GHS S1 Course Outline Level 3

August to October / October to Christmas / January to April / April to June
1.Data Collection & Analysis
2. Whole Numbers
3.Co-ordinates all 4 Quads / 4.Fractions
4.Percentages
4.Decimals
5.Rounding & Accuracy
6.Angles / 7.Integers in context
8.Length & Perimeter
9.Identify & Draw 2D, 3D shapes / 10.Intro to Algebra
11.Speed, Distance & Time
12.Area & Volume 2D+3D
13. Line Symmetry
Test 1 / *Famous Mathematician
Test 2 / Test 3 / *Finance Budget & Compare
Test 4

Every outcome will have an associated homework task or link to current resource.

Formative assessment approaches will be used on a regular basis in the classroom

· Observation and dialogue & feedback with pupils

· Show Me board responses to questions

· Self-assessment profile booklet

ACTIVE LEARNING RESOURCES Standards Unit, Tarsia, Maths 4 Life, Ten Ticks, Boardworks

ACTIVE LEARNING WEBSITES Number Lovin, TES,

GHS S2 Course Outline Level 3à Level 4

August to October / October to Christmas / January to April / April to June
14.Simple Proportion
15.Number: Common Multiple & Factors
Prime Numbers & Powers
16.Bearings
17. Mixed Fractions, Decimals & Percentages
*Maths in Workplace / 18.Number Sequences: Generate a rule
19. Algebra: Create & evaluate simple formulae
20. Enlargement & Reduction
21.Simple Probability
END OF LEVEL 3
for most pupils / LEVEL 4 MATHS
1. Numeracy Skills & Finance
2. Speed, Distance & Time
3. Ratio & Proportion
4. Data Collection & Analysis & Probability
5. Area & Volume 2D + 3D /

6. Algebra

[Brackets, Expressions, Evaluate]
7. Circle
[Circumference and Area]
8. Algebra
[Determine a Formula]
9. The Gradient
Test 5 / Test 6 / Test 1 / Test 2

GHS Maths - S3 Course Outline Level 4 à National 5

August to October / October to Christmas / January to April / April to June
10. Algebra
[Solving Equations]
11. The Straight Line
[y=mx+c]
12. Algebra
[Change the Subject]
13. Pythagoras / 14. Trigonometry
[SOH-CAH-TOA]
15. Scatter Graphs
16. 2D Shapes & Circle
[Angle properties]
17. Similarity / Revision term
End of Level 4
Assessments
Pupils to begin National 5 before Easter S3 / NATIONAL 5 MATHS
1.
2.
3.
4.

GHS Maths - S3 Course Outline Level 3

August to October / October to Christmas / January to April / April to June
7.Integers in context
8.Length & Perimeter
9.Identify & Draw 2D, 3D shapes / 10.Intro to Algebra
11.Speed, Distance & Time
12.Area & Volume 2D+3D
13. Line Symmetry / 14.Simple Proportion
15.Number: Common Multiple & Factors
Prime Numbers & Powers
16.Bearings
17. Mixed Fractions, Decimals & Percentages / 18.Number Sequences: Generate a rule
19. Algebra: Create & evaluate simple formulae
20. Enlargement & Reduction
21.Simple Probability
END OF LEVEL 3
for all pupils
* Finance Budget Project / *Data Collection & Analysis / *Maths in Workplace

Level 4 Maths and Life Skills Content

ALGEBRA
Maths / GEOMETRY
Maths / NUMBER SKILLS
Maths + Lifeskills / OTHER
Lifeskills
Simplify Expressions Evaluate Expressions
Common Factor
Form+ Solve Equations
Determine a Formula
Points in 4 quadrants
Gradient definition
Equation: Horizontal Line
Equation: Vertical Line
Equation: Straight Line / Surface Area of 3D
Volume of a Prism
Circle: Tangent Radius
Angle in Semicircle
Similarity Length
Similarity Area
Pythagoras
Trigonometry SOHCAHTOA
Circle Area
Circle Circumference / Proportional changes
Powers & Roots
Scientific notation
Number problems
BIDMAS
Decimals
Percentages
Fractions Add + Subtract
Fractions Multiply
Speed, Distance, Time / Finance Credit+ Debt
Earnings + deductions
*Research financial products
*Data collect & analyse
(Mean, median, mode, range)
Transformations
Rotational Symmetry
Expected Frequency
Inaccuracy & error

Level 4 E’s and O’s are included in this course outline but it is not essential for them all to be taught. Professional judgement and pupil ability should be taken into account. It is expected that those pupils heading directly to study National 5 Maths in S3 will have experienced the majority of the Algebra, geometry and Number Level 4 outcomes in S1 and S2.

1. DATA COLLECTION & ANALYSIS

I can work collaboratively, making appropriate use of technology, to source information presented in a range of ways, interpret what it conveys and discuss whether I believe the information to be robust, vague or misleading. (MNU 3-20a)

When analysing information or collecting data of my own, I can use my understanding of how bias may arise and how sample size can affect precision, to ensure that the data allows for fair conclusions to be drawn. (MTH 3-20b)

I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology (MTH 3-21a)

IDL Link with Geography Climate graphs

PE Fitness Block

Science

This topic gives an opportunity for pupils to get to know each other by involving them in paired or group activities.

It is important that pupils think about the results obtained.

Charts should normally be accompanied by comments on what they tell us.

Bias is a difficult concept but important to introduce.

The use of ICT should be encouraged.

Computer generated graphs using excel.

Pupils should be able to:

1. Conduct a class survey, including a questionnaire designed by the class

2. Organise results using tables with row and column headings

- designed by the teacher (or)

- designed by pupil

3. Display results using

- bar-graph

- line-graph

4. Understand the need for proper scales, labelling of scales, and title

5. Retrieve information from tables, bar-graphs, line-graphs and pie-charts

6. Display and interpret bar- and line-graphs with more difficult scales,

7. Review newspapers/magazines for information displayed graphically, discuss special features of the displays, and bias in vague/misleading displays8. Calculate the mean average of a data set

Resources:

LEVEL E Ch

Level Eft Ch

CfE 3a

CfE 3b

Boardworks

2. WHOLE NUMBERS

I can use a variety of methods to solve number problems in familiar contexts, clearly communicating my processes and solutions. (MNU 3-03a)

I can continue to recall number facts quickly and use them accurately when making calculations. (MNU 3-03b)

IDL Link with all subjects esp. Science

Basic numeracy skills are weak in many pupils and this unit should help to identify gaps as well as to improve skills. The work should include both mental and non-calculator tasks. Class discussion of appropriate strategies should be encouraged. It is essential that all pupils become secure in number bonds and place value to progress in the future. Making posters or notes is a good way to improve understanding of these concepts.

Pupils should be able to:

1. Round to the nearest 10, 100, 1000 etc

2. Read and write numbers up to a million

3. Mentally

a) add and subtract:
eg 120 + 130
82 – 38 / b) multiply and divide:
within all tables up to 10
whole numbers by single digits (simple cases)
e.g. 280 ÷ 8, 13 x 4
by 10, by 100 or a multiple of 10 or 100
e.g. 18 x 30

4. With written working:

a) add and subtract:
eg 1251 – 375 / b) multiply and divide:
whole numbers by single digits
e.g. 474 ÷ 6

5. Recognise patterns in the multiplication tables, e.g. 9 times table

6. Know the meaning of multiple

7. Apply the above in problems involving money and measurement

Resources:

3. CO ORDINATES

I can use my knowledge of the coordinate system to plot and describe the location of a point on a grid (MTH 3-18a)

IDL Link with Geography

Pupils should be able to:

1. Understand the use of co-ordinates to locate a point on a standard grid.

2. Plot points and specify co-ordinates in the first quadrant.

3. Use the terms co-ordinates, x & y – axis, origin correctly.

4. Draw pictures by connecting vertices dot to dot

5. Know the order in which to plot co ordinates e.g. (along corridor, up stairs)

6. Know that co ordinates always have a bracket round them and a comma between them

Resources:

There are lots of co ordinate puzzles in the store room box file or online.

4. FRACTIONS INTRO

I can solve problems by carrying out calculations with a wide range of fractions, decimal fractions and percentages, using my answers to make comparisons and informed choices for real-life situations (MNU 3-07a)

Having used practical, pictorial and written methods to develop my understanding, I can convert between whole or mixed numbers and fractions.(MTH 3-07c)

By applying my knowledge of equivalent fractions and common multiples, I can add and subtract commonly used fractions. (MTH 3-07b)

IDL Link with HE,

Science,

Art.

The idea of a fraction as an acceptable answer to a problem needs to be constantly emphasised. More time than before seems to be needed to develop and reinforce the concept of fractions. Understanding of equivalences between fractions, decimals and percentages will need a lot of careful work and frequent practise. It is essential that the whole school teach fraction sum layout in the same way to avoid confusion to pupils; Simple fractions only at this stage. Adding and subtracting fractions with different denominators should be taught later after common multiples are taught later in the course.

Pupils should be able to:

1. Understand a fraction both as a number on a line and as a division process

2. Understand the idea of equivalent fractions

3. Mentally find simple unitary fractions of quantities ½ of… ¼… etc and e.g.

4. Convert between whole or mixed numbers and fractions

5. Add and Subtract pairs of simple fractions with same denominator

Resources:

TEEJAY LEVEL E – Ch6 pg67 – 70 TEEJAY 3G – Ch11 pg 124 – 131

4. PERCENTAGES

IDL Link with BM

Art

PE Heart rates

In this unit it is hoped that a whole school approach to working out percentages could be established early in a student’s career at Golspie. Pupils should understand the meaning of a percentage.

Pupils should be able to:

1) Understand the meaning of “per cent” as out of 100

2) Understand what a percentage is visually by shading squares

3) Identify percentages from shaded shapes split into 100’s

4) Mentally convert simple percentages to fractions e.g. ½, ¼, ¾, 1/10, 1/3, 1/5 etc

5) Find percentages without a calculator by finding 10% and 1% first.

6) Find any percentage of a quantity using a calculator by 17/100 x £24.

7) Mentally use simple equivalent fractions eg 75% = ¾ to find percentages of other numbers. (This is difficult for some if don’t yet have sound grasp of fractions)

8) Mentally find simple percentages of quantities e.g. 20% of 80m

Resources

TEEJAY LEVEL E – Ch6 pg71 – 76 TEEJAY 3G – Ch3 pg41 – 43

4. DECIMALS SIMPLE

This is another topic in which many pupils will need careful practice, both in mental and written work. Class discussion of helpful strategies should be encouraged. If time permits, rounding could be covered here.

IDL Link with BM,

Science Heights, measurements

Tech.

Pupils should be able to:

1. Work with decimals to 2 decimal places

2. Mentally

a) add and subtract:
e.g. 7.3 + 8.2 / b) multiply and divide:
- e.g.14.68 x 100
- e.g. 7.28 ÷ 1000

3. With written working

a) add and subtract:
e.g. 12.3 + 4.9
e.g. 6.7 – 2.83 / b) multiply and divide:
e.g. 14.25 ÷ 3
e.g. 16.71 x 7
e.g. 4.6 ÷ 8

4. Apply the above in problems involving money and measurement

5. Round any number to nearest whole, 1 decimal place, etc

6. Check calculations by rounding and mental work

7. Express simple fractions as decimals and back again

8. Be familiar with the decimal values of fractions out of 4, 5, 10, 20, 50, 100

Resources:

TEEJAY LEVEL E – Ch2 pg25 – 34 TEEJAY 3G – Ch3 pg27 – 39

5. ROUNDING & ACCURACY

I can round a number using an appropriate degree of accuracy, having taken into account the context of the problem.

(MNU 3-01a)

IDL Link with Tech, Science.

A sound understanding of rounding and accuracy is essential when doing most calculations. It is worth spending time early on discussing this and giving examples of what it means. Use of the number line is essential here to help visualise where numbers lie and what is happening.

Pupils should be able to:

1. State the importance of rounding and different degrees of accuracy in real life.

2. Round to nearest whole number, 10, 100 etc.

3. Round to 1 or 2 decimal places

4. Know the general rule of “5 or above, give it a shove! (up)” unless context of question suggests otherwise, e.g. taxis needed for passengers

Resources:

6. ANGLES

I can name angles and find their sizes using my knowledge of the properties of a range of 2D shapes and the angle properties associated with intersecting and parallel lines

(MTH 3-17a)

IDL Link with Art, Science.

This unit covers the basic idea of angle as a rotation, and as a measurable quantity. Practical skills of accurate drawing and measuring should be developed.

Pupils should be able to:

1. Understand the idea of size of an angle, related to fitting round a point

2. Understand the degree unit of angle

3. Interpret angle as a measure of rotation

4. Know that a right angle is 90°, a straight angle is 180º, and a complete turn is 360º

5. Use a protractor accurately to draw and measure angles

6. Name angles using letters, e.g. angle ABC

7. Know the meaning of acute, obtuse and reflex for angles

8. Know that vertically opposite angles are equal

9. Calculate missing angles using angles in a straight line or round a point