Teaching ideas
This link displays some scales and asks students to work out what each division represents.
Teacher notes
- Remind students to count the gaps between two named dashes to enable them to work out what each gap represents. It is a good idea to check using skip counting along the dashes.
Teaching ideas
This link displays some photos and asks students to choose which scale they would use if they were making a scale drawing of
the object.
Teacher notes
- Relate scale drawings to scales on maps and to enlargement and ratios.
- Sometimes students have difficulty with the units, for example with a scale where 1 cm represents 4 m, some students will just divide all measurements by 4 and not convert both measures to the same units. If 1 cm on the drawing or map represents 4 m in real life, this means 1 cm represents 400 cm, so all measurements in real life need to be made in cm and divided by 400 to make an accurate drawing or map.
- When making their own scale drawings, encourage students to make a sketch first.
- It can be helpful for students to make a table of the measurements on their sketch and for each one to work out the length that needs to be on the scale drawing before they start to draw.
Teaching ideas
- Video of making a clinometer
There are several YouTube videos showing how to make a clinometer.
For example https://www.youtube.com/watch?v=GMLcU1Qknts or https://www.youtube.com/watch?v=CsNbfxDQnYM
Teacher notes
- A clinometer can be made in several different ways. Choose one that suits the equipment available to you.
- Remind students how to read the scale on a protractor and encourage them to read as accurately as possible.
Teaching ideas
This link displays the Getting started on page 225. You could use the first dot as a class discussion.
The second dot is a fun starter to get students thinking about estimating.
This link displays instructions for students to work in groups and play the game.
Teacher notes
- It is a good idea to set up the tasks in the practical on page 235 as stations around the room.
- Task 1 Fruit study Students could measure circumference, diameter, mass, amount of juice when squeezed, amount of peel that can be grated off, the mass of a lemon once it has had juice squeezed out of it.
- Task 2 Biscuit measure It is best if you can supply the station with an actual packet for the students to measure. You will need to know how many biscuits are in the packet so that you can give the students this information. Make sure the biscuits are not contained within more packaging inside the outer packet.
- Task 3 What’s my mass? Students will need scales capable of weighing each of the objects.
- Task 4 Paper towel soak up This may be a messy task and so could be done outside or near a sink if possible. Students may need practice at deciding the exact point at which the paper towel does not hold any more water. Encourage students to pour small amounts of water from the measuring jug onto each square of paper towel and then test to see if the water is dripping off or soaks in.
Note If using paper towels is too expensive, you could compare the absorbency of different types of toilet paper or the difference between paper towels, paper, cardboard, toilet paper, etc.
- Task 5 Is it cold yet? This task could be extended as a separate activity. Students could repeat their experiment with water or pies with a different starting temperature to see if this affects the rate of cooling. If they are hotter or colder to start do they cool down faster?
- Task 6 In the air This task could be quite time consuming so you may want to set it separately rather than as part of the round of stations.
These tasks could run over several days or you could have them divided up so that not all students do every task and then get them to report to the rest of the class what they did with results, tables, graphs, etc.
Count the spaces (Teaching resource sheet 66)