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This is a good topic theme to teach first or second as
It contains many quick to fully pre assess topics, as learners below the 15 percentile will have mastered no/few layers from many topics. With the timely practice teach one layer per topic per learner per curriculum spiral approach, almost all learners will find it easy to learn a new layer from each of the suggested topics. |
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Learners below the 15 percentile often haven’t retained learning on this topic, so it can be really quick to pre assess, hence its suggested as lesson 1. Layer 1 is easy to learn, and learners are often engaged by the concept that “mathematicians are so lazy they can’t be bothered to write 2 x p so they miss out the times sign” | ||
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This is deliberately made simple in layer 1 - learners don’t need to plot coordinates, nor continue tables of values - they merely need to draw a line segment through the given points across the full width of the graph paper. So don’t discount this topic as “too hard”. For layer 2, the learner doesn’t need to be able to plot coordinates, better that they use “go right one square and up (or down) … squares”. This helps the learner to get a natural sense of gradient, and find errors in their plotting of graphs later. |
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This helps learners get a sense of negative number, so is valuable to teach this topic. |
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With timely practice this is “just as hard to teach a spread of attainment” as with traditional maths teaching, but often there isn’t a wide spread of attainment, in the below 15th percentile classes. The teacher might like to teach layer 1 to the whole class (or all the class that haven’t yet mastered layer 4) as
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This topic may take some time to pre assess completely, hence teacher will probably want to leave this topic until most other algebra topics are taught. Teaching simplifySD may muddle some learners with their recently learned simplifyPQ skill - if this happens - its best to remove the simplifySD layer, as simplifyPQ has many more layers than simplifySD. |
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This topic may take some time to pre assess completely, hence teacher will probably want to leave this topic until most other algebra topics are taught. With timely practice this is “just as hard to teach a spread of attainment” as with traditional maths teaching, but often there isn’t a wide spread of attainment. (The teacher can remember that with timely practice the learning will stick, so each cycle of the curriculum, teaching this topic will get easier). If there is a wide spread of attainment, it may be easier to teach to groups at their table or clustered around a flip chart, rather than teaching to the whole class. FYI If learners have mastered layer 2 and layer 4, no need to teach layer 3. |
Topic Theme: Geometry/Measure
Suggested teaching order (NB perimeter is deliberately omitted form the first teaching cycle - as it can interfere with mastering area in the first curriculum spiral)
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| title | If some learners have completed pre assess and others have not OR if everyone has finished pre assess - use this teaching order |
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If everyone is still doing pre asses, select a teaching order which maximises topics where most learners are pre assessed
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everybody learns
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only if pre assess finished and enough lesson time
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NOTES
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changeUnits
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scaleInterpret
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translateANDvector
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rotate
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2D
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volume
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area
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enlarge
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coordinate
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3D
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reflect
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For low attaining learners its worth taking a screenshot of the numberX10etc dashboard - to see what learners already know - although learners may be able to learn without the skills listed below: layer 1: no need to multiply by 10 layer 2: will find easier if numberX10etc layer 4 is mastered layer 3 and 4: will find easier if numberX10etc layer 10 is mastered |
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| title | scaleInterpret: only those who have finished pre assess |
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This topic may take some time to pre assess completely, hence teacher will probably want to leave this topic until most other algebra topics are taught. Teaching simplifySD may muddle some learners with their recently learned simplifyPQ skill - if this happens - its best to remove the simplifySD layer, as simplifyPQ has many more layers than simplifySD. |
Topic Theme: Geometry/Measure
Suggested teaching order (NB perimeter is deliberately omitted form the first teaching cycle - as it can interfere with mastering area in the first curriculum spiral)
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If everyone is still doing pre asses, select a teaching order which maximises topics where most learners are pre assessed
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It is quite helpful if only the lowest attaining learners are learning volume together, as far more learners than one expects don’t know how to visualise in 3D from an isometric drawing. Having multlink available and colouring the cubes in the diagram to match might help. |
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Have tracing paper ready + be ready to show how to use it (using a flip chart rather than a whiteboard may help). Share strategies on how to tell left from right? The common misconception is counting the squares between the two shapes. |
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Have tracing paper ready + be ready to show how to use it (using a flip chart rather than a whiteboard may help). Encourage slowly turning the page to check if diagrams are correct |
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Perhaps start with practise-learn layer 1 worksheet as a warm up? Make sure you pronounce the shape names, and then get learners to parrot them backthe two shapes. |
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| It is quite helpful if only the lowest attaining learners are learning volume together, as far more learners than one expects don’t know how to visualise in 3D from an isometric drawing. Having multlink available and colouring the cubes in the diagram to match might help
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Have tracing paper ready + be ready to show how to use it (using a flip chart rather than a whiteboard may help). |
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FYI perimeter is saved for next term. There are a number of layers building up to “area of rectangle = width** times height”, this is partly because low attaining learners don’t know many times table facts, but also IMHO one can’t remain a low attaining learner if one can use the power of multiply (and v.v.) ** FYI I find that using the length times width adds unnecessary confusion for many learners, as it muddles with width, depth and height measurements of furniture and the generic us of length.“oh, here we go, along the xylophone and up or down the yoyo” is useful - whereas - “along the corridor and up the stairs” has many misconceptions waiting to trap the unwary! |
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It is quite helpful if only the lowest attaining learners are learning layer 1 and 2 without teaching harder layers - using scale factor has a high working memory load, so encourage learners to show their workings out. | ||
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“oh, here we go, along the xylophone and up or down the yoyo” is useful - whereas - “along the corridor and up the stairs” has many misconceptions waiting to trap the unwary!learners to show their workings out. |
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Have tracing paper ready + be ready to show how to use it (using a flip chart rather than a whiteboard may help). Encourage slowly turning the page to check if diagrams are correct |
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Make sure you pronounce the solid names, and then get learners to parrot them back. | ||
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Have tracing paper ready + be ready to show how to use it (using a flip chart rather than a whiteboard may help).For low attaining learners its worth taking a screenshot of the numberX10etc dashboard - to see what learners already know - although learners may be able to learn without the skills listed below: layer 1: no need to multiply by 10 layer 2: will find easier if numberX10etc layer 4 is mastered layer 3 and 4: will find easier if numberX10etc layer 10 is mastered |
Topic Themes: Probability/Statistics and Integer
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