CLIL - Module 1 Teacher Support Document GERMAN Week 2 - Flipbook - Page 13
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Teacher support document - German
The initial pie chart (see page 14) should be heavily supported in class, with less support given for further
pie charts (as suits the ability levels in the class).
Maths teacher tips:
For the pie chart exercises, involve the students in working out the fractions and showing how they did
the maths. They can refer to their worksheets from week 1 for help with the mathematical operation
vocabulary required.
When working out the fraction/percentage of the group, remind students to keep in mind that this will
also be the fraction of the pie chart. Students should be able to anticipate what their pie chart will look
like. Ex. 2/8 or 25% ate apple -> 25% of the pie chart.
Pie chart is always based around 360 so multiply the fraction or percentage by 360 to find the relevant
degrees.
Please note – It may be worth checking with the Maths department here if they have a whole school
approach when working with percentages.
When the slide initially appears, the pie chart only contains the central dot (as per version on student
worksheet). The exercise begins with the apple data, so questions can be asked such as Wie viele Leute
(von den acht) essen einen Apfel? Also, wieviel Prozent sind 2 von 8? Wie berechnen wir den Winkel?
Man muss den Bruchteil oder die Prozente mit 360 multiplizieren.… Information can be added to the
cells of the table, and necessary sums modelled on the board by teacher throughout, or by teacher for
initial items, then students if time and ability-levels allow.
Once a full line has been completed in the grid, use a protractor from the dot in the pie chart and model
the creation of the angle. One click on the slide adds the appropriate angle. This process should be
repeated for each of the subsequent items, working clockwise around the pie chart. When all the angles
have been drawn, the colours can be discussed, as shown on the slide, and added. The final click reveals
the full colour pie chart.
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