![Integers
Let’s look at some properties of Integers!
3. Associative property
Let’s consider,
(-5) + [(-3) + (-2)]](https://image.slidesharecdn.com/7th-maths-1-210514123106/85/7th-maths-1-concept-addition-and-subtraction-properties-of-intergers-sangh-65-320.jpg)
![Integers
Let’s look at some properties of Integers!
3. Associative property
Let’s consider,
(-5) + [(-3) + (-2)] = -10 & [(-5) + (-3)] + (-2)](https://image.slidesharecdn.com/7th-maths-1-210514123106/85/7th-maths-1-concept-addition-and-subtraction-properties-of-intergers-sangh-66-320.jpg)
![Integers
Let’s look at some properties of Integers!
3. Associative property
Let’s consider,
(-5) + [(-3) + (-2)] = -10 & [(-5) + (-3)] + (-2) = -10](https://image.slidesharecdn.com/7th-maths-1-210514123106/85/7th-maths-1-concept-addition-and-subtraction-properties-of-intergers-sangh-67-320.jpg)
![Integers
Let’s look at some properties of Integers!
3. Associative property
Let’s consider,
(-5) + [(-3) + (-2)] = -10 & [(-5) + (-3)] + (-2) = -10
Integers can be added in any manner of order, thus addition
is associative for integers.](https://image.slidesharecdn.com/7th-maths-1-210514123106/85/7th-maths-1-concept-addition-and-subtraction-properties-of-intergers-sangh-68-320.jpg)
7th maths-1.concept , addition and subtraction properties of intergers-sangh
- 2. To revise concepts based on integers To test integer concepts To interpret addition and subtraction properties Learning Outcomes
- 3. Integers Let’s look at a few numbers!
- 4. Integers What do you notice?
- 5. Integers What do you notice? ____________ Numbers.
- 6. Integers What do you notice? Natural Numbers.
- 7. Integers What do you notice? Natural Numbers. ___________ Numbers.
- 8. Integers What do you notice? Natural Numbers. Whole Numbers.
- 9. Integers What do you notice? Natural Numbers. Whole Numbers. __________ Numbers.
- 10. Integers What do you notice? Natural Numbers. Whole Numbers. Integer Numbers.
- 11. Integers ________________ are also called counting numbers, e.g. 1,2,3,4,5… Key terms:
- 12. Integers Natural numbers are also called counting numbers, e.g. 1,2,3,4,5… Key terms:
- 13. Integers Natural numbers are also called counting numbers, e.g. 1,2,3,4,5… _______________ are collection of natural numbers and zero. Key terms:
- 14. Integers Natural numbers are also called counting numbers, e.g. 1,2,3,4,5… Whole numbers are collection of natural numbers and zero. Key terms:
- 15. Integers Natural numbers are also called counting numbers, e.g. 1,2,3,4,5… Whole numbers are collection of natural numbers and zero. _________ are collection of whole numbers and negative numbers. Key terms:
- 16. Integers Natural numbers are also called counting numbers, e.g. 1,2,3,4,5… Whole numbers are collection of natural numbers and zero. Integers are collection of whole numbers and negative numbers. Key terms:
- 17. Integers Let’s revise more! On a number line, 0 1 2 3 4 5 6 7 8 9 10 -1 -2 -3 -4 -5 -6 -7 -8 -9
- 18. Integers Let’s revise more! On a number line, when we: 1) add a positive integer, we move to the _______. 0 1 2 3 4 5 6 7 8 9 10 -1 -2 -3 -4 -5 -6 -7 -8 -9
- 19. Integers Let’s revise more! On a number line, when we: 1) add a positive integer, we move to the right. 0 1 2 3 4 5 6 7 8 9 10 -1 -2 -3 -4 -5 -6 -7 -8 -9
- 20. Integers Let’s revise more! On a number line, when we: 1) add a positive integer, we move to the right. 2) add a negative integer, we move to the ______. 0 1 2 3 4 5 6 7 8 9 10 -1 -2 -3 -4 -5 -6 -7 -8 -9
- 21. Integers Let’s revise more! On a number line, when we: 1) add a positive integer, we move to the right. 2) add a negative integer, we move to the left. 0 1 2 3 4 5 6 7 8 9 10 -1 -2 -3 -4 -5 -6 -7 -8 -9
- 22. Integers Let’s revise more! On a number line, when we: 1) add a positive integer, we move to the right. 2) add a negative integer, we move to the left. 3) subtract a positive integer, we move to the ______. 0 1 2 3 4 5 6 7 8 9 10 -1 -2 -3 -4 -5 -6 -7 -8 -9
- 23. Integers Let’s revise more! On a number line, when we: 1) add a positive integer, we move to the right. 2) add a negative integer, we move to the left. 3) subtract a positive integer, we move to the left. 0 1 2 3 4 5 6 7 8 9 10 -1 -2 -3 -4 -5 -6 -7 -8 -9
- 24. Integers Let’s revise more! On a number line, when we: 1) add a positive integer, we move to the right. 2) add a negative integer, we move to the left. 3) subtract a positive integer, we move to the left. 4) subtract a negative integer, we move to the _____. 0 1 2 3 4 5 6 7 8 9 10 -1 -2 -3 -4 -5 -6 -7 -8 -9
- 25. Integers Let’s revise more! On a number line, when we: 1) add a positive integer, we move to the right. 2) add a negative integer, we move to the left. 3) subtract a positive integer, we move to the left. 4) subtract a negative integer, we move to the right. 0 1 2 3 4 5 6 7 8 9 10 -1 -2 -3 -4 -5 -6 -7 -8 -9
- 26. Integers What is additive inverse?
- 27. Integers What is additive inverse? An additive inverse of a number ‘a’, is the number that when added to a gives the answer 0.
- 29. To revise concepts based on integers To test integer concepts To interpret addition and subtraction properties Learning Outcomes How confident do you feel?
- 30. To revise concepts based on integers To test integer concepts To interpret addition and subtraction properties Learning Outcomes How confident do you feel?
- 31. Integers Following number line shows the temperature in degree Celsius (°C) at different places on a particular day. a) Observe this number line and write the temperature of the places marked on it.
- 32. Integers Following number line shows the temperature in degree Celsius (°C) at different places on a particular day. a) Observe this number line and write the temperature of the places marked on it. Ans. -8°C, -2°C, 5°C, 14°C, 22°C
- 33. Integers Following number line shows the temperature in degree Celsius (°C) at different places on a particular day. b) What is the temperature difference between the hottest and the coldest places among the above?
- 34. Integers Following number line shows the temperature in degree Celsius (°C) at different places on a particular day. b) What is the temperature difference between the hottest and the coldest places among the above? Ans. 30°C
- 35. Integers Following number line shows the temperature in degree Celsius (°C) at different places on a particular day. c) What is the temperature difference between Lahulspiti and Srinagar?
- 36. Integers Following number line shows the temperature in degree Celsius (°C) at different places on a particular day. c) What is the temperature difference between Lahulspiti and Srinagar? Ans. 6°C
- 37. Integers Following number line shows the temperature in degree Celsius (°C) at different places on a particular day. d) Can we say temperature of Srinagar and Shimla taken together is less than the temperature at Shimla? Is it also less than the temperature at Srinagar?
- 38. Integers Following number line shows the temperature in degree Celsius (°C) at different places on a particular day. d) Can we say temperature of Srinagar and Shimla taken together is less than the temperature at Shimla? Is it also less than the temperature at Srinagar? Ans. Yes, the temperature of Srinagar and Shimla taken together is less than the temperature at Shimla. But, it is not less than the temperature at Srinagar.
- 39. Integers In a magic square each row, column and diagonal have the same sum. Check which of the following is a magic square.
- 40. Integers In a magic square each row, column and diagonal have the same sum. Check which of the following is a magic square.
- 41. Integers Use the sign of >, < or = in the box to make the statements true. a) (-8) + (-4) (-8) – (-4) b) (-3) + 7 – (19) 15 – 8 + (-9) c) 23 – 41 + 11 23 – 41 – 11 d) 39 + (-24) – (15) 36 + (-52) – (-36) e) -231 + 79 + 51 -399 + 159 + 81
- 42. Integers Use the sign of >, < or = in the box to make the statements true. a) (-8) + (-4) (-8) – (-4) b) (-3) + 7 – (19) 15 – 8 + (-9) c) 23 – 41 + 11 23 – 41 – 11 d) 39 + (-24) – (15) 36 + (-52) – (-36) e) -231 + 79 + 51 -399 + 159 + 81 <
- 43. Integers Use the sign of >, < or = in the box to make the statements true. a) (-8) + (-4) (-8) – (-4) b) (-3) + 7 – (19) 15 – 8 + (-9) c) 23 – 41 + 11 23 – 41 – 11 d) 39 + (-24) – (15) 36 + (-52) – (-36) e) -231 + 79 + 51 -399 + 159 + 81 < <
- 44. Integers Use the sign of >, < or = in the box to make the statements true. a) (-8) + (-4) (-8) – (-4) b) (-3) + 7 – (19) 15 – 8 + (-9) c) 23 – 41 + 11 23 – 41 – 11 d) 39 + (-24) – (15) 36 + (-52) – (-36) e) -231 + 79 + 51 -399 + 159 + 81 < < <
- 45. Integers Use the sign of >, < or = in the box to make the statements true. a) (-8) + (-4) (-8) – (-4) b) (-3) + 7 – (19) 15 – 8 + (-9) c) 23 – 41 + 11 23 – 41 – 11 d) 39 + (-24) – (15) 36 + (-52) – (-36) e) -231 + 79 + 51 -399 + 159 + 81 < < < <
- 46. Integers Use the sign of >, < or = in the box to make the statements true. a) (-8) + (-4) (-8) – (-4) b) (-3) + 7 – (19) 15 – 8 + (-9) c) 23 – 41 + 11 23 – 41 – 11 d) 39 + (-24) – (15) 36 + (-52) – (-36) e) -231 + 79 + 51 -399 + 159 + 81 < < < < <
- 47. To revise concepts based on integers To test integer concepts To interpret addition and subtraction properties Learning Outcomes How confident do you feel?
- 48. To revise concepts based on integers To test integer concepts To interpret addition and subtraction properties Learning Outcomes How confident do you feel?
- 49. Integers Let’s look at some properties of Integers!
- 50. Integers Let’s look at some properties of Integers! 1. Closure property What does that mean?
- 51. Integers Let’s look at some properties of Integers! 1. Closure property When you add two integers, the sum is also an integer. What does that mean?
- 52. Integers Let’s look at some properties of Integers! 1. Closure property When you add two integers, the sum is also an integer. Thus, it is said that integers are closed under addition.
- 53. Integers Let’s look at some properties of Integers! 1. Closure property When you add two integers, the sum is also an integer. Thus, it is said that integers are closed under addition. When you subtract two integers, the difference is also an integer.
- 54. Integers Let’s look at some properties of Integers! 1. Closure property When you add two integers, the sum is also an integer. Thus, it is said that integers are closed under addition. When you subtract two integers, the difference is also an integer. Thus, it is said that integers are closed under subtraction.
- 55. Integers Let’s look at some properties of Integers! 2. Commutative property What does that mean?
- 56. Integers Let’s look at some properties of Integers! 2. Commutative property Let’s consider, (-3) + (8)
- 57. Integers Let’s look at some properties of Integers! 2. Commutative property Let’s consider, (-3) + (8) = 5 & (8) + (-3)
- 58. Integers Let’s look at some properties of Integers! 2. Commutative property Let’s consider, (-3) + (8) = 5 & (8) + (-3) = 5
- 59. Integers Let’s look at some properties of Integers! 2. Commutative property Let’s consider, (-3) + (8) = 5 & (8) + (-3) = 5 Integers can be added in any order, thus addition is commutative for integers.
- 60. Integers Let’s look at some properties of Integers! 2. Commutative property Let’s consider, (-3) - (8)
- 61. Integers Let’s look at some properties of Integers! 2. Commutative property Let’s consider, (-3) - (8) = -11 & (8) - (-3)
- 62. Integers Let’s look at some properties of Integers! 2. Commutative property Let’s consider, (-3) - (8) = -11 & (8) - (-3) = 11
- 63. Integers Let’s look at some properties of Integers! 2. Commutative property Let’s consider, (-3) - (8) = -11 & (8) - (-3) = 11 Integers cannot be subtracted in any order, thus subtraction is not commutative for integers.
- 64. Integers Let’s look at some properties of Integers! 3. Associative property What does that mean?
- 65. Integers Let’s look at some properties of Integers! 3. Associative property Let’s consider, (-5) + [(-3) + (-2)]
- 66. Integers Let’s look at some properties of Integers! 3. Associative property Let’s consider, (-5) + [(-3) + (-2)] = -10 & [(-5) + (-3)] + (-2)
- 67. Integers Let’s look at some properties of Integers! 3. Associative property Let’s consider, (-5) + [(-3) + (-2)] = -10 & [(-5) + (-3)] + (-2) = -10
- 68. Integers Let’s look at some properties of Integers! 3. Associative property Let’s consider, (-5) + [(-3) + (-2)] = -10 & [(-5) + (-3)] + (-2) = -10 Integers can be added in any manner of order, thus addition is associative for integers.
- 69. To revise concepts based on integers To test integer concepts To interpret addition and subtraction properties Learning Outcomes How confident do you feel?
- 70. To revise concepts based on integers To test integer concepts To interpret addition and subtraction properties Learning Outcomes How confident do you feel?
- 72. Integers Learning Activity In a quiz, team A scored – 40, 10, 0 and team B scored 10, 0, – 40 in three successive rounds. Which team scored more? Can we say that we can add integers in any order?
Editor's Notes
- #2: An overview of the content of the lesson Must be in the form of a question where appropriate Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address Verbs such as to understand / to know / to gain confidence / to learn Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
- #3: Measurable outcomes that students can demonstrate and self-assess against Must be written using Bloom’s taxonomy verbs Verbs based on students ability and pitch of lesson It must be clear that students understand the outcomes before moving on Make an activity of this slide: Ask students to read this aloud Ask them to paraphrase Ask that they explain what they mean Ask what they already know related to these outcomes There may be as few as 2 outcomes, or max 4
- #4: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #5: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #6: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #7: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #8: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #9: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #10: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #11: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #12: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #13: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #14: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #15: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #16: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #17: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #18: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #19: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #20: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #21: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #22: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #23: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #24: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #25: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #26: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #27: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #28: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #29: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #30: Revisit the first outcome and use the polling function to allow students to privately self-assess You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used Polling must be used until you can fully assess their confidence to use the chat box and express honesty If students self-assess as a 4/5, ensure that you are fully confident in their assessment Ask questions Ask for examples Students to ask each other questions If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain If students are ½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
- #31: 1. The outcome changes colour when achieved to the same colour as the objective to demonstrate the connection, progress and what happens next
- #32: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #33: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #34: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #35: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #36: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #37: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #38: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #39: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #40: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #41: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #42: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #43: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #44: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #45: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #46: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #47: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #48: As previously.
- #49: As previously.
- #50: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #51: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #52: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #53: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #54: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #55: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #56: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #57: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #58: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #59: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #60: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #61: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #62: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #63: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #64: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #65: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #66: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #67: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #68: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #69: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #70: As previously.
- #71: As previously.
- #72: An overview of the content of the lesson Must be in the form of a question where appropriate Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address Verbs such as to understand / to know / to gain confidence / to learn Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
- #73: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge