Always / Sometimes / Never: The mean is a whole number. KM: If a calculator some pupils may not use the symbol (or ‘=’ Kenny is working out the mean of 2, 3, 4 and 5. He calculates 2 + 3 + 4 brackets) correctly; e.g. working out the mean of 2, 3, 4 and 5 as 2 + 3 NRICH: + 5 ÷ 4 = 10.25. Do you agree with Kenny? Explain your answer. + 4 + 5 ÷ 4 = 10.25. The average number of children per family (Married Couples, 2012) is Some pupils may think the average is always the middle number NRICH: 1.8. Convince me that this statement makes sense. Some pupils may think that the mean must be a whole number Some pupils may not realise that the mean must lie within the range NRICH: of the data set. Learning review NCETM: KM: NCETM: Investigating properties of shapes 6 hours Key concepts The Big Picture: identify properties of the faces, surfaces, edges and vertices of: cubes, cuboids, prisms, cylinders, pyramids, cones and spheres derive and apply the properties and definitions of: special types of quadrilaterals, including square, rectangle, parallelogram, trapezium, kite and rhombus; and triangles and other plane figures using appropriate language Possible learning intentions Possible success criteria Investigate the properties of 3D shapes Know the vocabulary of 3D shapes Explore quadrilaterals Know the connection between faces, edges and vertices in 3D shapes Explore triangles Visualise a 3D from its net Recall the names and shapes of special triangles and quadrilaterals Know the meaning of a diagonal of a polygon Know the properties of the special quadrilaterals (including diagonals) Apply the properties of triangles to solve problems Apply the properties of quadrilaterals to solve problems Prerequisites Mathematical language Pedagogical notes
Always / Sometimes / Never: The mean is a whole number. Kenny is working out the mean of 2, 3, 4 and 5. He calculates 2 + 3 + 4 + 5 ÷ 4 = 10.25. Do you agree with Kenny? Explain your answer. The average number of children per family (Married Couples, 2012) is 1.8. Convince me that this statement makes sense. NCETM: KM: NRICH: NRICH: NRICH: Learning review KM: NCETM: If a calculator some pupils may not use the ‘=’ symbol (or brackets) correctly; e.g. working out the mean of 2, 3, 4 and 5 as 2 + 3 + 4 + 5 ÷ 4 = 10.25. Some pupils may think the average is always the middle number Some pupils may think that the mean must be a whole number Some pupils may not realise that the mean must lie within the range of the data set. Investigating properties of shapes 6 hours Key concepts The Big Picture: identify properties of the faces, surfaces, edges and vertices of: cubes, cuboids, prisms, cylinders, pyramids, cones and spheres derive and apply the properties and definitions of: special types of quadrilaterals, including square, rectangle, parallelogram, trapezium, kite and rhombus; and triangles and other plane figures using appropriate language Possible learning intentions Possible success criteria Investigate the properties of 3D shapes Explore quadrilaterals Explore triangles Know the vocabulary of 3D shapes Know the connection between faces, edges and vertices in 3D shapes Visualise a 3D from its net Recall the names and shapes of special triangles and quadrilaterals Know the meaning of a diagonal of a polygon Know the properties of the special quadrilaterals (including diagonals) Apply the properties of triangles to solve problems Apply the properties of quadrilaterals to solve problems Prerequisites Mathematical language Pedagogical notes