- Understand and use measures of speed (and other compound measures such as density or pressure) to solve problems
Examples of what pupils should know and be able to do
- Secondary mathematics exemplification: Extend the range of measures used to angle measure and bearings, and compound measures
Probing questions
- Given that a person averaged 40 mph on a car journey that took 3 hours, is it correct to say that after one and a half hours they had travelled 60 miles? Why?
- Give me some examples of statements that are definitely true.
- Give me some statements that could be true.
What if pupils find this a barrier?
Ensure pupils have an understanding of a rate. Use straightforward contexts, e.g. £1.50 per dozen eggs, wages of £5 per hour, 8.2 miles per litre.
Relate this to conversion graphs.
Start distance/time with very simple examples using mph, e.g. how long does it take to travel 100 miles at 50 mph?
- Understand and apply Pythagoras' theorem when solving problems in two dimensions
Examples of what pupils should know and be able to do
- Secondary mathematics exemplification: Know and use side, angle and symmetry properties
Probing questions
- What do you look for when deciding whether a problem can be solved using Pythagoras' theorem?
- How do you decide which side is the hypotenuse?
- If a is the length of the hypotenuse, why is it incorrect to use ?
What if pupils find this a barrier?
Focus on the strategies that pupils need to identify the hypotenuse of a right-angled triangle.
Devise a card-matching activity with sets of cards giving the problem in words, the diagram and the steps to the solution.
Include inaccurate diagrams and solutions.
This snapshot, taken on
10/08/2011
, shows web content acquired for preservation by The National Archives. External links, forms and search may not work in archived websites and contact details are likely to be out of date.
The UK Government Web Archive does not use cookies but some may be left in your browser from archived websites.
