1. The Lesson Plan Chris Olley

2. The 5 Part Lesson 1.Starter (quick practice to get them in) 2.Orientation (student activity) 3.Exposition (teacher tying down the idea) 4.Practice (exercise) 5.Plenary (repetition or bridge to the next step) This could last 1, 2 or more ‘periods’ …

3. Pythagoras Theorem 1.Quick practice on squares and square roots 2.Investigate the relationship between the squares on the sides of a right angled triangle 3.Name the outcomes of the investigation, contextualise the result (as Pythagoras Theorem), provide practice structure 4.Practice problems 5.What-if-not?

4. The Starter A slide with 10 quick questions plus one unfinishable question. Always start with some utterly trivial questions Always give enough information, so that no explanations is needed. Give clear instructions for anything that could be ambiguous.

5. Starter 25 th Sept 2013

6. Orientation

7. Copy the table into the front of your books. Find as many right-angled triangles as you can. Look for a relationship in the sizes of the squares in each case. Smallest SquareMiddle SquareLargest SquareEqual, greater or less than 90  8  8=6413  13=16915  15=225 Less Your aim is to fit three squares corner to corner to make a right angled triangle. You must check very carefully. Fit corners perfectly!

8. When the angle is 90  If you add up the area of the two smaller squares you get the same as the area of the largest square. When the angle is 90  If you add up the area of the two smaller squares you get the same as the area of the largest square. This is called Pythagoras' Theorem after the Greek Mystic, Numerologist and Mathematician, Pythagoras of Samos. The theorem was known long before the time of Pythagoras. It appears in ancient Egyptian writing. There is evidence that ancient Egyptian farmers used the rule to make sure that their fields were at 90  to the river Nile Length Square +=

9. Length Square +=

10. Plenary... for example … Does it work for other shapes on the sides of the right angled triangle? Make up two examples where at least one of the lengths is not a whole number. Find out more about Pythagoras of Samos. Write an illustrated page of what you find.

11. The Sequence Plan

12. The Lesson Plan

13. Detail all of the lesson activities: starter, orientation, exposition, practice, plenary… Ensure a narrative flow connecting each part of the lesson Detail the use of your orientation mechanisms and activities Specify timings for each activity Consider the transitions between activities Detail the presentation of key notation and vocabulary Anticipate and plan for key misconceptions Plan specific assessment opportunities (What can you test? How will you react?) Plan in detail the instructions you will give for student activity and the final presentation appearance to support and sustain the activity Write down key questions you will ask Ensure you have considered ICT possibilities Starter 10 mins: circulate and check answers in correct format. Mark as you go and read answers at end. Activity 25 mins: press to cut out quickly. Circulate to check accurate placing of vertices. Check for close but not quite marked as right angled. Make sure all groups find at least 3 or 4 right angled triangles. As time wears on hint some suggestions. Exposition 10 mins: Before showing the slide, get one member from each group to write their rule on a MWB. Show them to me, correct if needed. Then all come out and show the class. Now show slide. Tell the story. Examples: mark the side lengths onto the diagram (show final answer on MWBs) 1.a=6, b=8 2.a=5, b=9 don’t hint for calculator use. 3.a=4, c=11 (leave this on show) Exercise 15 mins: circulate and mark answers, check for filling in. Read out answers for marking. Plenary 10 mins: groups of three devise a (“hard”)question of their own. First to finish come out and ‘teach’ it to the class using the exposition slide.

14. Orientation List the different types of orientation activity that you have engaged with during the course so far. What materials needed to be produced or equipment used? How were you organised to engage with the idea?

15. Pedagogic Task (Orientation) Discourse Pedagogy DS+DS- Reserved Situation/ Composition Components/ Assembly Ostensive Exposition/ Problem Demonstration/ Drill

16. A Teaching Episode (FDPR/P) You will ‘teach’ for 10 minutes. (max. teacher talk = 5 mins) You must design an activity that your audience can engage with, that will deepen their understanding of some aspect of FDPR/P. You will need to design the materials needed for the activity … include some aspect of (dynamic/ interactive) technology if you possibly can. ‘Plan’ your lesson as a combination of the materials (presentation, poster, work/activity sheet) and a written plan. Test your first draft on members of your group to to see if that they are sufficient for your audience to engage. Rework. Discourse Pedagogy DS+DS- Reserved Situation/ Composition Components/ Assembly Ostensive Exposition/ Problem Demonstration/ Drill

17. Feedback & Evaluation How clear was it, what you were supposed to do? To what extent did the activity get you thinking about the maths? How did the activity deepen your understanding? Analyse the pedagogic task(s): Teacher/pupil action Discourse Pedagogy DS+DS- Reserved Situation/ Composition Components/ Assembly Ostensive Exposition/ Problem Demonstration/ Drill