ENVIRONMENTAL STUDIES 5-14: SOCIAL SUBJECTS · Web viewLevel 2 Planning Pack Numeracy and Mathematics This version: September 2013 How to use this planning pack: Assessment MNU 2-01a

Teacher: (teacher name here) Term: Session:

Luthermuir Primary School.

Level 2 Planning Pack

Numeracy and Mathematics

This version: September 2013

Luthermuir Primary School Numeracy and Mathematics

Group Name: Pupils:

Date Started level:


How to use this planning pack:



Assessment MNU 2-01a(Rounding)

MNU 2-02a(whole numbers and place value)

MNU 2-03b/c(number problems)

MNU 2-04a(negative numbers)

Date:

Guide: <50% = …. (Red) 51-75% = …. (Yellow) 75-100% = …. (Green)

Assessment MNU 2-05a(Patterns and

MNU 2-07b(Fractions,

MNU 2-07c(Applying

MNU 2-09a(Managing


Teacher: (teacher name here) Term: Session:sequences) decimals and

percentages)fractions & percentages)

money)

Date:


Assessment MNU 2-09c(money calculations- profit/loss etc)

MNU 2-10a(time and timetables)

MNU 2-10b(practical application of time)

MNU 2-10c(Time periods, estimate of time, speed, distance etc)

Date:




Assessment MNU 2-11c(Area and Perimeter and volume)

MNU 2-11aMNU 2-11b(measure, estimate and conversions ofSimple units)

MTH 2-12a(impact of Maths on world)

MTH 2-13a(complex number patterns, simple formulae)

Date:




Assessment MTH 2-15a(Apply number facts to solve problems- number machines etc)

MTH 2-16a(Properties of 2D and 3D shape)

MTH 2-16b(3D shape and nets)

MTH 2-16c(Drawing 2D and 3D shapes)

Date:




Assessment MTH 2-17a(Investigating angles)

MTH 2-17b(Drawing angles)

MTH 2-17c(Practical bearings and compass work)

MTH 2-17d(Scale drawing)

Date:




Assessment MTH 2-18a(co-ordinates)

MTH 2-19a(Symmetry)

MTH 2-20a(Graphs- interpreting graphs)

MNU 2-20b(Conducting surveys)

Date:




Assessment MTH 2-21a(Dealing with data)

MNU 2-22a(Probability)

‘Start’of Level 2 Assessment

End of Level 2 Assessment

Notes:






Numeracy and Mathematics Second Level Experiences and Outcomes Class/Group:

Organiser and Subdivision

Curriculum for Excellence Experiences and Outcomes

Key Learning Learning Activities and Resources

Number, money and measure

Number and number processes including addition, subtraction, multiplication, division and negative numbers

MNU 2-02a I can write numbers up to 10 million and beyond in words or figures and place any set of numbers in order.

I can work with decimals (up to 3 places) and rounding..

Teejay Level 2 Book 1:Ch 1 pages 6-7Ch 5 pages 37-40Teejay Level 2 Book 2:Ch 1 pages 3-4

Assessment: TeeJay CfE Assessment MNU 2-02a


Teacher: (teacher name here) Term: Session:Numeracy and Mathematics Second Level Experiences and Outcomes Class/Group:




Numbers andnumber processes

including addition,subtraction,multiplication andnegative numbers.

MNU 2-03a

I can solve four and five digit addition and subtraction problems without a calculator

I can use mental strategies to solve four and five digit addition and subtraction problems.

I can use a calculator to solve addition and subtraction problems including those when numbers have more than five digits.

I can multiply and divide by 10,100 and 1000 without a calculator.

I can multiply and divide four or five digit numbers by a sinlge digit.

I can use a calculator to multiply and divide by two digit numbers.


TeeJay Level 2 Bk1:

Chapter1 pg8-10, pg13

Chapter 1 throughoutChapter 3 p20,21 ,24,25

TeeJay Level 2 Bk 2 p5,6 and p9-10

TeeJay Level 2 Bk1 Ch3 p26,27

TeeJay Level 2 Bk 2 p1,2 and p12,13









MNU 2-03b I can work with decimals to:read scales to 2 decimal places

round to a whole number from at least one decimal place

complete addition and subtraction problems to two decimal places

multiply and divide by single digits

multiply and divide by 10,100 and 1000

I can solve money and word problems featuring decimals which ask me to add, subtract, multiply or divide

I can use a calculator to solve problems involving decimals

Tee jay Book 2A Chapter 5

Tee Jay Book 2A Chapter 7 p62-68

Tee Jay Book 2A p51

Tee jay Book 2B p31-37 and p40

Tee Jay assessment MNU 2-03bTopic in a Nutshell:









MTH 2-03c

MNU 2-04a

I can identify the correct order for mathematical operations

I can understand how negative numbers are used in real life situations.

I can add and subtract negative numbers

Tee Jay Book 2B p11

Tee Jay Book 2B Chapter 8 p81-86







Estimation andRounding

MNU 2-01a I can round numbers to the nearest 10,100 and 1000

I can use rounded numbers to help me estimate and approximate answers and make mental estimates.

Teejay Level 2 Book 1:Ch 1 pages 11,12 Teejay Level 2 Book 2:Ch 1 pages 7,8



Teacher: (teacher name here) Term: Session:Numeracy and Mathematics Second Level Experiences and Outcomes Class/Group:





Fractions, decimal fractions and percentages including ratio and proportion

MNU 2-07a

MNU 2-07b

I can understand simple percentages: 10 20 90%, 25%, 75%

I can understand and use shaded diagrams to represent fractions, decimals and percentages of shapes.

I can link fractions, decimals and percentages, changing form one to either of the other two

I can solve money and other word problems involving common percentages e.g. 10% of 200ml

I can use a calculator to solve money and other word problems involving common percentages sometimes with the use of a calculator.

Tee Jay Book 2A Chapter 11

TeeJay Book 2A Chapter 12

Tee Jay assessment MNU 2-07a

Tee Jay Book 2B p123-125








Fractions, decimal fractions and percentages including ratio and proportion

MNU 2-07a

MNU 2-07b

MTH 2-07c

I can simplify basic fractions and percentages like 8/10 and 45%

I can use basic simplificationto calculate fractions and percentages of whole number quantities.

I can set down my workings to show my understanding.

I can use a calculator to solve problems involving common percentages.

I can order a fraction set:Eg 1/3, ½, 4/7, ¾ etc

Tee Jay Book 2A- p112

Tee Jay Book 2B Chapter 12

Tee Jay Book 2B p119, 120 and p126

Tee Jay assessment MNU 2-07c








Patterns and relationships

Multiples, factors and primes

MTH 2-13a

MTH 2-05a

I can describe and continue more complex sequences of numbers e.g. 58, 44, 30…, …,

1, 1, 2, 3, 5, 8, …, …,

I can recognise number patterns involving multiples e.g. 2, 4, 6, 8, …, …,

50, 45, 40, …, …,

I can write factors of numbers- 1,2,4,and 8 are factors of 8.

Tee Jay Bk 2A Chapter 15 p152 -158 and p159

Tee Jay Bk 2B Chapter 14 p132-139

Tee Jay Bk 2B 131, 140-141

Tee Jay Assessment 2-13a

Tee Jay Bk 2A Chapter 15 p155-56

Bk 2A Chapter 17 p168-171

Tee Jay Assessment 2-05a








Mathematics- its impact on the world, past, present and future

MTH 2-12a Please complete to reflect any examples studied:

Tee Jay Assessment MTH 2-12a








Time

MTH 2-10a

MTH 2-10b

MTH 2-10c

I can tell the time using 12 hour clocks- analogue and digital, including times like 11.48am.

I can convert any 12 hour time into 24 hour time and vice versa.

I can read and interpret timetables.

I can write a number of minutes as hours and minutes and a number of seconds as minutes and seconds.

I can add and subtract hrs/mins and mins/secs

I can use of and read a stopwatch, comparing times and using them these to record and interpret simple results.

I can work out time intervals in 12 and 24hr periods.

Tee Jay Book 2A Chapter 4 p28-30 and p33


Tee Jay Assessment MNU 2-10aTee Jay Book 2A Chapter 4 p35 and p33


Tee Jay Assessment MNU 2-10b

Tee Jay Book 2A Chapter 4 p31,32 and 34 and p33Tee Jay Book 2A p36


Tee Jay Book 2B Chapter 9 p87-93Tee Jay Book 2B p20, 29-30 and 94-95

Tee Jay Assessment MNU 2-10c








Expressions and equations

MTH 2-15a I can solve equations where the unknown value is shown as a symbol or a letter e.g.

* + 10 = 19

2x – 1 = 11

I can solve word problems by constructing a simple equation or inequality first

I can consolidate my understanding of number machines (function machines) both forward and reverse, including 2 operations

Tee Jay Bk 2A

Chapter 10 pages 88-95

Tee Jay Bk 2A p96

Tee Jay Bk 2B p108 and 118

Bk 2B Chapter 11 p109-113








Shape, position and movement

Angle, symmetry and transformation

MTH 2-17a

MTH 2-17b

I can understand the terms acute, right, obtuse, straight and reflex angles and recognise these types of angles in class and in the wider world

I can name angles using (three) capital letters and the symbols

and ^ABC

I can draw and measure all angles using a protractor to within 2° accuracy e.g.

Draw

Tee Jay Book 2A Chapter 6 p52-54 and 58-59



Tee Jay Book 2B

Chapter 5 p42-48 and Book 2B p41, 49 and 50Tee Jay Assessment MTH 2-17b









MTH 2-17a

MTH 2-17c

Using the right angle and straight line rule I can calculate missing angles

I can use the rule ‘opposite angles are always equal’ to work out vertically opposite angles

I can work out missing angles by using the F and Z angle rules

I can identify the main 8 compass points and the sizes of the angles between these 8 directions

I can identify the 3 figure bearings of the 8 compass points

I can measure and draw, using a protractor, any 3 figure compass direction, or simple route


Tee Jay Book 2B

Chapter 5 p42-48 and Book 2B p41, 49 and 50Tee Jay Assessment MTH 2-17a

Tee Jay Book 2A Chapter 6 p58-59 and Book 2A p 60-61

Tee Jay Book 2B Chapter 6 p60-63 p51 and 64

Tee Jay Assessment MTH 2-17c









MTH 2-17d

MTH 2-18a

I can work with simple scales in models, plans and maps:

I can make scale representations of a rectangular field 1cm = 200m

I can understand a map to a scale of 1cm = 5km

I can find the real height of a house from a scale drawing.

I can use and understand the terms axes, x-axis, y-axis, horizontal and vertical axes, x-co-ordinate and y-co-ordinate.

Tee Jay Book 2B Chapter 6 p52-59 Tee Jay Assessment MTH 2-17d

Tee Jay Book 2A Chapter 14 p145-149 and Book 2A p151Tee Jay Book 2B Chapter 15 p143-144 p142 and 145 Tee Jay Assessment MTH 2-18a









MTH 2-16a

MTH 2-16b

MTH 2-16c

I can name 2D shapes including the quadrilaterals (kite, rhombus, parallelogram and trapezium) and recognise their special properties.

I can name the polygons up to decagons.

I can recognise many 2D shapes as they appear in real life in the classroom and beyond.

I can name 3D shapes and their properties.

I can recognise how surfaces in 3D are made and what shapes make them.

I can recognise 3D shapes in the real world.

Tee Jay Book 2A Chapter 9 p80-86Tee Jay Book 2A Chapter 16 p160-64 Book 2A p87 Tee Jay Book 2B Chapter 10 p97-105 p106-107 and p96 Tee Jay Assessment MTH 2-16a

Tee Jay Book 2B Chapter 16 p147-151 Tee Jay Assessment MTH 2-16b

Tee Jay Book 2A Chapter 9 p81, 85-86

Tee Jay Book 2A Chapter 16 p165-66 Book 2A p167


Tee Jay Book 2B Chapter 16 p152-153 p154-55 and p146Tee Jay Assessment MTH 2-16c









MTH 2-16b

MTH 2-16c

I can recognise and draw nets of some 3D objects - cube, cuboid, cylinder, cone, pyramid, triangular prism.

I can neatly sketch simple 2D shapes- triangles, quadrilaterals and circles.

I can draw 2D representations of 3D shapes on plain, squared or isometric paper.

I can create skeletons of simple 3D shapes using wire, straw or rolled up paper.

Tee Jay Book 2B Chapter 16 p147-151 Tee Jay Assessment MTH 2-16b

Tee Jay Book 2A Chapter 9 p81, 85-86

Tee Jay Book 2A Chapter 16 p165-66 Book 2A p167


Tee Jay Book 2B Chapter 16 p152-153 p154-55 and p146Tee Jay Assessment MTH 2-16c








Money

MNU 2-09aI can use UK coins/notes for up to £20 and more

I can compare costs e.g. in buying various sizes of boxes of washing powder

I can add, subtract, multiply and divide money, using a calculator when required

I can work with foreign currency, exchanging £’s for euros, dollars, etc. and vice versa (basic examples only)

I can understand and demonstrate simple budgeting.

I can solve simple examples using Hire-Purchase

Tee Jay Book 1 Chapter 8 p 69-70, 73-75 and p79

Tee Jay Book 2 p75-78

Assessment MNU 2-09a

Tee Jay Book 2A p79 Tee Jay Book 2B p65-68, p72-74

Tee Jay Book 2B p79-80

Assessment MNU 2-09b


Teacher: (teacher name here) Term: Session: Organiser and Subdivision




Money

MNU 2-09a I can use a buying price and a selling price to state whether a profit or loss has been made. I can identify this amount.

I can calculate the selling price, given the buying price and the profit or loss required.

I can use a calculator to help me work out the above problems.

Tee Jay Book 2B Chapter 7 p 69-71

Tee Jay Assessment MNU 2-09c








Measurement

MNU 2-11a

MNU 2-11b

MNU 2-11c

I can convert from one unit to another

I can estimate and measure areas in cm² and m²

I can use a ruler to draw and measure in cm and mm

I can find perimeter by adding lengths together

I can use formulae (rules) to find the area of a rectangle, square or right angled triangle

Tee Jay Bk 2A p121

Chapter 13a p113-15Chapter 13b p122-23Chapter 13c p130-31Chapter 13d p141Assessment MNU 2-11a

Tee Jay Bk 2A Chapter 13a p113-15, p118Chapter 13b p122, 125-26Chapter 13c p130-33Chapter 13d p141-43

Assessment MNU 2-11bTee Jay Bk 2A Chapter 13a p119-20Chapter 13b p122-28Chapter 13c p134-39

Book 2A p129 and p140Book 2B p127-130 Assessment MNU 2-11c








Measurement

MNU 2-11c I can find the volume of cubes and cuboids by counting

I can find the volume of cubes and cuboids by using the formula:V = LxBxH

I can find the volume of liquid in ml and litres

I can solve problems involving volume, sometimes with the use of a calculator

Tee Jay Bk 2A Chapter 13a p119-20Chapter 13b p122-28Chapter 13c p134-39

Book 2A p129 and p140Book 2B p127-130 Assessment MNU 2-11c









MTH 2-19a I can recognise how many lines of symmetry a shape has

I can create the “other half” of a shape given its line of symmetry

I can complete shapes with vertical, horizontal or oblique lines of symmetry

Tee Jay Book 2A Chapter 2 p14-18 and p19

Tee Jay Book 2B Chapter 2 p15-19 and p14








Information Handling

Data and analysis

MNU 2-20a

MNU 2-20b

I can answer questions relating to graphs, bar graphs, line graphs and simple pie chartsRecognise that some information presented in real life charts can be deliberately misleading: e.g. bar charts where columns do not start at zero.

I can carry out a survey, either individually or as part of a group and collate the findings in a well organised way.

I can discuss how the survey was carried out and discuss the results of the survey in a well organised way

Tee Jay Book 2A Chapter 18 p173-179 and 183-184

Tee Jay Assessment MNU 2-20a

Tee Jay Book 2A Chapter 18 p185

Tee Jay assessment MNU 2-20b







Information Handling

Data and analysis

MTH 2-21a

MNU 2-22a

I can display the results of a survey done individually or as part of a group.

I can use tables, databases, spreadsheets, bar graphs, line graphs or simple pie charts.

I can experiment to allow me to make predictions about how ‘likely’ an event will occurI can use given data to make predictions about how ‘likely’ an event will occur.I can understand simple chance or probability using fractions.

Tee Jay Book 2A Chapter 18 p180-182 and p186-187


Tee Jay assessment MTH 2-21a


Tee Jay assessment MTH 2-22a







I can revise what I have learned.

I can apply mental strategies to mixed problems.

Mental Maths Activities

Daily Mental Sessions to consolidate learning and understanding of Concepts

White Boards







Problem Solving Activities



MNU 2-01a:Round to the nearest 10, 100, or 1000 and use this toestimate answers to simple addition, subtraction,multiplication and division problems.

• 7147 + 1829 is about the same as 7000 + 2000• 286 x 19 is about the same as 300 x 20 = about 6000.Check answers using this approximation technique.

MNU 2-02a:Write numbers up to 10 million and beyond in wordsor figures and place any set of numbers in order.

Work with decimals (up to 3 places) and rounding.e.g. know that the 9 in 0·009 means 9 thousandths.

MNU 2-03b:Work with decimalsRead decimal scales to 1 and 2 decimal placesRound to whole number, 1 decimal place or beyondNo calculator- add subtract decimals to 2 d.pMultiply and divide decimals by single digit- 10,100,1000

MTH 2-03c:Money and word problems using all four operations sometimes with a calculatorBODMASPupils should be aware of the correct order of mathematical operations

MNU 2-04a:Introduce –ve numbers using temperature, time and bank balance. No calculator allowedAdd and subtract –ve numbers (no double negatives at this point)

MTH 2-05a:


Teacher: (teacher name here) Term: Session:Having explored the patterns and relationships in multiplication and division, I can investigate and identify the multiples and factors of numbers

MNU 2-07a:I have investigated the everyday contexts in which simple fractions, percentages or decimal fractions are used and can carry out the necessary calculations to solve related problems.

MNU 2-07b:I can show the equivalent forms of simple fractions, decimal fractions and percentages and can choose my preferred form when solving a problem, explaining my choice of method.

MTH 2-07c:I have investigated how a set of equivalent set of fractions can be created, understanding the meaning of simplest form, and can apply my knowledge to compare and order the most commonly used fractions.

MNU 2-09a:I can manage money, compare costs from different retailers, and determine what I can afford to buy

MTH 2-10a:I can use and interpret electronic and paper-based timetables and schedules to plan events and activities, and make time calculations as part of my planning

MTH 2-10b:I can carry out practical tasks and investigations involving timed events and can explain which unit of time would be most appropriate to use.

MTH 2-10c:Using simple time periods. I can give a good estimate of how long a journey should take, based on my knowledge of the link between time, speed and distance.

MNU 2-11a:I can use my knowledge of the sizes of familiar objects or places to assist me when making an estimate of measure

MNU 2-11b:I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems



MNU 2-11c:I can explain how different methods can be used to find the perimeter and area of a simple 2D shape or volume of a simple 3D object

MTH 2-12a:I can give some examples of how Mathematics has helped shape our past and present.I can name some important people from the past who used Mathematics in their discoveries and inventions

MTH 2-13a:Having explored more complex number sequences, including well-known named number patterns, I can explain the rule used to generate the sequence, and apply it to extend the pattern

MTH 2-15a:I can apply my knowledge of number facts to solve problems where an unknown value is represented by a symbol or letter

MTH 2-16a:Having explored a range of 3D objects and 2D shapes, I can use mathematical language to describe their properties, and through investigation can discuss where and why particular shapes are used in the environment.

MTH 2-16b:Through practical activities, I can show my understanding of the relationship between 3D objects and their nets.

MTH 2-16c:I can draw 2D shapes and make representations of 3D objects using an appropriate range of methods and efficient use of resources.

MTH 2-17a:I have investigated angles in the environment, and can discuss, describe and classify angles using appropriate mathematical vocabulary

MTH 2-17b:I can accurately measure and draw angles using appropriate equipment, applying my skills to problems in context.

MTH 2-17c:Through practical activities which include the use of technology, I have developed my understanding of the link between compass points and angles and can describe, follow and record directions, routes and journeys using appropriate vocabulary

MTH 2-17dHaving investigated where, why and how scale is used and expressed, I can apply my understanding to interpret simple models, maps and plans.



MTH 2-18a:I can use my knowledge of the coordinate system to plot and describe the location of a point on a grid.

MTH 2-19a:I can illustrate the lines of symmetry for a range of 2D shapes and apply my understanding to create and complete symmetrical pictures and patterns

MNU 2-20a:Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions form the information displayed, recognising that the presentation may be misleading

MNU 2-20b:I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way.

MTH 2-21a: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 2-22a:I can conduct simple experiments involving chance and communicate my predictions and findings using the vocabulary of probability.




Documents

ENVIRONMENTAL STUDIES 5-14: SOCIAL SUBJECTS · Web viewLevel 2 Planning Pack Numeracy and Mathematics This version: September 2013 How to use this planning pack: Assessment MNU 2-01a