Lesson Planning Sheet Title: Introducing Vector Notation Learning Objectives: By the end of the lesson: All students

should be able to use vectors to describe the position of one object in respect of another. Most students should be able to use geometrical properties of parallelograms and trapezia to add and subtract given vectors. Some students should be able to prove the geometrical properties of shapes using vector addition. Keywords: Vectors, Addition, Subtraction, Direction, Parallel, Learning Activities Starter/Introduction Students review basic vector notation by describing the translations of points on Cartesian axes. It is important for students to have a secure understanding that a column vector is used to describe a change of position by detailing its horizontal and vertical movement. Development Introduce vectors as a geometric unit of measure that details both direction and magnitude. Using the first example on the second slide explain that to move from the path would be When travelling in the opposite direction of a vector the sign changes from a positive to a negative and vice-a-versa, e.g., . It is important for the class to have a secure understanding of the geometrical properties of parallel lines in parallelograms and trapezia. Opposite sides have equal dimensions of magnitude and directions therefore have equal vectors. To show that edges are parallel using vectors it is necessary to consider the magnitude element of the vector rather than its direction. For instance, the vector 2a would be twice as long as vector a but would travel in the same direction. Similarly, a+b would be parallel to 3a+3b or 3(a+b). Plenary The plenary is intended to consolidate and assess each of the differentiated learning objectives by challenging the students to use a vector to describe changes in position and as a proof of two sides being parallel. Have the solutions presented on mini-whiteboards to assess the vector notation. Differentiation More able: Students could consider vectors in three dimensions. Students could investigate perpendicular vectors. Less Able Students may benefit from using horizontal and vertical vectors on Cartesian axes in the first lesson in order to progress in the next. Resources: Mini-Whiteboards