Lesson context

1. Lesson context The history of maths course was created as a cross-curricular initiative between the maths and history departments (although individuals studied have been chosen to complement areas of study in the Computer Science, Science and Philosophy curricula in Year 7). There have been three introductory lessons, which have 1) introduced the idea of the course; 2) defined significance and 3) introduced the people and time periods to be studied – this is the first ‘content’ lesson. This is students’ first real opportunity to employ the concept of significance; their use of it in this lesson may therefore be limited or erroneous – improvement to their work next lesson will provide and opportunity to develop this further. For more information on the history curriculum please see the history department handbook or the ‘you may be wondering…’ folder. For more information on the marking and feedback strategies used during this scheme of work please see the ‘you may be wondering…’ folder (especially chapter 43).

2. Class context 7N (All classes are mixed ability – all lessons are designed to be ‘low-challenge, high-threshold,’ accessible to all but stretching every individual. [I have excised data relating to Pupil Premium and SEN data here] No seating plan is available as students choose their own seats and are allowed to move between lessons. Most students are positive and highly engaged in history three have noted in their recent reflection sheets (see mark sheet) that they are not completely engaged in history – I will be working with them to identify and discuss the sources of their disaffection and deal with them appropriately.

3. Why is Babylonian maths significant? Do now: How would you suggest that each of the following solve their problems? • A merchant needs to record how many items of food he has sent and received; • An astronomer is trying to predict an eclipse. Think back to the Chronology unit - when, where and why did these questions first emerge?

4. This hook is designed to ‘humanise’ the issues faced by Mesopotamian cities at the birth of civilisation, while introducing the ideas which will be studied in this lesson and – hopefully – intriguing students.

5. Why is Babylonian maths significant? What made the Babylonians (and the Mesopotamians) special? Put what you can remember without using your folders!

6. As part of students’ last scheme of work, we spent one lesson looking at civilisations of Ancient Mesopotamia – this lesson challenges students to recall this and to link their existing knowledge with this one. Students will be challenged to recall themselves before using their folders!

7. Why is Babylonian maths significant? 06/01/2020 Our lesson objectives for each lesson will be: Describe the actions of each ________ Explain the ______ they had Analyse each individual’s _________ We will move to evaluating – comparing – these individuals…

8. A brief introduction of the learning intention of the lesson so students are aware of the direction and purpose of this lesson and the next sequence of lessons. Students guess the missing words to ensure a degree of engagement and understanding of the process and its purpose.

9. Why is Babylonian maths significant? Find out: What did Babylonian mathematicians do and achieve? What makes them significant? Note what you find on your whiteboard. From: Google “maths is good for you Babylonians” - click the first link. 2) The Babylonian section of www.mesopotamia.co.uk (Astronomy, Trade and Transport; not the Assyrians and the Sumerians) Try the story, explore and challenge sections. From there, click through to “Plimpton 322” and “Babylonian numerals” Look at the story, explore & challenge sections.

10. Students use the websites with a degree of independence but a focus on the key questions of achievements/actions and significance. The idea of significance will be reinforced at some stage of the start of the lesson to ensure students have understood the idea of impact/influence/effect.

11. How significant was Babylonian maths? Which of these is not true. The Babylonians… … studied the movement of the stars and planets because they cared about science …had the first maths teaching …built great tombs and ziggurats …developed number systems because they wanted to measure the stars more accurately

12. This hinge question provides formative assessment by immediately diagnosing student misconceptions in order to correct them before students make their notes from the lesson. For more on the rationale for this, please see the ‘You may be wondering…’ folder.

13. Why is Babylonian maths significant? What’s are the strengths of the answers which have been written (in blue) on this Top Trump card? What are the weaknesses? Great Mathematicians Top Trumps Isaac Newton From: England What did he do? • Formulated a theory explaining gravity • Found a way to explain calculus • Wrote the Principia Mathematica Why was he significant? We still use many of the ideas he formulated today, like his explanation of gravity and laws of motion. He had a major influence on British science and technology- by cutting Britain off from the ideas of the rest of Europe. How significant was he? He was very significant. How would you change the weaknesses to improve them? Start drafting those changes. 8/10

14. This is designed to give students a clear understanding of what is expected from them in completing their Top Trumps booklet – and, indeed, what good writing is like in history in general. This may be cut if time is short – as students will receive feedback on what they write in the next lesson (see ‘You may be wondering… Chapter 43).

15. How significant was Babylonian maths? Write your name on the booklet. Complete the section on Babylonian mathematicians.

16. This booklet is designed to provide a clear summary on each mathematician – to sum up students’ understanding from each lesson and provide a resource to be used in other lessons and in their final assessment (who is the greatest mathematician ever?) and to offer practice in extended writing.

17. Evaluation Modified hinge question to remove A (first number system) as all students knew it was true in 7S. Added time – as some students missed it. Cut one of the three starting options and simplified as it was inaccessible to a handful of students. Added more options on Babylonian time & Plimpton 322. How well did they get it?What would I do differently next time?

18. This is where I record how a lesson went and how I have tweaked it to improve it.