You need to be signed in to add your comment.

Session 10 Piara Waters - Andrea and Jasmine Year 7 Maths (60 min class)

by Andrea Rassell,

Warm Up 

Shape Spotting 

In pairs

Do a visual scan of the room. Point out rectangles, squares, and triangles you can see. Estimation some of the perimeters of the shapes.

E.g.

  • Height of a window

  • Distance across the room

  • Width of a chair

Compare your estimations with your partner, are they similar or different? 

What are you basing your assumptions on?

What unit did you choose to describe the perimeters with? 

 

Main Activity 

Kinaesthetic measuring

In groups of three:

  1. Each person is take a step and measure the length of your natural stride what a tape measure (do not exaggerate it)

  2. Choose ONE from square, rectangle, triangle

  3. Tape out a shape on the floor, it can be larger or smaller than your stride 

  4. Walk along the lines of the shape and use your stride distance to estimate the perimeter of the shape

  5. Measure the actual perimeter dimensions with a tape measure and calculate - how good was your estimation using your stride? 

  6. Each person should perform the task, with help from the group 🙂


 

Reflection with the students 

We verbally did the reflection since we were in the library today and will add our coloured sand to the class next time. We verbally identified collaboration, inquisitiveness and imagination as the habits we used 🙂

Nothing to photograph yet but will return to this once we add our sand!

 

After the session:

 

Planning with the Teacher
 (refer back to your original Term Plan document, discuss successes, explore challenges and make changes.)

Using the bigger space of the library, it was good to have the space but Jasmine and I had to move around more which took a little time, and moving the class to a new location took 10 minutes. If the new location is routine and kids know ahead of time it shortcuts this. Today was the first time and we have one other session planned in the library so will be shortcut next time.

Jasmine randomised the group choice by writing a number 1-6 on their hands. Worked well and they got to choose pairs for the warmup then didn’t complain for the groups for the main activity.


Working with students
 (what is emerging, what is engaging them/not, what’s making them curious.)

They seemed to like the comparison of their estimated measurements. Varied widely from 1m difference to nothing!


Breaking it down into steps and coming together made them more productive. Had 3 new students to the class.  


Ideas moving forward
 (ideas for next session, future lessons, discussed with teacher, do you need the teacher to do anything before you return.)

We are trying to do more specific curriculum stuff this term. We have planned out most of the sessions already, with a focus on creating digital assets and moving image animations using Canva.

Jasmine randomised the group choice by writing a number 1-6 on their hands as they worked on. Worked well and they got to choose pairs for the warmup then didn’t complain about the groups for the main activity! We will try to do this for future group work too.

Resources
 (do you need anything, who will source it?)

Nothing for next week.


How can you share learning outcomes/stories of transformation with the wider school community (e.g. Connect newsletter, staff meeting, school newsletter, school social media platforms)

School facebook 

Compass (intranet) to raise awareness with families 

Andrea and Jasmine to share photos with each other via google drive 



Share Session 10 Piara Waters - Andrea and Jasmine Year 7 Maths (60 min class) on Facebook Share Session 10 Piara Waters - Andrea and Jasmine Year 7 Maths (60 min class) on Twitter Share Session 10 Piara Waters - Andrea and Jasmine Year 7 Maths (60 min class) on Linkedin Email Session 10 Piara Waters - Andrea and Jasmine Year 7 Maths (60 min class) link