Lesson plan area of rectangles, triangles and compund shapes basic


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Lesson plan area of rectangles, triangles and compund shapes basic

  1. 1. Queensbury School Golden Lesson Planning SheetTitle: Area of squares, rectangles and triangles Group:7C2 thDate:Monday 26 March 2012 Period :4 Target levels for lesson: 3,4&5Learning Objectives ICT/Literacy/Numeracy• I will learn to calculate the area of squares and rectangles by counting squares Level 3 Key words to be displayed on board• I will learn to calculate the area of squares and rectangles using lengths Level 4 Area, Perimeter, Rectangle, Square, Triangle, cm²,• I will learn to calculate the area of a triangle Level 5 Polygon, Parallel• Challenge Objective: I will learn to calculate the area of compound shapes Level 5+EDCC objective: To work individually and in a groupTo work individually and in groupsLearning Outcomes:• All will calculate the area of squares and rectangles by counting squares Level 3• Most will calculate the area of squares and rectangles using lengths Level 4 and calculate the area of a triangle Level 5• Some will calculate the area of compound shapes Level 5+Entry/starter: Students enter the room and complete the card sort for matching key words to the definitions. To discuss in pairs. AMP to ensure any reading issues are addressed. To check the progress of the entry activity, AMP to read out definitions and students should hold up the key word they think it is. Main student learning activities: Differentiation Activities to check progress:AMP to share LO’s with the class.The class have fond area of rectangles before, by counting the squares, so hopefully this activity will not be By targeted questioning. By students choosing which part of the Q&A.needed for the majority. It is important to remind the students why area of rectangles is calculated base x work they can do. If the students are confident counting the Then circulating and checking the answers ofheight. Students to complete differentiated worksheet – as appropriate (either counting squares or by finding squares to find the area of the rectangles, they can move on to the students.the area using the formula). finding the area by using the formula base x height. Then by students marking and showing that they have answered the questions correctly.AMP to give each student a piece of card made up as a rectangle, with measurements on it. Students to Seating plan is differentiated. Ellis and Rohit will need extra Class to come up with a formula and thencalculate the area of the rectangle. Then students asked to cut the rectangle in half, down the diagonal. What support. Q&A differentiated. give the students a chance to work ashape have we made? What is this shape in relation to the rectangle? In pairs discuss how we could come up question out using the whiteboards. Showwith a rule for finding the area of a triangle. me to check progress.Students to be then brought back together and whiteboard answers to triangle problems.Show the students a compound shape made up of rectangles. Discuss in pairs how they could find the area of By Q&A, by starting question given by AMP. AMP to circulate and mark questions. Bythe whole shape. The Q&A to confirm they are clear. Students to then be given a question to solve (which are finding correct answer and moving on indifferentiated by colour – red easiest, yellow middle, blue hard) students answer the questions on the sheet order.and use ipods to check answers and move on to the next differentiated question.Progress sheets to complete during the lesson.Pleanry Activity – look at the different posters around the room and answer the hardest question that you can By which poster they choose Progress sheet & AMP to share responses.on a post-it and put the post it on the appropriate poster.
  2. 2. Differentiation specific to individual students (eg targeted questioning.. etc) Health & SafetyG&T Take care with scissorsRobert and Josh are the strongest in the group and need a bit of pushing on.SENSee attatched. Waquas is new to the group and is working towards level 1. His English is minimal and his attendance is very poor.Use of Support( You must direct the LSA ) – AssessmentLSA to sit with Waquas at all times, also to help Rohit if needed. AMP to look after Ellis. LSA’s do not attend lessons when Waquas See above.is not here.Resources – Homework -PP, card sort for entry activity, rectangles, progress sheets, worksheets, ipods, differentiated questions and QR code laminates. Due in today from some – some have already handed it in on FridayLesson context : Prior attainment Current attainment Target grades for group Key Stage results For End of Year Eg - 5 at level 5a etc.. All students, with the exception of Waquas, working 3 x level 4 which is ridiculous. If they have made 2 levels progress in 6 years, I’m not Students arrived at Queensbury with level 2 and at high level 2 and 3. going to make 2 levels progress in a year!!!! some working below this. I have not put targets and levels on the books as I am not prepared to make the students feel like they are failing!Other relevant information re group (eg number of lessons, shared groupetc..) TickInformation plus with lesson plan to be placed on chair at the back of the room for observer 1. Seating plan with SEN & G&T high lighted On working wall 2. Latest Class data sheet with current attainment(this can be a photocopy of your mark book) Yes 3. Power point slides/ notebook slides& relevant resources that will be used during the lesson Yes