Lesson 1: Efficient Calculator Use
| Section | Details |
|---|---|
| Objective | Use a calculator efficiently and enter values appropriately. |
| Activities | – Starter (5 mins): Ask: “What’s the quickest way to calculate 3.5 × (42 ÷ 7)?” – Main (30 mins): Teach correct order of entry, use of brackets, and avoiding unnecessary rounding. Demonstrate entering time as decimals (e.g., 2 h 30 min = 2.5 h). – Plenary (5 mins): Quick-fire practice: teacher dictates expressions, students enter on calculator and compare answers. |
| Resources | Scientific calculators, worksheets with calculator-based questions. |
| Time | 40 minutes: 5 (Starter) + 30 (Main) + 5 (Plenary). |
| Homework | 15 calculator practice problems (fractions, roots, powers, brackets). |
| Assessment | Worksheet: calculator entry and accuracy problems. |
| Past Paper Practice | “Enter 2 hours 30 minutes correctly as 2.5 hours.” |
Lesson 2: Interpreting Calculator Display
| Section | Details |
|---|---|
| Objective | Interpret calculator displays correctly in different contexts. |
| Activities | – Starter (5 mins): Ask: “If calculator shows 4.8 in a money problem, what does it mean?” – Main (30 mins): Teach how to read calculator results in context (money, time, significant figures). Emphasize not rounding mid-calculation. – Plenary (5 mins): Class Q&A: students explain meanings of calculator outputs in various scenarios. |
| Resources | Calculators, worksheets with contextual problems. |
| Time | 40 minutes: 5 (Starter) + 30 (Main) + 5 (Plenary). |
| Homework | 10 contextual calculator interpretation problems (time, money, decimals). |
| Assessment | Worksheet: interpret calculator answers in correct context. |
| Past Paper Practice | “In money, 4.8 means $4.80; in time, 3.25 means 3 hours 15 minutes.” |
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