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


orderwhoactivitynotes
activity 1whole 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)

E1.pdf

M1.pdf

T1.pdf

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 3whole 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

improveXfacts1to3.pdf

improveXfacts1to7.pdf

improveXfacts7to11.pdf

Filler activity - something to do if any learners finish early

6th July

orderwhoactivitynotes
activity 1whole group

solve 

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 2everybody does their own personalised assignment

E2.pdf

M2.pdf

T2.pdf

Learners are allowed to ask for help

M's is short so have activity 4 ready for him

activity 3whole group

teach: factorTL1.pdf

practise: factor1.pdf

Use the vocabulary multiple when appropriate 
activity 4more pre assess

E2P.pdf

M2P.pdf

T2P.pdf

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 5whole 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.


orderwhoactivitynotes
activity 1whole group

teach fractionINTROtl4.pdf

each learner practises: fractionINTRO4.pdf

If waiting for any latecomers, learners may begin activity 2.


activity 2everybody does their own personalised assignment

E3.pdf

M3.pdf

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 3whole 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 activitypersonal practice numberX10etc2w.pdfThis 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 6filler activity

Complete any red/black/gold assignments left incomplete 

or the new pre assess

E3P.pdf

M3P.pdf

T3P.pdf

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

orderwhoactivitynotes
activity 1whole group

teach scaleInterpretTL1.pdf

each learner practises: scaleInterpret1.pdf

If waiting for any latecomers, learners may begin activity 2.


activity 2everybody does their own personalised assignment

E4.pdf

M4.pdf

Let me have T's assessment if he needs more assignments for today


activity 3whole 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 5filler 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

orderwhoactivitynotes
activity 1whole group

teach sequenceMultipleTL4.pdf

each learner practises: sequenceMultiple4.pdf

If waiting for any latecomers, learners may begin activity 4

activity 2

split group

teach T onlygivenDIVsignTL3.pdf (from fortnight ago)

practice T only: givenDIVsign3.pdf (from fortnight ago)

personalised assignments: 

E4.pdf (from last week)

M3.pdf (from last week)

teach T

whilst E and M do their personalised assignments

activity 3split group

teach  E and M only decimalFractionTL1.pdf (from last week)

practice E and M only decimalFraction1.pdf (from last week)

T: T5.pdf

teach E and M

whilst T does his personalised assignment

activity 4personalised 

E5.pdf

M4.pdf

T: T3P.pdf (finish)


activity 5filler activity

E: E3P.pdf (finish)

M:  M3P.pdf 

T: use T6 from tomorrow and let me know ASAP that T needs more 


20th July

orderwhoactivitynotes
activity 1whole group

teach fractionADDsubTL2.pdf

each learner practises: fractionADDsub2.pdf

If waiting for any latecomers, learners may begin activity 2.


activity 2personalised

E6.pdf

M5.pdf

T6.pdf


activity 3whole 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 4filler 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 5filler activity

improveXfacts1to3.pdf

improveXfacts1to7.pdf

improveXfacts7to11.pdf

if just some learners finished early do this