My time zone and your time zone may be the same time zone.
Maybe midnight for you and midnight for me are the same.
Your month and my month could be the same month.
But they could be different. Not every day. Not all the time. Not everywhere.
But some times in some places on some days.
Perhaps even on the day this was written.
My time zone and your time zone may be the same time zone.
Maybe midnight for you and midnight for me are the same.
Your month and my month could be the same month.
But they could be different. Not every day. Not all the time. Not everywhere.
But some times in some places on some days.
Perhaps even on the day this was written.
A simple taxonomy activity. It might be upgraded by duplicating the sheet for years from 1937 through to 1945. It is left to colleagues to debate whether the Anschluss and similar events represented an invasion or not; and whether Spain and other countries were truly neutral.
A gentle starter for those beginning to grasp proportionality. It enables extension by encouraging pupils to design their own questions (with answers). Proportionality is visualised using a familiar item (macaroni) that they may see at home. Recognising that such a familiar item may be used in this way may lead to experimentation beyond the classroom.
Folllowing the timeline for the Autumn term I have provided on this website, these break each objective into four steps: consolidating; developing; securing; mastering. Each objective is taken directly from the "new" UK National Curriculum for Key Stage 3 [where an objective is given for each bullet point (from page 5): https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf ] .
Consolidating - is generally pitched for the weakest pupils: who are revisiting key stage 2 material that may have been first taught before year 6.
Mastering - will generally pitched to stretch at or beyond expectations for key stage 3.
Problem solving exercises will need to be set within and around material each week. Three hours per week has proven enough to deliver the material to the very most committed and able pupils (when accompanied with sufficient homework); however, five hours per week (and some looping back to earlier objectives if/when later objectives prove inaccessible) may suit pupils who would benefit from such an approach.
From days at Primary; animated & adjusted to work for -ve powers of 10 as well as +ve.\nKibel [pp34-40 Miles T.R., Miles E. (2004)Dyslexia é mathematics] has +ve story to tell about Dienes blocks.\nWorth remembering that their use can be scaled up é down. Hence BETTER version will be made by someone with time é 3D ICT kit. It’ll ZOOM in é out to enable pupils to view (é correctly name - for US é Brit purposes!) numbers as big as a Googol é as small as...\nIt'll use techniques like those in these slides; but combined with ZOOMING as seen in this: http://www.youtube.com/watch?v=I-Tym_6YLUI
Folllowing the timeline for the Spring term I have provided on this website, this breaks each objective into four steps: consolidating; developing; securing; mastering. Each objective is taken directly from the "new" UK National Curriculum for Key Stage 3 [where an objective is given for each bullet point (from page 5): https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239058/SECONDARY_national_curriculum_-_Mathematics.pdf ] .
Consolidating - is generally pitched for the weakest pupils: who are revisiting key stage 2 material that may have been first taught before year 6.
Mastering - will generally pitched to stretch at or beyond expectations for key stage 3.
Problem solving exercises will need to be set within and around material each week. Three hours per week has proven enough to deliver the material to the very most committed and able pupils (when accompanied with sufficient homework); however, five hours per week (and some looping back to earlier objectives if/when later objectives prove inaccessible) may suit pupils who would benefit from such an approach.
Place Bearing Point on ground and calibrate to magnetic north using compass/GPS. Pupil stands on Bearing Point with trundle wheel. Giant scale map-making/diagram-drawing begins.
Corners/Vertices can be marked using cones.
Bearing point can be lifted and replaced with cone at each vertex to aid taking further bearings.
£4.50 IKEA Mat: http://www.ikea.com/gb/en/catalog/products/40239429/
Chalk pen: http://www.amazon.co.uk/s/ref=nb_sb_noss?url=search-alias%3Daps&field-keywords=pens+chalkérh=i%3Aaps%2Ck%3Apens+chalk
[might work with Tippex pen]
