# end of year 9 pre assess for three students

This course is for year 10 who are doing 2 extra maths lessons per week within the SEN department.

## 5th July

order | who | activity | notes |
---|---|---|---|

activity 1 | whole group | teach negativeTL1.pdf each learner practises: negative1.pdf | If waiting for any latecomers, learners may begin activity 2. |

activity 2 | everybody does their own personalised assignment (max 20 mins) | These are questions which either the learner seemed to know already or had some help with during assessment, so ideally don't give help. If you do give help, record as before. If learners finish quickly they may move on to activity 4. Move on to activity 3 after 20 minutes or when all learners have finished (which ever is first). | |

activity 3 | whole group | teach primeTL1.pdf each learner practises: prime1.pdf | |

activity 4 | more pre assessment or new learning for T | E and M have red/black/gold number assessment to complete teachT: translateANDvectorTL1.pdf then T should practice: translateANDvector1.pdf | T finished the pre assessment from last week quickly - so you can teach him something which the others already seem to know. |

activity 5 | filler activity | Filler activity - something to do if any learners finish early |

## 6th July

order | who | activity | notes |
---|---|---|---|

activity 1 | whole group |
teach: (everybody) 10bondTL5.pdf teach: (harder for E) solvingReadyTL2.pdf practise: (E, M) 10bond5.pdf practise: (T) solvingReady2.pdf (E and M may try too - if they wish) | If waiting for any latecomers, learners may begin activity 2. E and M may be able to learn solvingReadyTL2.pdf with the group (I'm not sure as they didn't finish the red/black/gold pre assess) |

activity 2 | everybody does their own personalised assignment | Learners are allowed to ask for help M's is short so have activity 4 ready for him | |

activity 3 | whole group | teach: factorTL1.pdf practise: factor1.pdf | Use the vocabulary multiple when appropriate |

activity 4 | more pre assess | and last chance to finish red/black/gold | The purpose of this further pre assess is to find work that is "a bit too hard" on topics that we know that they know. Then we know where to pitch the teaching at - if you explain this to the class when they do this assignment it should make them feel better when they find quite a few too hard! You may have time for activity 5 (but don't rush - its OK to miss it out) |

activity 5 | whole group | teach: givenDIVsignTL3.pdf practice: givenDIVsign3.pdf | This activity is OK if you do the teach-learn at the end of the lesson (but don't have time to get the learners to do the practise-learn this lesson). |

## 12th July

what help to record

For the moment let's assume these learners would get a reader (and a scribe for spelling) in their exams - so when the teacher reads out sentences from the assignments, no need to record this as help.

If the teacher needs to resort to pointing etc to make the meaning of the words clear then record this as help.

order | who | activity | notes |
---|---|---|---|

activity 1 | whole group | teach fractionINTROtl4.pdf each learner practises: fractionINTRO4.pdf | If waiting for any latecomers, learners may begin activity 2. |

activity 2 | everybody does their own personalised assignment | T1 - see 5th July | E and M can get help freely (but hopefully they won't need it These are questions which either T seemed to know already or had some help with during assessment, so ideally don't give help. If you do give help, record as before. If T finishes quickly, he can go on to T2 while you wait for E and M |

activity 3 | whole group | teach simplifySDTL1.pdf practice simplifySD1.pdf | Begin teaching when E or M finish their assignment, but no more than 20 minutes into lesson (they can return later to finish |

activity 4 | filler activity | personal practice numberX10etc2w.pdf | This activity will help learners transition from numberX10etc layer 1 to numberX10etc layer 2 (but it makes more sense to get some learners to do this later - if at all, and teach numberX10etcTL2.pdf as a whole group if possible) |

activity 5 | whole group (or teach one by one) | teach numberX10etcTL2.pdf practice numberX10etc2.pdf | It might be hard to keep the whole group together, so it might be easier to teach this to each learner individually. Learners can get on with pre assess (see activity 6) to make good use of lesson time if waiting. |

activity 6 | filler activity | Complete any red/black/gold assignments left incomplete or the new pre assess Complete numberX10etc2w.pdf if not too easy now or return to fill in the most suitable time table grids - see 5th July filler activity | The purpose of this further pre assess is to find work that is "a bit too hard" on topics that we know that they know and to find if they can remember something about some topics we haven't assessed yet. Then we know where to pitch the teaching at - if you explain this to the class when they do this assignment it should make them feel better when they find quite a few too hard! |

## 13th July

order | who | activity | notes |
---|---|---|---|

activity 1 | whole group | teach scaleInterpretTL1.pdf each learner practises: scaleInterpret1.pdf | If waiting for any latecomers, learners may begin activity 2. |

activity 2 | everybody does their own personalised assignment | Let me have T's assessment if he needs more assignments for today | |

activity 3 | whole group | teach simplifyPQTL1.pdf practice simplifyPQ1.pdf | I think because of the nature of simplifyPQ1.pdf, you might be able to transition directly from activity 3 to activity 4 (and keep the group together) |

activity 4 | whole group | teach decimalFractionTL1.pdf practice decimalFraction1.pdf | |

activity 5 | filler activity | If all complete then they might like to do: fractionOF10.pdf (use fractionOFtl10.pdf if you need to show an example) or (slightly easier if T needs it) givenDIVsign2.pdf (use givenDIVsignTL2.pdf if you need to show an example) | I've just added this so that you have enough to keep them going (plus you said they liked givenDIVsign3.pdf ) |

## 19th July

order | who | activity | notes |
---|---|---|---|

activity 1 | whole group | teach sequenceMultipleTL4.pdf each learner practises: sequenceMultiple4.pdf | If waiting for any latecomers, learners may begin activity 4 |

activity 2 | split group | teach practice personalised assignments: E4.pdf (from last week) M3.pdf (from last week) | teach T whilst E and M do their personalised assignments |

activity 3 | split group | teach practice T: T5.pdf | teach E and M whilst T does his personalised assignment |

activity 4 | personalised | T: T3P.pdf (finish) | |

activity 5 | filler activity | E: E3P.pdf (finish) M: M3P.pdf T: use T6 from tomorrow and let me know ASAP that T needs more |

## 20th July

order | who | activity | notes |
---|---|---|---|

activity 1 | whole group | teach fractionADDsubTL2.pdf each learner practises: fractionADDsub2.pdf | If waiting for any latecomers, learners may begin activity 2. |

activity 2 | personalised | ||

activity 3 | whole group | teach volumeTL2.pdf if really too easy (see notes), then extend to volumeTL3.pdf practice 3D-2D diagrams if too easy then 3D-2D diagrams too | this is extension of volume layer 1 as no clue for counting cubes. They couldn't do when we pre assessed but I think now they've done a little extra practice they might find it too easy. So ... if they say its too easy, get them to complete 3D-2D diagrams independently and if correct teach volumeTL3.pdf |

activity 4 | filler activity | If all complete then they might like to do: fractionOF10.pdf (use fractionOFtl10.pdf if you need to show an example) or (slightly easier if T needs it) givenDIVsign2.pdf (use givenDIVsignTL2.pdf if you need to show an example) | if whole group finished early do this |

activity 5 | filler activity | if just some learners finished early do this |