Starter quiz
- 7 × c + 4 × f can also be written as:
- 4 × 7 + f × c
- 7c + 4f ✓
- c7 × f4
- 4f + 7c
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- Tick the properties of a square.
- 4 equal sides. ✓
- 4 equal interior angles. ✓
- 4 unequal sides.
- 4 unequal interior angles.
- 2 pairs of parallel sides. ✓
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What is the value of the gap marked ? in the bar model? Give your answer in pounds. £______- '90' ✓
- What is the value of f in the bar model? Give your answer in pounds. £______
- '30' ✓
- What is the value of d in the bar model? Give your answer in pounds. £______
- '50' ✓
- Aisha buys 3 croissants and 2 baguettes for €2.80 Sam buys 5 croissants and and 2 baguettes for €4.40 What is the cost of a croissant?
- €0.60
- €0.70
- €0.80 ✓
- €0.90
- €1
-
Exit quiz
- Which set of bar models is it best to compare with?
A
B
C ✓
D
This pattern is made from two different-sized equilateral triangles. It is not to scale. What is the side-length of the smaller equilateral triangle? ______ cm- '8' ✓
- This pattern is made from two different-sized equilateral triangles. It is not to scale. What is the side-length of the larger equilateral triangle? ______ cm
- '18' ✓
This pattern is made up of two different-sized squares. Tick the pair of equations that represent the problem.- 3s + l = 20 cm and s + l = 14 cm
- 4s + l = 20 cm and 2s + l = 14 cm ✓
- 4s + l = 20 cm and s + l = 14 cm
- 4s + 2l = 20 cm and s + 2l = 14 cm
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- This pattern is made up of two different-sized squares. What is the length of the shorter sided square? ______ cm
- '3' ✓
- This pattern is made up of two different-sized squares. What is the length of the longer sided square? ______ cm
- '8' ✓
Worksheet
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Presentation
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Video
Lesson Details
Key learning points
- The model can represent a scaling structure with one part being __ times the size of the other.
- The model can represent an additive structure.
- The model can represent values of measures in a problem involving shape.
- The model can represent different elements of a problem involving shapes.
Common misconception
Pupils cannot identify the lengths of the shapes that make up the length provided in each problem.
Encourage pupils to draw a line over the sides of the shapes that represent the length within the problem. This can help pupils to see how many 'lots of' the smaller shapes length are used and how many 'lots of' the larger shapes lengths.
Keywords
Represent - To represent something means to show something in a different way.
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