The World Cup 2010

Favourites don’t always win. I’m going for Portugal!

I think Brazil will win. They

are the favourites.

Which country do you think will win?

Why?

Jose and Philippe, football commentators

Who plays who, when and where?

Go England!!

Match Date - Time Venue Result

5 12/06 20:30 Rustenburg England - USA

6 13/06 13:30 Polokwane Algeria - Slovenia

22 18/06 16:00 Johannesburg - JEP Slovenia - USA

23 18/06 20:30 Cape Town England - Algeria

37 23/06 16:00 Nelson Mandela Bay/Port Elizabeth Slovenia - England

38 23/06 16:00 Tshwana/Pretoria USA - Algeria

Up2d8 mathsTeacher’s guide With the papers and sports news full of items surrounding the world cup in South Africa and the event itself being just a month away, we though it would be an ideal time to focus It’s in the News! on this event. You may wish to use the ideas on the spreads to create a series of mathematics lessons around the world cup or develop a cross-curricular project involving subjects such as geography, history, science and D&T – and of course maths! What ever you decide to do the slides provide ideas to use in the areas of measures, data handling and calculation.… continued on the next slide

… continued You may find it helpful to refer to the FIFA website which has a wealth of information about the world cup, the teams and the countries involved and could be a key site for the children to go to in order to investigate for many of the following activities: www.fifa.comThere are other sites with useful information e.g. www.worldcup2010southafrica.com/, www.guardian.co.uk/football/worldcup2010

1st spread: The World Cup 2010● Ask the children if they are interested in the World Cup and if they will be following it. You

could ask the children to make a Carroll diagram to show what they say with the criteria interested/not interested or a Venn diagram with two circles and those who are going to follow/not follow it and the overlapping part to show that they will follow some of it.

● Discuss the idea of Brazil being the favourite – what this means and why it is Brazil. Ask them who they think might win and why. Put what they say in a table or on a bar graph, pictogram or pie chart.

● The children could do a year group or whole school survey and collate the information, representing it as they think best and then analyse the results and come to a conclusion as to who most people think will win.

● You could look at the scores from the qualifying matches from the Fifa website and identify the most successful, asking the children if this will mean the teams that scored the most are likely to be possible winners.

● You could discuss the football teams the children support and make a bar chart, pictogram or pie chart to show this information. You could ask them to research the football players for the England squad and identify which team they usually play for.

● You could use this as an opportunity to research how much these players have been sold or bought for if they have recently transferred from one club to another. Who is the most expensive player? Ask them to try to relate these amounts to things people might purchase e.g. cars, houses!

● You could ask them to pretend to be a football manager, give them a budget and ask them to see which players they could afford to buy. You could extend this to asking them to design and cost a football kit and work out how much it would cost for all the players plus the reserves.

…continued on the next slide

1st spread: The World Cup 2010 continued…● They could find out all the possible sizes of football pitches, scale the sizes down and

draw them to show the differences.

● Ask younger children to spot the footballs on the spread. How many can they see? Use this to practice number pairs to 10. They could use counters to help them. Ask questions such as ‘there are four footballs hiding, how many are completely visible?’, ‘If I took two away, how many would be left?’, ‘If I wanted to have 15 on the spread, how many more would I need?’

● Ask the children to count the teams in each group and then all of them. Give them counters and ask them to count out one per country and to arrange them in a similar way to those on the spread. Focus on one group of four. What can the children tell you about the number four, e.g. one less than five, three more than one, two + two, square number, half of eight, even number, multiple of two and four, factor of 12. Move onto other numbers of groups and repeat. This is a simple idea but can be quite challenging and suit most ages of children.

● You could ask the children to sort the teams into groups of different sizes. For the games to be fair, all groups must have the same number of teams. Which group sizes are fair?

● You could use the groups to show counting in multiples of four and link to multiplication and division facts and arrays, e.g. five groups how many countries, 24 countries how many groups.

● If all the teams in one group were playing at the same time, how many men would be playing World Cup football at the same time? What if 2, 3, 4 etc groups were playing? What if all the teams were playing at the same time?

…continued on the next slide

1st spread: The World Cup 2010 continued…● Show a map of the world, maybe from Google, and ask the children to identify where

the countries in the different groups are located. You could discuss currency and work on currency conversions from their to ours. How much would a football cost in each country?

● You could find the distance from their capital cities to your location and order the countries from closest to furthest away. You could also explore rainfall and temperatures and make up graphs and tables to show these. This would be an opportunity to look at mode, mean, median and range. Encourage the children to work with a partner to research one of the countries and make a fact file. Pairs could take it in turns to present their findings to the rest of the class.

2nd spread: Who plays who, where and when?● You will need a map of South Africa. Ask the children to locate the places where the

football stadiums are.

● Ask them to imagine that they have landed in Johannesburg and to choose a match to watch. They could then estimate and work out, using the scale on the map, how far it is to that place from the airport. They could begin with Cape Town which is where one of the first matches takes place. They could work out how long it would take to drive there. If travelling at about an average of 60mph. This would be good for conversion work between miles and kilometres.

● You could ask them to find out how far they would have to travel to watch all the England matches and then get back to Johannesburg to fly home. Ask them to work out the ideal time to land in Johannesburg to do this and also what would be an ideal time to catch a flight home. The first England match starts at 20:30 on 12 June and last match starts at 16:00 on 23 June.

● You could extend the idea above by asking them to use the internet to plan the whole trip including costs of flights, accommodation, ticket prices, spending money. They could look at typical weather for that time of year in South Africa and decide what clothes to take. Maybe this could lead to looking at catalogues and choosing a new set of clothes – within a budget of course.

● Focus on the month of June, which month is before it, which is after? Use this as an opportunity to rehearse the days of the week and months of the year and other related vocabulary e.g. year, month, fortnight.

● Give them a calendar, a page copied from a diary may be best and ask them to find certain dates e.g. their birthdays, Christmas Day, the date of the first Sunday in July, the day three weeks and four days before 12 September.

…continued on the next slide

2nd spread: Who plays who, where and when? continued…● Identify the dates and times that England are playing and work out how much time they

have between matches, in days, hours and minutes. Are all the games on the same day of the week? Or only on certain days? Are the games always at the same time?

● The FIFA website has a counter to show how many days, hours, minutes and seconds until the first match kicks off. You could use this idea and work out how many of each there are to go. You could ask older children to work out how many seconds that time interval is using mental calculation strategies with jottings or younger ones with a calculator.

● Ask the children to research the countries and football teams of those playing against England and to decide on the likely outcome of each match.

3rd spread: Go England!!● You could discuss the shapes and symmetry of the football stadiums. The children

could make copies of them out of plasticine, reusable materials or something similar. Young children could make a football scene out of small world apparatus and use this to count and rehearse one more/less etc.

● The children could look up the size of the actual football pitch and draw it to scale with the footballers.

● You could make a washing line number line with football shirts with numbers on the back for counting, identifying missing numbers etc.

● The children could make their own small football shirts for number pairs work

● Focus on the times the different matches in England’s group begin and ask the children to work out what time half time would be and the end of the game if no extra time. They could draw and label clocks to show this.

● Tell the children that South Africa will be one hour ahead of our time during the world cup and ask them when these matches will happen in the UK. You could explore this further by asking them to find out the local time in the other participating countries and when the population would need to watch the match if they wanted to see it live. Will anyone have to watch in the middle of the night?