Math lesson plan · 10th grade (Year 11 in England) · 45 minutes
Vectors
Geometry
CCSS HSN.VM.A.1CCSS HSN.VM.B.4England: GCSE Higher Geometry
Objective and success criteria
Students will: Vectors.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Translations, reflections and rotations; Simplify expressions: like terms
Leads to: Write the vector between two points; Use the magnitude of a vector in context; Express vector paths in terms of a and b
Materials: Rulers and protractors, Squared or dotted paper, Shape cut-outs, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Translations, reflections and rotations; Simplify expressions: like terms). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Simplify 9x − 8x. → xPrompt: These are like terms: they both have x.
- Simplify 6x + 7x. → 13xPrompt: These are like terms: they both have x.
- Simplify 7x + 9x. → 16xPrompt: These are like terms: they both have x.
Hook · 5 min
- Show a photo of a building, a tile pattern or a road sign and ask what shapes and angles students can spot.
- Share the objective: Vectors. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: a = (3, −3) and b = (−6, 6). Find 3a + 3b. Type it like (2, −1).
- Step 1: 3a = (9, −9)
- Step 2: 3b = (−18, 18)
- Step 3: (−9, 9)
- Answer: (−9, 9)
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- a = (4, −2) and b = (−3, −6). Find a − b. Type it like (2, −1). → (7, 4)Prompt: Multiply each component by the scalar.
- Find the magnitude of the vector (−3, 4). → 5Prompt: Magnitude = √(x² + y²).
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Find the magnitude of the vector (−5, −12). → 13Prompt: Magnitude = √(x² + y²).
- a = (6, −3) and b = (1, −6). Find 2a − 2b. Type it like (2, −1). → (10, 6)Prompt: Multiply each component by the scalar.
Watch out for
- Thinking a square turned on its corner is no longer a square.
- Reading the wrong scale on a protractor.
Support and stretch
Support
- Review first: Translations, reflections and rotations.
- Use concrete materials: rulers and protractors.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Write the vector between two points; Use the magnitude of a vector in context; Express vector paths in terms of a and b.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-10.
Free lesson plan from eurekami.com/lesson-plan-builder