3. Today I will learn to substitute
into formulas Level 5
Challenge Objective:
Substitute into formulas
involving squares and square
roots Level 6
Key Words
Equation, Generate, Substitute, Unknown, Inverse,
Square, Square Root, Fraction
4. •All will find substitute into
a formula
•Most will find use
substitution to solve
problems
•Some will substitute into
formulas involving ² or √
5. Have you heard the key words
Key Word Never heard Heard it, It means...
it before but I can’t
remember the
meaning
Substitute
Square
Inverse
Square
Root
Generate
Unknown
Equation
Fraction
6. Speed thinking
• When I have explained how to do this you have a
set time to do each bit.
• When I say start, in silence, write down as many
formulas as you can that you have come across in
Maths or every day life.
e.g. The formula for area of a rectangle is base x
height
or A = b x h
or A = bh
12. Today I will learn to substitute
into formulas Level 5
Challenge Objective:
Substitute into formulas
involving squares and square
roots Level 6
Key Words
Equation, Generate, Substitute, Unknown, Inverse,
Square, Square Root, Fraction
13. •All will find substitute into
a formula
•Most will find use
substitution to solve
problems
•Some will substitute into
formulas involving ² or √
14.
15.
16. Peer Assessment
On your partners work, mark the
work they have done and write:
• 1 thing that they have done well
• 1 thing they need to do to
improve
Get ready we will be sharing!
17. Answers – Level 5
1 a 9 b 43
2 a 26 cm b 62 cm
3 a 55 mph b 45 mph
4 a 32 m/s b 58 m/s
5 a 92 m/s b 75 m/s
6 a 113 °F b 104 °F c 149 °F d 212 °F
19. Today I will learn to substitute
into formulas Level 5
Challenge Objective:
Substitute into formulas
involving squares and square
roots Level 6
Key Words
Equation, Generate, Substitute, Unknown, Inverse,
Square, Square Root, Fraction
20. •All will find substitute into
a formula
•Most will find use
substitution to solve
problems
•Some will substitute into
formulas involving ² or √
24. Today I will learn to substitute
into formulas Level 5
Challenge Objective:
Substitute into formulas
involving squares and square
roots Level 6
Key Words
Equation, Generate, Substitute, Unknown, Inverse,
Square, Square Root, Fraction
25. •All will find substitute into
a formula
•Most will find use
substitution to solve
problems
•Some will substitute into
formulas involving ² or √
26. Plenary
One thing I One thing I
need to
have learned remember for
today is... next time is...
Editor's Notes
Ask three members of the class for a number between 1 and 9. Write these numbers on the board. The students have got to make their way from the bottom of the triangle to the top, where sides touch, not edges (using the numbers you have selected and any Mathematical symbols). E.g. Numbers are 2, 3, 5 so 2 x 5 – 3 = 7, so the students then need to make 6 or 8 and then if they make 6, they have to make 2 and then 3 and then 1 to get to the top of the triangle.
To check progress of the class, mark the task completed and then ask the students to rate how they found the activity, Green = confident, Yellow = OK, Red = Unconfident/don’t get it. Ask the students to draw the corresponding face next to their work so when marking you can see how the students found the task.
This is a great entry activity to help get students used to the key words of the lesson, it will give them a focus on the mathematical terminology. Ask the students to complete the grid, if they are they must write down the meaning of the word, if they are or they tick the appropriate box on the sheet. Make sure you get students to feedback to the class the meanings of the key words (this will aid the use of these words during the lesson).
Explain that you are having a competition to see which working pair can come up with the most formulas. Ensure the students know who they are working with. They have 1 minute to get as many ideas of their own down in their books. Then they have 1 ½ mins to get as many down as they can in pairs (so total thinking time 2 ½ mins).Once this is complete, share the formulas as a class and write some down on the board. Choose a formula and get the students to substitute into it some values that you have given them (great activity for using mini white boards to check understanding).
Explain that you are having a competition to see which working pair can come up with the most formulas. Ensure the students know who they are working with. They have 1 minute to get as many ideas of their own down in their books. Then they have 1 ½ mins to get as many down as they can in pairs (so total thinking time 2 ½ mins).Once this is complete, share the formulas as a class and write some down on the board. Choose a formula and get the students to substitute into it some values that you have given them (great activity for using mini white boards to check understanding).
Explain that you are having a competition to see which working pair can come up with the most formulas. Ensure the students know who they are working with. They have 1 minute to get as many ideas of their own down in their books. Then they have 1 ½ mins to get as many down as they can in pairs (so total thinking time 2 ½ mins).Once this is complete, share the formulas as a class and write some down on the board. Choose a formula and get the students to substitute into it some values that you have given them (great activity for using mini white boards to check understanding).
As different pairs to read out the formulas, write some good ones down on the board. These would be ideal to use as examples of how to substitute into a formula.Explain that you are having a competition to see which working pair can come up with the most formulas. Ensure the students know who they are working with. They have 1 minute to get as many ideas of their own down in their books. Then they have 1 ½ mins to get as many down as they can in pairs (so total thinking time 2 ½ mins).Once this is complete, share the formulas as a class and write some down on the board. Choose a formula and get the students to substitute into it some values that you have given them (great activity for using mini white boards to check understanding).
Use this slide if you are not happy with any of the formulas your class has come up with, it is much more powerful to get the students to come up with the formulas rather than doing an example like above.
To check progress of the class, mark the task completed and then ask the students to rate how they found the activity, Green = confident, Yellow = OK, Red = Unconfident/don’t get it. Ask the students to draw the corresponding face next to their work so when marking you can see how the students found the task.
Now get the groups to swap work back. Each group to read out to the class what they have done well and what they need to do to improve.
To check progress of the class, mark the task completed and then ask the students to rate how they found the activity, Green = confident, Yellow = OK, Red = Unconfident/don’t get it. Ask the students to draw the corresponding face next to their work so when marking you can see how the students found the task.
To check progress of the class, mark the task completed and then ask the students to rate how they found the activity, Green = confident, Yellow = OK, Red = Unconfident/don’t get it. Ask the students to draw the corresponding face next to their work so when marking you can see how the students found the task.
Get the students to draw two big bubbles in their book and copy and complete the statements. Get them to share what they have written with the class.
