LOS PODERES Y APARA ARA ARA ARATOS DEL EST ARA TOS DEL EST TOS DEL EST TOS DEL EST TOS DEL ESTADO ADO ADO ADO ADO
E. Sobre los medios de comunicación Sobre los medios de comunicación
VIII. SOBRE EL PROCESO DE RECONCILIACIÓN SOBRE EL PROCESO DE RECONCILIACIÓN
This is a photocopiable master from Maths Makes Sense Teacher’s Guide 3, for children to complete.
Daily practice
Recall multiplication facts from the two, three, four and five times tables (Grade 2)
Give a calculator and an exercise book to each child. Ask children to draw a margin and write the question numbers down the page. Display Activity 25. Say: Partner As – you’re going to say and write
down the answer as quickly as you can. Partner Bs – you’re going to work out the answer on the calculator. Then Partner Bs – I want you to show Partner As the answer so they can check if they’re right.
Ask Partner As to say ‘Question One’ so that both partners look at the same question and are ready to start. Partners swap roles after each question. Continue to complete all questions, all partners working at their own pace.
Chant times tables
Throughout the day, chant a selection of times tables (up to 10) forwards and backwards with children. Then ask children random question from the times tables, for example, What is ten times six?
Eight times nine is…?
End-of-block objectives
Draw and label points and measure accurately to draw line segments from written instructions, e.g. Draw line segment
AB = 3 cm; Draw point C
Use a pair of compasses and pencil to accurately measure and draw a circle specified in writing, e.g. Draw a circle with centre
C and a radius of 3 cm
Accurately measure and draw a regular hexagon using a pair of compasses and a ruler.
Steps for assessment
Note the level of assistance needed to:
open the compasses to a specified amount using a prepared line segment
draw a circle by placing the compass pin in a prepared labelled point.
Monitor children and check these steps for assessment at every
stage of the lesson.
Don’t forget! Children have been introduced to line segments in
Maths Makes Sense 3, Block 1, Geometry, Lesson 1.
Main teaching
Guided practice
Give a ruler, compasses and PCM 14 to each child. Display Activity 26, screen 1.
Say: Look at question 1. Look at the line that goes through A and B.
Data and Measure
Lesson 2
Block 2
Resources
Daily practiceActivity 25
Calculators, lined exercise books
Main teaching
Activity 26
PCM 14
Board compasses, flipchart, compasses (1-per child), 15-cm rulers
This is a daily lesson plan from Maths Makes Sense Teacher’s Guide 3.
forwards and backwards with children. Then ask children random question from the times tables, for example,
Eight times nine is…?
End-of-block objectives
End-of-block objectives
Draw and label points and measure accurately to draw line segments from written instructions, e.g. Draw line segment AB = 3 cm; Draw point C
Use a pair of compasses and pencil to accurately measure and
End-of-block objectives
End-of-block objectives
segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment
Use a pair of compasses and pencil to accurately measure and forwards and backwards with children. Then ask children random forwards and backwards with children. Then ask children random forwards and backwards with children. Then ask children random
Eight times nine is…?
question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example, question from the times tables, for example,
segments from written instructions, e.g. Draw line segment Draw and label points and measure accurately to draw line Draw and label points and measure accurately to draw line segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment question from the times tables, for example,
cm; Draw point C
question from the times tables, for example,
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment segments from written instructions, e.g. Draw line segment Draw and label points and measure accurately to draw line Draw and label points and measure accurately to draw line segments from written instructions, e.g. Draw line segment
End-of-block objectives
Draw and label points and measure accurately to draw line
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
Draw and label points and measure accurately to draw line segments from written instructions, e.g. Draw line segment AB = 3
End-of-block objectives
Draw and label points and measure accurately to draw line segments from written instructions, e.g. Draw line segment
End-of-block objectives
Draw and label points and measure accurately to draw line segments from written instructions, e.g. Draw line segment
End-of-block objectives
segments from written instructions, e.g. Draw line segment
End-of-block objectives
Draw and label points and measure accurately to draw line
End-of-block objectives
End-of-block objectives
End-of-block objectives
End-of-block objectives
Say: Here is a point called A, where two lines cross (point to the point A, not the letter). Here is a point called B, where two lines cross (point to the point B, not the letter). This is the line segment AB (run a finger from A to B). Remind children that the line goes on forever that way (point into the distance to the left) and it goes on forever that way (point into the distance to the right).
Say: Find the line segment AB on your PCM. Use your ruler to measure
AB. Agree that AB is 3 cm or 30 mm. Say: Write three centimetres
under line segment AB. Children write ‘3 cm’ on their PCMs.
Say: I will draw the line segment and the point C on the flipchart.
Pretend it is the same size as on your PCM. Draw the line segment AB
and the centre C on the flipchart, write ‘3 cm’ under the line segment.
Say: Now we are going to open the compasses to three centimetres. Use board compasses to show how to open the compasses to
(pretend) three centimetres, by using the line segment AB you have drawn on the flipchart. Children copy actions on their PCM. Use the board compasses to use C as the centre and draw a circle.
Say: You’ve opened your compasses to three centimetres. Hold your
compasses at the top so you don’t change the measurement. Now place the compass pin in C and draw a smooth circle. Children draw
the circle on their PCM.
Use the line segment AB drawn on the flipchart. Run a pointer from A to B and say: How far is it from A to B (pretend)? Children say chorally: Three centimetres. Place the board compasses with the pin at A and the ‘pencil’ at B. Run a pointer from the pin to the ‘pencil’ and say: How far is it from here to here (pretend)? Children say chorally: Three centimetres.
Place the board compasses so that the pin is at C and the ‘pencil’ is on the circumference. Run a pointer from the pin to the ‘pencil’ and say: How far is it from here to here (pretend)? Children say chorally:
Three centimetres.
Run a pointer from the centre C to the circumference and say: How
far is it from here to here (pretend)? Children say chorally: Three centimetres. Repeat the movement from the centre to several
different points on the circumference and each time repeat the script. Say: We say the circle has centre C and a radius of three centimetres,
we could have said it had a radius of thirty millimetres but in this case we’ll say three centimetres. Same Value, Different Appearance.
Say: Radius means how far it is from the centre of the circle to the
edge or circumference. We drew a circle with centre C and radius three centimetres. Next to the circle write ‘Circle centre: C. Radius:
30 mm’.
Ask children to look at question 2 on their PCMs and measure line
segment PQ. Agree that it is 2.5 cm long. Say: Now I want you to
draw a circle with centre R and a radius of twenty-five millimetres. How can you do that? Agree that they can use line segment PQ to
open their compass to 25 mm and draw a circle with the compass pin
in point R. Children draw the circle.
Display Activity 26, screen 2. Point to the circle and say: My turn,
your turn. Circle centre: R. Radius: twenty-five millimetres.
Review
Display Activity 26, screen 3. Click through to review how to use a line segment to draw a circle.
centre
circumference
radius
Labelled parts of a circle
This is a daily lesson plan from Maths Makes Sense Teacher’s Guide 3.
Use the line segment AB drawn on the flipchart. Run a pointer from
How far is it from A to B (pretend)? Three centimetres.
at A and the ‘pencil’ at B and say:
Place the board compasses so that the pin is at C and the ‘pencil’ is on the circumference
say: How far is it from here to here (pretend)?
Three centimetres.
centre on the circumferenceon the circumferenceon the circumferenceon the circumferenceon the circumferenceon the circumferenceon the circumferenceon the circumference
Three centimetres.
Use the line segment AB drawn on the flipchart. Run a pointer from Use the line segment AB drawn on the flipchart. Run a pointer from Use the line segment AB drawn on the flipchart. Run a pointer from Use the line segment AB drawn on the flipchart. Run a pointer from Use the line segment AB drawn on the flipchart. Run a pointer from
Three centimetres. Three centimetres.
How far is it from A to B (pretend)? How far is it from A to B (pretend)? How far is it from A to B (pretend)? How far is it from A to B (pretend)? How far is it from A to B (pretend)? How far is it from A to B (pretend)? Three centimetres.
How far is it from A to B (pretend)?
Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is
How far is it from A to B (pretend)?
at A and the ‘pencil’ at B
How far is it from here to here (pretend)?
Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses with the pin Run a pointer from the pin to the ‘pencil’
How far is it from here to here (pretend)?
Place the board compasses with the pin Place the board compasses with the pin Place the board compasses with the pin Run a pointer from the pin to the ‘pencil’ Run a pointer from the pin to the ‘pencil’ Run a pointer from the pin to the ‘pencil’ Run a pointer from the pin to the ‘pencil’ Run a pointer from the pin to the ‘pencil’ Run a pointer from the pin to the ‘pencil’ Run a pointer from the pin to the ‘pencil’ Run a pointer from the pin to the ‘pencil’
How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)?
Run a pointer from the pin to the ‘pencil’
How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)?
Place the board compasses with the pin Run a pointer from the pin to the ‘pencil’ Run a pointer from the pin to the ‘pencil’ Run a pointer from the pin to the ‘pencil’
How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from A to B (pretend)? How far is it from A to B (pretend)? How far is it from A to B (pretend)? How far is it from A to B (pretend)? How far is it from A to B (pretend)?
Place the board compasses with the pin Place the board compasses with the pin
chorally: chorally:
Place the board compasses so that the pin is at C and the ‘pencil’ is on the circumference
chorally:
Place the board compasses so that the pin is at C and the ‘pencil’ is on the circumference
and say: How far is it from here to here (pretend)? chorally: Three centimetres.
Place the board compasses so that the pin is at C and the ‘pencil’ is on the circumference
How far is it from here to here (pretend)?
Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is Place the board compasses so that the pin is at C and the ‘pencil’ is on the circumference
at A and the ‘pencil’ at B
How far is it from here to here (pretend)? Three centimetres.
Place the board compasses so that the pin is at C and the ‘pencil’ is
How far is it from here to here (pretend)?
at A and the ‘pencil’ at B
How far is it from here to here (pretend)? Three centimetres.
at A and the ‘pencil’ at B
How far is it from here to here (pretend)? How far is it from here to here (pretend)? How far is it from here to here (pretend)?
Three centimetres.
How far is it from here to here (pretend)? Three centimetres.
How far is it from here to here (pretend)? Three centimetres.
How far is it from A to B (pretend)?
Place the board compasses with the pin Run a pointer from the pin to the ‘pencil’
How far is it from here to here (pretend)?
Three centimetres. Place the board compasses with the pin
Run a pointer from the pin to the ‘pencil’
This is a screenshot from Maths Makes Sense Software 3. Use on an interactive whiteboard with the whole class.
This is a screenshot from Maths Makes Sense Software 3. Use on an interactive whiteboard with the whole class.
PCM
Name
Date
1. Use line segment AB and your compasses to draw
a circle with centre C and radius AB.
2. Use line segment PQ and your compasses to draw
a circle with centre R and radius PQ.
14
C R A B P QDraw carefully!
This is a photocopiable master from Maths Makes Sense Teacher’s Guide 3, for children to complete.
Use a line segment and compasses to draw a circle
Maths Makes Sense 3 • Block 2 • Lesson 2 • Data and Measure
© Oxford University Press 2010. This page can be copied for use in the purchasing school.