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Additional Teaching Ideas 14.1

The document provides teaching resources and activities for Cambridge Lower Secondary Mathematics 7, focusing on concepts such as plotting coordinates, reflecting shapes, and using scales. It includes starter ideas, main teaching activities, differentiation strategies, and plenary ideas to enhance learners' understanding of mathematical concepts. The resources aim to promote fluency and practical application of mathematics in real-life scenarios.

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ryan Alqadi
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24 views3 pages

Additional Teaching Ideas 14.1

The document provides teaching resources and activities for Cambridge Lower Secondary Mathematics 7, focusing on concepts such as plotting coordinates, reflecting shapes, and using scales. It includes starter ideas, main teaching activities, differentiation strategies, and plenary ideas to enhance learners' understanding of mathematical concepts. The resources aim to promote fluency and practical application of mathematics in real-life scenarios.

Uploaded by

ryan Alqadi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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CAMBRIDGE LOWER SECONDARY MATHEMATICS 7: TEACHER’S RESOURCE

Additional teaching
ideas
14.1 Maps and plans
Starter idea The common error with this type of question is to
draw:
Getting started (10–15 minutes)
Resources: Notebooks, Learner’s Book Getting
started exercise, tracing paper for some learners
Description: Before learners attempt the questions,
discuss what they remember about plotting
coordinates. During this discussion make sure
learners have plotted coordinates in all four
quadrants.
Also, if necessary, while discussing rotation, on the
Also, check learners have been taught and had board it might be useful to draw/display:
practice at reflecting shapes. While discussing this
with the class, on the board it might be useful to
draw/display:

Ask learners when rotating, ‘Which way is clockwise?’


and ‘Which way is anticlockwise?’ Possibly ask a
learner to draw the rotated shape 90° clockwise with
Ask learners how to reflect the triangle in the mirror instructions from classmates, hopefully ending up
line/line of reflection. Possibly ask a learner to draw with:
the reflection with instructions from classmates,
hopefully ending up with:

Note: It is not essential but, if learners prefer, they


may use tracing paper for Questions 3 and 4 in the
Getting started exercise.

1 Cambridge Lower Secondary Mathematics 7 – Byrd, Byrd & Pearce © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY MATHEMATICS 7: TEACHER’S RESOURCE

Main teaching ideas b

Activity 14.1 (10–20 minutes) 4.5 km 6 km 7.5 km 9 km 15 km


Learning intention: To promote fluency in using 1 : 12 000
scales.
Resources: Notebooks, Learner’s Book, calculator if 1 : 15 000
you think learners would benefit 1 : 30 000
Description: Learners should now have the skills to
answer any question asked by their partners. This 1 : 200 000
activity will, hopefully, speed up their workings Cross-curricular links: Interpreting maps, scales and
and ensure fluency with both types of question, technical drawings.
especially when learners are required to undertake
the differentiation activity. The right sized rectangle (5–15 minutes)
Learning intention: A real-life example of using
Answers: a scale.
All possible combinations are shown in the tables.
a Resources: Grid paper (A4 or similar), suitable
measuring instruments (e.g. metre ruler or tape
3 cm 6 cm 7.5 cm 10 cm 12.8 cm measure)
1 : 12 000 0.36 km 0.72 km 0.9 km 1.2 km 1.536 km Description: Do this activity towards the end or after
learners have completed Section 14.1.
1 : 15 000 0.45 km 0.9 km 1.125 km 1.5 km 1.92 km
Ask learners, working individually or in small
1 : 30 000 0.9 km 1.8 km 2.25 km 3 km 3.84 km groups, to make a scale drawing of the classroom
floor. Alternatively, you could use the corridor, hall,
1 : 200 000 6 km 12 km 15 km 20 km 25.6 km play area or another conveniently sized, rectangular,
flat space. Learners will either need to measure the
b dimensions of the space they are drawing themselves,
or you will need to give them these measurements.
4.5 km 6 km 7.5 km 9 km 15 km
Depending on the ability of the class, you could
1 : 12 000 37.5 cm 50 cm 62.5 cm 75 cm 125 cm either give learners an appropriate scale or learners
could choose their own scale (thus converting this
1 : 15 000 30 cm 40 cm 50 cm 60 cm 100 cm activity to a Thinking and working mathematically
1 : 30 000 15 cm 20 cm 25 cm 30 cm 50 cm activity). You could use this activity as the basis of
a class discussion about appropriate scales, but it is
1 : 200 000 2.25 cm 3 cm 3.75 cm 4.5 cm 7.5 cm better if learners choose their own scale. If learners
choose their own scale, encourage them to ensure
that their scale allows them to fit the drawing on their
paper, and that the drawing is as large as possible.
Differentiation ideas: To extend learners, after they Emphasise that they should avoid creating a small
have answered (and marked) parts a and b, give drawing on a large sheet of paper.
them the unfilled tables (shown here) to copy and
Depending on when you set this activity and the
complete.
ability of the learners, learners could show their scale
a (which they must show on their diagram) as, for
example, 1 cm to 50 cm or as 1 : 50.
3 cm 6 cm 7.5 cm 10 cm 12.8 cm
Differentiation ideas: With a more confident class, if
1 : 12 000 time permits, you could ask learners to draw features,
such as furniture, onto their scale drawings. Remind
1 : 15 000 learners to use the same scale for the furniture that
1 : 30 000 they used for the classroom.
As an extension, when making a scale drawing of the
1 : 200 000 classroom, ask some learners to make a scale drawing
of the floor area while others, using the same scale,
make scale drawings of the walls, but not the ceiling.
If learners draw these on card or stiff paper and cut

2 Cambridge Lower Secondary Mathematics 7 – Byrd, Byrd & Pearce © Cambridge University Press 2021
CAMBRIDGE LOWER SECONDARY MATHEMATICS 7: TEACHER’S RESOURCE

them out with tabs, they can make these drawings Ask a successful learner ‘What mistakes might other
into a scale model of the classroom. learners make when answering this question?’
Cross-curricular links: Interpreting maps, scales and For a more confident class, on the board also
technical drawings. write/display:
‘Gina wants to design a map of part of Dubai that
Plenary idea will just fit onto a sheet of A4 paper (which measures
21 cm by 29.7 cm). The section of Dubai she wants
Scale check 2 (2–5 minutes)
to represent is 10 km by 13 km. Which scale should
Resources: Mini whiteboards she choose?
Description: On the board write/display: A 1 : 2000
‘What is the scale of a map for which 4 cm represents B 1 : 20 000
1 km?
C 1 : 25 000
A 1 : 4000 D 1 : 50 000
B 1 : 2500 E 1 : 500 000’
C 1 : 25 000
D 1 : 250 000 Answer: D
E 1 : 400 000’
Ask a successful learner ‘What mistakes might other
Answer: C learners make when answering this question?’
Assessment ideas: After marking the answer, it
could be useful to have a class discussion of methods,
especially if some learners are incorrect.

3 Cambridge Lower Secondary Mathematics 7 – Byrd, Byrd & Pearce © Cambridge University Press 2021

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