capacity, [angle, time and temperature] using suitable units for these measurements in context. They interpret and use measurement formulas for the area and perimeter of [circles,] triangles and parallelograms and simple composite shapes.
Lesson 1:
Starter Question:
"How many different ways can you find to multiply these two numbers?"
Learning Objective:
"To discover new ways of thinking about multiplication."
Key Learning Points:
Identify different methods we use to multiply numbers and thereby equip students with new techniques
Introduce arrays
Materials:
1 cm grid paper
Activities:
Multiplication Toss
Extension Work:
Maths Online: Arrays
Strategies:
Direct instruction
Small-group work
Lesson Timeline:
Starter Question
- Identify different styles of multiplying:
---Normal Sum
---"Chunking"
---"Double and half"
---Different Sum
Class Discussion
-"Show me on the board how you would use chunking."
-"What's the name of the method [student] just showed us?"
Direct Instruction
-Multiplication Toss
-Hand out sheets
Activity: Multiplication Toss
Class Discussion/Direct Instruction:
-"How many squares are there inside this rectangle?"
-"What's another way we could get this number, looking at the rectangle?"
Activity:
Nelson Maths 7 - Arrays
Homework:
Finish Textbook Arrays work
Lesson 2:
Starter Question:
"What does 3 x 7 =?"
"What does 7 x 3 =?"
"Compare these two arrays. How many do each equate to?"
Learning Objective:
"To understand how the commutative law works."
Key Learning Points:
To understand when it is appropriate to use the commutative law:
-multiplication
-addition
Revision of times tables
Materials:
Times table grid (with numbers missing)
Strategies:
Direct Instruction
Class Discussion
Lesson Timeline:
Starter Question + Class Discussion
Times Table Worksheet (Grid)
-Has several numbers missing, as well as multiplication equations beyond the scope of student knowledge (with the commutative version solved). Students must use their knowledge of the times tables, as well as the commutative law to fill in all answers.
Revision of multiplication techniques
-"What methods do we know to help us solve this equation?"
Mathletics: Multiplication
Discussion of Homework (Arrays)
Nelson Maths 7
Lesson 3:
Starter Question:
"What would be the most useful unit to use when measuring the length of matchsticks? What about roads?"
Learning Objective:
To establish when to use appropriate units
To be able to convert between units of measurement
Key Learning Points:
Gaining a conceptual awareness of measurement techniques and uses
Establishing which units are appropriate under which circumstances
Materials:
Rulers, measuring tape
Units worksheet
Length worksheet
Activities:
Units: Which one shall I use?
(In pairs) Students must determine, from a list of objects/spaces, which piece of equipment should measure what. Students must measure each thing then convert between metric unity of measurement for length.
Length Conversion
Students are given a sheet with various lengths on it (height of double-decker bus, length of football field, width of screw, etc.) and they must estimate the length, then fill in a table with the estimated length in their chosen units- afterwards converting the value to mm, cm, m and km.
Extension Work/Homework:
Mathletics: Converting Units of length
Maths Online: Length Conversion 1, Length Conversion 2
Strategies:
Direct instruction
Small-group work
Discussion
Assessment:
Will collect up both worksheets
Lesson Timeline:
Starter Question
Class Discussion
-"If this pen is ten centimetres wide, how many times would that fit into a metre?"
-"So how many metres long is this pen?"
Units: Which one shall I use?
-Regroup to discuss answers afterwards
-Activity requires students to responsibly move around immediate area (open-plan classrooms) to measure lockers, heights or walls, etc.
Length Worksheet
Class Discussion
Lesson 4:
Starter Question:
"How much milk is there in a normal bottle?"
Learning Objective:
"To convert between units of capacity and mass, and read labels accurately."
Key Learning Points:
Conversion between units of mass and capacity
Establishing the difference between mass and capacity
Reading labels
Activities:
Measures -> Reading Volume and Capacity
Capacity Presentation:
Students must find (in image search, online) 6-8 different containers with labels of capacity on them. They must identify how much is in there and convert between mL, L, etc.
Extension Work:
Nelson Maths 7 - Capacity
Strategies:
Direct Instruction
Class Discussion
Assessment:
They will submit their presentations
Lesson Timeline:
Starter Question
Class Discussion
-"If this can hold 250 mL, how many times would the liquid in this fit inside a regular milk bottle?"
-Establish the formulae for converting and why they make logical sense
Measures -> Reading Volume and Capacity
Nelson Maths 7 - Capacity
Class Discussion
-Revision of conversion between units of length
-"What is mass?"
-"How is it different from weight?"
-"What would I weight if I were on the moon?"
-"Would my mass be any different?"
-Establish how to convert between mg, g, kg, tons
-"What would I weight using mg?" (e.g. active ingredient in a Panadol tablet)
Lesson 5:
Starter Question:
"Do you remember what multiplication this array represents?"
Learning Objective:
"To establish the area of a rectangle using our knowledge of arrays."
Key Learning Points:
Calculating areas of rectangles
Understanding the concept of area
Extension Work:
Nelson Maths 7 - 14.04, Qs 7-11
Strategies:
Direct Instruction
Class Discussion
Lesson Timeline:
Starter Question
Class Discussion
-Commutative Law
-Arrays
-What is area?
Nelson maths 7 - Area of a rectangle: 14.04, Qs 1-6
Class Discussion
-"Why does this rectangle have the same area as this one?"
Maths Online: Arrays 2
Lesson 6:
Starter Question:
(Area of a rectangle question- commutative law review)
Learning Objective:
"To calculate the area of a tringle."
Key Learning Points:
Establish the relationship between the side length of a square and its perimeter and area
Calculate the area of a triangle by halving the area of an associated rectangle
revise area-array relationship
Materials:
Triangle worksheet (Nelson Maths 7 - 14.06 1,2)
1cm grid paper
Activities:
Controlled, scientific, mathematical testing
In this activity, students have to fill out a table of results to identify the effect of increasing the side length of a square, marking down the perimeter and area for squares of growing side length. They must then answer the following questions:
-How is the area changing each time?
-How is the perimeter changing each time?
-Can you work out any rules for working out the area/perimeter from the side length of a square?
The students then reflect on the scientific manner in which they carried out the "experiment"
Triangle Worksheet
Extension Work:
Maths Online: Triangles
Strategies:
Direct Instruction
Discussion
Assessment:
Triangles Worksheet (to be collected)
Lesson Timeline:
Starter Question
Class Discussion
-Areas/Perimeters
Controlled, scientific, mathematical testing
Class Discussion
-How do we work out rules to help us in mathematics?, etc., etc.
Area of a Triangle Presentation
-"What happens when you let chickens steal your picnic lunch?!" (I like drawing and making things out of felt)
NB: I left the first page intentionally blank, so my "dry" introduction would contrast with what popped up on-screen.
Demonstration of how to form 2 identical triangles by cutting a rectangle (A4 sheet of paper- get students to hold it up)
Nelson Maths 7 - 14.06, 1,2
