How can we apply knowledge of shape to the real world?

Size: px
Start display at page:

Download "How can we apply knowledge of shape to the real world?"

Transcription

1 Year 10 senior programme Learning cycle two The KING S Medium Term Plan Mathematics Module Overarching Subject Challenging question Lines of Enquiry Developing Number How can we apply knowledge of shape to the real world? Week 1: How do we use triangles to help with other polygons? Week 2: How can we use compasses to create technical real life drawings? Week 3: How do we apply algebraic expressions to shapes? Week 4: How do we apply algebra to solve different types of equations? Week 5: How can we apply algebraic expressions to solve numerical sequences? Week 6-7: Revision then assessment followed by gap teaching from assessment analysis. Progress Objectives By the end of LC1 in Mathematics SWBAT achieve these AQA objectives: Polygons (Geometry) (AQA objectives G3 and G4) Weeks 1-2 (total 5 lessons) In this number unit pupils will master the following; Derive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any polygon, and to derive properties of regular polygons) Derive and apply the properties and definitions:

2 1) special types of quadrilaterals, including square, rectangle, parallelogram, trapezium, kite and rhombus and triangles and other plane figures using appropriate language 2) including knowing names and properties of isosceles, equilateral, scalene, right-angled, acute-angled, obtuse-angled triangles 3) including knowing names and using the polygons: pentagon, hexagon, octagon and decagon Constructions and Loci (Geometry) (AQA objective G2) Weeks 2-4 (total 6 lessons) In week 3-4 pupils will master these skills (mainly Higher content but key skills can be taught at Foundation); Use the standard ruler and compass constructions: o perpendicular bisector of a line segment o constructing a perpendicular to a given line from / at a given point o bisecting a given angle o construct a 60 o angle Know that the perpendicular distance from a point to a line is the shortest distance to the line Use these to construct given figures and solve loci problems Algebra recap and extension (AQA objectives A3, A4, A17 and A25) Weeks 4-5 (total 6 lessons) In this unit pupils will develop further mastery in applying knowledge of metric and imperial units and revise key conversions. They will; Understand and use the concepts and vocabulary of expressions, equations, formulae, identities, inequalities, terms and factors (review of Year 9) Simplify and manipulate algebraic expressions (including those involving surds - Higher) by: o collecting like terms o multiplying a single term over a bracket o taking out common factors Solve linear equations in one unknown algebraically including those with the unknown on both sides of the equation (review of Year 9 and Higher content), including the use of brackets

3 Deduce expressions to calculate the nth term of a linear sequence NOTE: In week 3 there will be a mid LC assessment to check current progress. Weeks 3-6 are designed to be fluid so that teachers can deliver content appropriately and allow time for mastery in the areas that require extra time. Assessment at the end of week 6 will be against the above AQA objectives following on from 2 lessons of REACH and revision. Gap teaching from analysis of assessments will take place in week 7. IMPORTANT INFORMATION AND WEEKLY NEEDS Personalised Learning and Reach work and Mastery Maths in real life Planning for Feedback REACH and Support The AQA objectives above cover a wide range of mathematical skills and applications at varying levels of difficulty. Each practitioner has access to sets of exam based questions and activities that are aimed at these different levels of application and will ensure that all pupils are provided with work that will both challenge and support them at their targeted Grade Point as well as pushing them towards the next. All pupils will meet the progress objectives outlined above at a pace that suits them and will be delivered in a way that is personalised to how they learn. The use of ipads will be planned for carefully so that they can maximise learning. Each week, there will be discussion and slides planned in so that pupils can value the relevance of what they are learning, which areas of life or careers that skill may be useful to and lessons will, as much as possible, contain resources where maths has to be applied to real world problems in order to find solutions. Polygons and construction for instance, will be applied to real life architecture, building, drawing and planning. Loci is used widely amongst careers in architecture, design, engineering, NASA and fashion. Pupils will receive written feedback each week in the form of teacher marking, peer/self-assessment and small quizzes to check key knowledge. Mark schemes will be provided where appropriate for pupil self-assessment and development. REACH lessons each week will allow time for acting on feedback and making improvements to their work in order to develop further and fill in GAPs. Each week there will opportunities for support with in class intervention, group intervention and after school catch-up. Monday lunch time will provide a time for pupils to REACH by practicing GCSE papers in a club. Friday lunch time will provide pupils in need of homework support, classwork development or just time to practice should they need it.

4 MEDIUM TERM PLAN Here is how each week is broken down; Ø Hypotheses for the week s lessons; These will act as the title for the lessons, in which the work done will be reflected upon to either prove or disprove each hypothesis. It may be that 1 hypothesis can last more than 1 lesson yet others are achieved quickly. This depends upon how far the pupils move on from the knowledge section and get through the different success criteria within the main body of the lesson. All hypotheses should be answered to some degree over the course of the week. Ø Learning Intentions: These are the key objectives laid out by the exam board (as seen above). Ø Weekly success criteria for completion across 4 lessons (or across 3 for weeks with REACH lessons or tests); This is where after teaching the knowledge necessary the pupils will work at their grade point on exam questions in order to achieve the learning intention.

5 Week 1 Line of Enquiry: How do we use triangles to help with other polygons? Hypothesis 1 The properties of triangles are needed when calculating missing interior angles. Ø Derive and use the sum of angles in a triangle, including knowing names and properties of isosceles, equilateral, scalene, right-angled, acute-angled, obtuse-angled triangles. Ø Derive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any REGULAR polygon, and to derive properties of regular polygons); including knowing names and using the polygons: pentagon, hexagon, octagon and decagon. ALL GP = Pupils will revise the types of triangles and their angle facts. GP 4 = Pupils will be taught how to prove the sum of interior angles for polygons. GP 5 = Pupils will be taught how to calculate interior and exterior angles of polygons using algebra. ALL GP = Pupils will label and name triangles using proper notation and symbols. They will need to demonstrate that they can describe the properties of different triangles and how this effects the sizes of the angles. GP 4 = Pupils will need to show why the angles add up to 180 degrees by applying knowledge of angles on straight lines. They will calculate missing angles in a variety of triangles by applying knowledge of their properties. GP 5 = Pupils will create expressions for the interior angles of the triangle then write as an equation to 180 to solve for the missing angles. Pupils will use algebra to compare angles and determine the type of triangles. Hypothesis 2 Calculating the missing interior angles of irregular polygons requires multiple steps Ø Derive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any IRREGULAR polygon, and to derive properties of regular polygons); including knowing names and using the polygons: pentagon, hexagon, octagon and decagon

6 GP 4-5 = Pupils will be taught how to apply knowledge of angles in triangles to find the sum of interior angles of any irregular polygon. GP 6 = Pupils will be taught how to calculate interior angles of irregular polygons using algebra. GP 4 to 5 = Pupils will solve questions finding the interior angles of irregular polygons and put into a table. GP 6 = Pupils will solve problems where the interior angles of irregular polygons are algebraic expressions. They will use algebra to prove the interior sums of irregular polygons. Hypothesis 3 Exterior angles always add up to the same amount. Ø Derive and use the sum of angles in a triangle to deduce and use the EXTERIOR angle sum in any IRREGULAR or REGULAR polygon GP 4-5 = Pupils will be taught how to apply knowledge of angles on a straight line to find the sum of exterior angles of any regular or irregular polygon. GP 6 = Pupils will be taught how to calculate exterior angles of regular and irregular polygons using algebra. GP 4 to 5 = Pupils will solve questions finding the exterior angles of regular and irregular polygons and put into a table. GP 6 = Pupils will solve problems where the exterior angles of regular and irregular polygons are algebraic expressions. They will use algebra to prove the exterior sums of regular and irregular polygons. Hypothesis 4 Alternate angles do not help when calculating interior angles of parallelograms.

7 Ø Being able to apply all rules of angles to complex problem solving questions involving algebra and ratio. GP 4-5 = Recall angles in a straight line, at a point, corresponding and alternate. GP 6 = Pupils will be taught how to apply the angles learned this week to complex worded questions. GP 4 to 5 = Pupils will solve questions finding the missing angles applying a mixture of methods. GP 6 = Pupils will solve problems where angles include algebraic expressions and ratio. Home learning: Given Monday of each week and due in by Monday the following week. Week 2 Line of Enquiry: How can we use compasses to create technical real life drawings? REACH (1H) (Review & Recap, Evaluate & Endeavour, Attainment & Achievement, Challenge yourself, Hone your skills) Improvement time to be allocated in one lesson every week from week 2 so as to learn from mistakes done the week before. Individual feedback will be provided as well as personalised improvement questions depending on what each pupil has done wrong in the baseline assessment. Hypothesis 1 Bisecting a line or angle is a useful skill in real life. Ø Use the standard ruler and compass constructions: (mainly Higher but key skill can be taught to all) o o o perpendicular bisector of a line segment constructing a perpendicular to a given line from / at a given point bisect a given angle GP 4 = Pupils will be taught how to use a compass accurately to draw circles and bisect and angle.

8 GP 5 6 = Pupils will be taught how to construct perpendicular bisectors. GP 4 = Pupils will practice drawing circles and segments/sectors using a compass and ruler accurately. They will use radius and diameter. Pupils will then practice how to bisect an angle then use protractors to measure and check the accuracy. GP 5 6 = pupils will use rulers and compasses to bisect angles, construct perpendicular bisectors and construct a perpendicular at a given point. Hypothesis 2 An equilateral triangle can be drawn without a protractor Ø Use the standard ruler and compass constructions to construct a 60 o angle and equilateral triangle GP 4 = Pupils will be shown how a 60 degree angle can be constructed. GP 5-6 = Pupils will be taught how to use a compass to construct a 60 degree angle and equilateral triangles. GP 4 = Pupils will practice drawing and measuring 60 degree angles using ruler and protractor. Pupils will then practice to construct them using a compass and ruler. Pupils will measure the angles created and compare them for accuracy. GP 5 6 = Pupils will complete technical drawings of 60 degree angles then bisect them to create 45 degree angles. Pupils will construct triangles with one 60 angles then measure the other 2 to determine the type of triangle they have created. They will construct equilateral triangles and compare the use of a compass rather to the use of ruler and protractor. ALL pupils will construct diagrams to practice the skills developed in the last few lessons. Hypothesis 3 Construction of triangles is less accurate with a compass

9 Ø Use the standard ruler and compass constructions to construct triangles of different types All GP All pupils will need to be taught how to use a compass and ruler to construct a variety of triangles. These skills are all GP 5 and all pupils will need to be able to attempt this as it appears on both foundation and higher GCSE papers now. Pupils from GP 4 to 7 will need to be able to demonstrate and understanding of this. ALL GP = Pupils will practice using ruler, compass and protractor and will need to be able to draw all 4 types of triangle accurately; scalene, isosceles, equilateral and right angled. They will follow the construction methods below to draw these different types of triangles accurately: SSS triangle with 3 lengths given. (LGP version) SAS triangle where they are given 2 sides that are adjacent and the size of the angle in-between. (more difficult) ASA triangle where they are given 2 of the angles and the length of the side between them. (more difficult) Pupils can measure to check accuracy and also measure the interior angles to check accuracy against the 180 degree rule. Pupils will also use scales and ratio to solve GCSE questions. Home learning: Given Monday of each week and due in by Monday the following week. Week 3 Line of Enquiry: How do we apply algebraic expressions to shapes? REACH (1H) (Review & Recap, Evaluate & Endeavour, Attainment & Achievement, Challenge yourself, Hone your skills) Improvement time to be allocated in one lesson every week from week 2 so as to learn from mistakes done the week before. Individual feedback will be provided as well as personalised improvement questions depending on what each pupil has done wrong in the baseline assessment. Hypothesis 1 (Beginning of algebra recap and extension units) BIDMAS is important when manipulating algebraic expressions

10 Ø Simplify and manipulate algebraic expressions; o collecting like terms o substitute values into expressions and formulae ALL GP = Pupils will revise how to simplify expressions following the rules of algebra and the 4 operations. Pupils will be taught how to use algebraic notation when multiplying, dividing, using indices, adding and subtracting. GP 4-5 = Pupils will be taught how to substitute values into expressions. GP 6+ = Pupils will be taught how to substitute values into expressions and formulae. ALL GP = Pupils should be able to complete questions on collecting like terms. LGP pupils will need to be able to collect terms in expressions such as 3a - 5b 2a + 7b + 4. HGP pupils should be able to simplify expressions such as 2x 2 + 6x 7y + 3x y or those with mixed terms such as 4abc + 3bca 7bac. GP 4 5 = Pupils will apply knowledge of the rules of algebra and simplifying to a variety of substitution questions and real life problems. This will be done using GCSE real life exam questions from the AQA resource bank. GP4 Pupils need to substitute values into expressions such as; if a = 4 what is the value of 2a x 6a? Pupils will need to demonstrate that they can also follow the rules of BIDMAS to solve the problems in the correct order. GP 5 pupils will need to be able to demonstrate this for more difficult expressions with divisions and negative numbers or roots. GP 6 + = Pupils will substitute values into formulae such as F=ma, V=u+at and other similar formulae to find solutions for F and V. To develop and stretch the GP they will need to re-arrange formulae and apply inverses to find solutions for m or t etc. Hypothesis 2 Writing expressions can be useful when working with perimeter and angles Ø Understand and use the concepts and vocabulary of expressions, equations, formulae, identities, inequalities, terms and factors (review of Year 9) Ø Apply knowledge to write expressions in order to solve problems

11 ALL GP = Pupils will be taught the key differences between expressions, formulae, equations, inequalities and for higher pupils, identities. GP 3 = Pupils will be taught how to write simple expressions from worded problems with a single operation. GP 4 = Pupils will be taught how to write expressions for multiple operations and more than one variable/term. GP 5 = Pupils will write equations and expressions for real life situations in order to solve a larger problem. ALL GP = Pupils should be able to match up the names to the correct definition and provide examples. GP 3 = Pupils need to apply knowledge of the rules of algebra, simplifying and expressions in order to write simple expressions, for example, If I am X years old and my sister is 10 years older, write an expression for my sister s age (X+10). Pupils will write expressions for the perimeter of shapes. GP 4 = Pupils need to apply knowledge of the rules of algebra, simplifying and expressions in order to write multiple operation/term expressions, for example, If I am X years old, my sister is 10 years older and my nephew is half our total age, write an expression for my nephew s age = (X+10)/2. Pupils will write expressions for the perimeter of shapes. They will have lengths of different terms, negative values, missing lengths and then they will need to write it as a simple equation and solve for the value of the letter. GP 5+ = As above plus pupils need to be able to write expressions for the perimeter of more complex polygons and for the sum of their interior/exterior angles. They will need to recall knowledge from week 1. Hypothesis 3 Expanding brackets and factorising are the inverse of each other Ø Simplify and manipulate algebraic expressions; expand brackets (single and double) and factorise expressions with and without indices GP 3 = Pupils will be taught how to multiply a single number over a bracket using only positive terms. They will be shown the grid method. GP 4 = As above plus negative terms and multiple terms. They will be shown the grid and the normal multiplication method. GP 5 = As above plus multiplying a letter (positive and negative) over a bracket. Pupils will be taught the rules of indices.

12 GP 6-7 = Pupils will be taught the rules of indices so that they can be shown how to multiply over a bracket involving terms with indices. Pupils will multiply double brackets to create quadratic equations. GP 3 = Pupils will be able to simplify expressions by expanding a single bracket such as 3(x+7) + 2x or 4(x 2) etc. GP 4 = Pupils will be able to simplify expressions such as -5(2x 6) + 7x 4 or 2a(3b + c). GP 5 = Pupils will answer questions showing what happens to indices when multiplying and dividing the same number/letter. They will be able to explain that you cannot simplify indices when adding or subtracting without working them out numerically. They will simplify by expanding brackets such as 3a 2 (4a + 6) or 2a 3 b(a 5b) etc. GP 6+ = Pupils will need to write down how to identify quadratic equations and that they are in the form ax 2 +bx+c where a, b and c are integer or decimal coefficients. They will see how these are created when expanding double brackets such as (x+3)(x-2) which produces x 2 +x-6. ALL PUPILS will apply these skills and recall knowledge in writing expression for the area of rectangles or more complex shapes such as the expression for the area of this rectangle is 2(x+1) = 2x+2 cm 2. MIDTERM to test key knowledge so far on modules covered will be done this week. Home learning: Given Monday of each week and due in by Monday the following week. Week 4 Line of Enquiry: How do we apply algebra to solve different types of equations? REACH (1H) (Review & Recap, Evaluate & Endeavour, Attainment & Achievement, Challenge yourself, Hone your skills) Improvement time to be allocated in one lesson every week from week 2 so as to learn from mistakes done the week before. Individual feedback will be provided as well as personalised improvement questions depending on what each pupil has done wrong in the baseline assessment. This week, improvements will be based on the midterm. Hypothesis 1 Inverse methods are best for solving ALL equations Ø Solve linear equations with one unknown algebraically including those with the unknown on both sides of the equation (review of Year 9 and Higher content), including the use of brackets and fractions.

13 GP 3 = Pupils will be taught how to apply inverses to solve 2 step equations with integer solutions. GP 4 = As above plus solutions that are negative or decimal. Pupils will be shown how to break down an equation that also has a set of brackets or divisor line. Pupils will be shown how to solve simple versions of equations with an unknown on both sides with quick steps and positive solutions. GP 5 = Pupils will be taught both the inverse and balancing methods for solving equations with an x on both sides with more steps and negative, decimal and fractional solutions. GP 6-7 = Pupils will be taught how to use linear equations to solve more complex GCSE questions. REACH this will be taught later in year 10 and in year 11 but pupils may be taught how to solve simultaneous equations should time allow within this unit. GP 3 = Pupils will solve a variety of equations involving 2 steps such as 3x+7=22 by doing the opposite 2 steps. Pupils will begin by solving think of my number problems and function machines. GP 4 = Pupils will solve linear equations with one unknown such as 5x-10=-5, 2(x-7)=6, (x+5)/3=10 etc. then move onto double sided equations such as 2x + 5 = x + 9. GP 5 = Pupils will quickly recall solving 2 step equations before moving onto more difficult double sided equations such as 4x 3 = 6x 11 or 2(x+5) = 4x 6. GP 6-7 = Will solve GCSE worded questions using linear equations. ALL PUPILS will apply knowledge of writing and solving equations to perimeter and area problems which are a common type of GCSE exam question in the AQA syllabus. Hypothesis 2 To factorise quadratics we need to find the multiples of the number with no x in the equation. Ø Factorise quadratic equations in order to solve them. Up to GP 5 = Pupils will be taught both the inverse and balancing methods for solving equations with an x on both sides with more steps and negative, decimal and fractional solutions in order to solve worded questions. GP 6-7 = Pupils will be taught how to use factorising or the quadratic formula to solve quadratic equations.

14 REACH: Pupils will be taught how to factorise quadratics where the coefficient of x 2 is not 1. GP 3 = Pupils will solve a variety of equations involving 2 steps such as 3x+7=22 by doing the opposite 2 steps. Pupils will begin by solving think of my number problems and function machines. GP 4 = Pupils will solve linear equations with one unknown such as 5x-10=-5, 2(x-7)=6, (x+5)/3=10 etc. then move onto double sided equations such as 2x + 5 = x + 9. GP 5 = Pupils will quickly recall solving 2 step equations before moving onto more difficult double sided equations such as 4x 3 = 6x 11 or 2(x+5) = 4x 6. ALL GP up to GP5: Will apply their knowledge of equations to sove GCSE worded questions. GP 6-7 = Pupils will analyse how to factorise quadratic expressions such as x 2 +5x+6 to produce (x+2)(x+3). They will then apply this skill to solve quadratic equations such as x 2-7x+12=0 which produces (x-3)(x-4)=0 so the 2 solutions of x are 3 and 4. Hypothesis 3 To solve quadratic equations we need to use BIDMAS correctly. Ø Use the quadratic formula in order to solve quadratic equations. Up to GP 5 = Pupils will carry on practising linear equations and problem solving questions. REACH: Pupils will learn how to solve quadratic equations using the formula. GP 6-7 = Pupils will be taught how to solve quadratics using the formula. REACH: Pupils will be taught what the solutions to a quadratic mean when the graph is plotted. GP 3 = Pupils will solve a variety of equations involving 2 steps such as 3x+7=22 by doing the opposite 2 steps. Pupils will begin by solving think of my number problems and function machines. GP 4 = Pupils will solve linear equations with one unknown such as 5x-10=-5, 2(x-7)=6, (x+5)/3=10 etc. then move onto double sided equations such as 2x + 5 = x + 9.

15 GP 5 = Pupils will quickly recall solving 2 step equations before moving onto more difficult double sided equations such as 4x 3 = 6x 11 or 2(x+5) = 4x 6. ALL GP up to GP5: Will apply their knowledge of equations to solve GCSE worded questions. GP 6-7 = Pupils will analyse how to solve quadratic equations using the formula. REACH: Pupils will apply their knowledge of substitution to plot quadratics and find the relationship between the solutions found with the formula and the graph plotted. Home learning: Given Monday of each week and due in by Monday the following week. Week 5 Line of Enquiry: How can we apply algebraic expressions to solve numerical sequences? REACH (1H) (Review & Recap, Evaluate & Endeavour, Attainment & Achievement, Challenge yourself, Hone your skills) Improvement time to be allocated in one lesson every week from week 2 so as to learn from mistakes done the week before. Individual feedback will be provided as well as personalised improvement questions depending on what each pupil has done wrong in the baseline assessment. Hypothesis 1 and 2 Algebraic formulae/expressions are not applicable to numerical sequences Ø Deduce expressions to calculate the nth term of a linear sequence GP 3 = Pupils will revise how to find and explain the rules of a variety of linear sequences. They will be taught how to find the nth term for rules with a single simple operation of addition or subtraction. GP 4 = Pupils will be taught how to explain rules of non-linear sequences and how to write the nth term of simple sequences with one operation including multiplication or division. GP 5 = Pupils will be taught how to use multiples to find the nth term of sequences with 2 operations. GP 6 = As above plus pupils will be taught how to find the nth term of descending linear sequences. GP 7 = Pupils will be taught how to apply knowledge of algebra and indices to find the nth term of quadratic sequences.

16 GP 3 = Pupils will describe in words the rule for ascending and simple descending sequences such as add 3 every time, double every time etc. They will produce flow charts to create and show the sequences. Pupils will then use multiples to help them find the nth term of sequences such as n+2 or n-1 etc. GP 4 = Pupils will also have to write the nth term for sequences such as 2n, 0.5n etc. GP 5 = Pupils will need to be able to find the nth term of sequences such as 2n+5 etc. The pupils will do this for sequences that also begin in the negative number scale or for decimal sequences. GP 6 = As above plus pupils will draw tables of multiples to help them understand and discover the nth term of sequences such as 7, 4, 1, -2, -5.. etc. GP 7 = As above plus pupils will need to be able to describe what is happening to sequences that are linked to square numbers such as 1, 4, 9, 16, 25 which is n 2. These pupils will solve a variety of problems both generating sequences from the nth term and finding the nth term of sequences such as 2, 5, 10, 17, 26 (n 2 +1) etc. Hypothesis 1 and 2 The nth term of a pattern cannot be found using algebra. GP 3-5 = Pupils will revise how to work with patterns and how they link to the nth term. GP 6 = As above plus pupils will be taught how to find the nth term of descending linear sequences with patterns. GP 7 = Pupils will be taught how to apply knowledge of algebra and indices to find the nth term of quadratic sequences. GP 3-5: Understand how to continue a pattern and analyse how to calculate its nth term. GP 6 = Pupils will analyse how Fibonacci sequences work. GP 7 = As above plus pupils will need to be able to describe what is happening to sequences that are linked to square numbers such as 1, 4, 9, 16, 25 which is n 2. These pupils will solve a variety of problems both generating sequences from the nth term and finding the nth term of sequences such as 2, 5, 10, 17, 26 (n 2 +1) etc. Home learning: Given Monday of each week and due in by Monday the following week. Week 6 Line of enquiry: Continued from week 5 REACH (1H) (Review & Recap, Evaluate & Endeavour, Attainment & Achievement, Challenge yourself, Hone your skills) Improvement time to be allocated in one lesson every week from week 2 so as to learn from mistakes

17 done the week before. Individual feedback will be provided as well as personalised improvement questions depending on what each pupil has done wrong in the baseline assessment. Lesson 2 will be for revision and lessons 3 and 4 will be for the end of LC2 exam one calculator and one noncalculator paper spanning 2 hours. Week 7 REACH (1H) (Review & Recap, Evaluate & Endeavour, Attainment & Achievement, Challenge yourself, Hone your skills) Improvement time to be allocated in one lesson every week from week 2 so as to learn from mistakes done the week before. Individual feedback will be provided as well as personalised improvement questions depending on what each pupil has done wrong in the baseline assessment. This week the results from the Mocks in Week 6 will be analysed and individual work will be produced for students to do in lessons. Extended Learning and links across the curriculum for numeracy. (This is not part of the timed schedule but is seen as additional support) Extended learning will in a variety of forms. During home learning pupils may be asked to use the following sites where they complete quick quizzes, CIMT tasks, GCSE style questions and more open ended tasks. 1) Levelled quizzes 2) Lots of maths online help and activities as well as mini tests 3) This link is useful for additional revision and practice on all areas of maths. For semester 4 pupils should click on the Geometry areas for practice questions. 4) Maths Made Easy provides a large bank of graded GCSE revision tasks, tests, lessons and topic papers. 5) Maths-drills is another website with a rich variety of resources for revision and practice.

18 Extended learning will also be in lesson plans where links are made to real life. Pupils can research this at home at the necessary points in LC2.

TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system

TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system Curriculum Overview Mathematics 1 st term 5º grade - 2010 TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system Multiplies and divides decimals by 10 or 100. Multiplies and divide

More information

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic

More information

Dublin City Schools Mathematics Graded Course of Study GRADE 4

Dublin City Schools Mathematics Graded Course of Study GRADE 4 I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technology-supported

More information

Mathematics process categories

Mathematics process categories Mathematics process categories All of the UK curricula define multiple categories of mathematical proficiency that require students to be able to use and apply mathematics, beyond simple recall of facts

More information

TabletClass Math Geometry Course Guidebook

TabletClass Math Geometry Course Guidebook TabletClass Math Geometry Course Guidebook Includes Final Exam/Key, Course Grade Calculation Worksheet and Course Certificate Student Name Parent Name School Name Date Started Course Date Completed Course

More information

Grade 6: Correlated to AGS Basic Math Skills

Grade 6: Correlated to AGS Basic Math Skills Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and

More information

Florida Mathematics Standards for Geometry Honors (CPalms # )

Florida Mathematics Standards for Geometry Honors (CPalms # ) A Correlation of Florida Geometry Honors 2011 to the for Geometry Honors (CPalms #1206320) Geometry Honors (#1206320) Course Standards MAFS.912.G-CO.1.1: Know precise definitions of angle, circle, perpendicular

More information

Page 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified

Page 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General Grade(s): None specified Unit: Creating a Community of Mathematical Thinkers Timeline: Week 1 The purpose of the Establishing a Community

More information

Julia Smith. Effective Classroom Approaches to.

Julia Smith. Effective Classroom Approaches to. Julia Smith @tessmaths Effective Classroom Approaches to GCSE Maths resits julia.smith@writtle.ac.uk Agenda The context of GCSE resit in a post-16 setting An overview of the new GCSE Key features of a

More information

LLD MATH. Student Eligibility: Grades 6-8. Credit Value: Date Approved: 8/24/15

LLD MATH. Student Eligibility: Grades 6-8. Credit Value: Date Approved: 8/24/15 PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD MATH Length of Course: Elective/Required: School: Full Year Required Middle Schools Student Eligibility: Grades 6-8 Credit Value:

More information

Mathematics subject curriculum

Mathematics subject curriculum Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June

More information

Paper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER

Paper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER 259574_P2 5-7_KS3_Ma.qxd 1/4/04 4:14 PM Page 1 Ma KEY STAGE 3 TIER 5 7 2004 Mathematics test Paper 2 Calculator allowed Please read this page, but do not open your booklet until your teacher tells you

More information

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade The third grade standards primarily address multiplication and division, which are covered in Math-U-See

More information

Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice

Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Title: Considering Coordinate Geometry Common Core State Standards

More information

Answers: Year 4 Textbook 3 Pages 4 10

Answers: Year 4 Textbook 3 Pages 4 10 Answers: Year 4 Textbook Pages 4 Page 4 1. 729 2. 8947. 6502 4. 2067 5. 480 6. 7521 > 860 7. 85 > 699 8. 9442< 9852 9. 4725 > 4572. 8244 < 9241 11. 026 < 211 12. A number between 20 and 4800 1. A number

More information

HOLMER GREEN SENIOR SCHOOL CURRICULUM INFORMATION

HOLMER GREEN SENIOR SCHOOL CURRICULUM INFORMATION HOLMER GREEN SENIOR SCHOOL CURRICULUM INFORMATION Subject: Mathematics Year Group: 7 Exam Board: (For years 10, 11, 12 and 13 only) Assessment requirements: Students will take 3 large assessments during

More information

Alignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program

Alignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program Alignment of s to the Scope and Sequence of Math-U-See Program This table provides guidance to educators when aligning levels/resources to the Australian Curriculum (AC). The Math-U-See levels do not address

More information

Paper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes

Paper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes Centre No. Candidate No. Paper Reference 1 3 8 0 1 F Paper Reference(s) 1380/1F Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier Monday 6 June 2011 Afternoon Time: 1 hour

More information

Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview

Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview Algebra 1, Quarter 3, Unit 3.1 Line of Best Fit Overview Number of instructional days 6 (1 day assessment) (1 day = 45 minutes) Content to be learned Analyze scatter plots and construct the line of best

More information

Bittinger, M. L., Ellenbogen, D. J., & Johnson, B. L. (2012). Prealgebra (6th ed.). Boston, MA: Addison-Wesley.

Bittinger, M. L., Ellenbogen, D. J., & Johnson, B. L. (2012). Prealgebra (6th ed.). Boston, MA: Addison-Wesley. Course Syllabus Course Description Explores the basic fundamentals of college-level mathematics. (Note: This course is for institutional credit only and will not be used in meeting degree requirements.

More information

Primary National Curriculum Alignment for Wales

Primary National Curriculum Alignment for Wales Mathletics and the Welsh Curriculum This alignment document lists all Mathletics curriculum activities associated with each Wales course, and demonstrates how these fit within the National Curriculum Programme

More information

Math 96: Intermediate Algebra in Context

Math 96: Intermediate Algebra in Context : Intermediate Algebra in Context Syllabus Spring Quarter 2016 Daily, 9:20 10:30am Instructor: Lauri Lindberg Office Hours@ tutoring: Tutoring Center (CAS-504) 8 9am & 1 2pm daily STEM (Math) Center (RAI-338)

More information

Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C

Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C Using and applying mathematics objectives (Problem solving, Communicating and Reasoning) Select the maths to use in some classroom

More information

Math Grade 3 Assessment Anchors and Eligible Content

Math Grade 3 Assessment Anchors and Eligible Content Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among

More information

Montana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011

Montana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Montana Content Standards for Mathematics Grade 3 Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Contents Standards for Mathematical Practice: Grade

More information

What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

More information

Fourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade

Fourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten-5 utilize a

More information

Edexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE

Edexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE Edexcel GCSE Statistics 1389 Paper 1H June 2007 Mark Scheme Edexcel GCSE Statistics 1389 NOTES ON MARKING PRINCIPLES 1 Types of mark M marks: method marks A marks: accuracy marks B marks: unconditional

More information

Missouri Mathematics Grade-Level Expectations

Missouri Mathematics Grade-Level Expectations A Correlation of to the Grades K - 6 G/M-223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the

More information

Extending Place Value with Whole Numbers to 1,000,000

Extending Place Value with Whole Numbers to 1,000,000 Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit

More information

Characteristics of Functions

Characteristics of Functions Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics

More information

Foothill College Summer 2016

Foothill College Summer 2016 Foothill College Summer 2016 Intermediate Algebra Math 105.04W CRN# 10135 5.0 units Instructor: Yvette Butterworth Text: None; Beoga.net material used Hours: Online Except Final Thurs, 8/4 3:30pm Phone:

More information

Helping Your Children Learn in the Middle School Years MATH

Helping Your Children Learn in the Middle School Years MATH Helping Your Children Learn in the Middle School Years MATH Grade 7 A GUIDE TO THE MATH COMMON CORE STATE STANDARDS FOR PARENTS AND STUDENTS This brochure is a product of the Tennessee State Personnel

More information

Math 098 Intermediate Algebra Spring 2018

Math 098 Intermediate Algebra Spring 2018 Math 098 Intermediate Algebra Spring 2018 Dept. of Mathematics Instructor's Name: Office Location: Office Hours: Office Phone: E-mail: MyMathLab Course ID: Course Description This course expands on the

More information

GUIDE TO THE CUNY ASSESSMENT TESTS

GUIDE TO THE CUNY ASSESSMENT TESTS GUIDE TO THE CUNY ASSESSMENT TESTS IN MATHEMATICS Rev. 117.016110 Contents Welcome... 1 Contact Information...1 Programs Administered by the Office of Testing and Evaluation... 1 CUNY Skills Assessment:...1

More information

GCSE Mathematics B (Linear) Mark Scheme for November Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education

GCSE Mathematics B (Linear) Mark Scheme for November Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education GCSE Mathematics B (Linear) Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education Mark Scheme for November 2014 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge

More information

Multiplication of 2 and 3 digit numbers Multiply and SHOW WORK. EXAMPLE. Now try these on your own! Remember to show all work neatly!

Multiplication of 2 and 3 digit numbers Multiply and SHOW WORK. EXAMPLE. Now try these on your own! Remember to show all work neatly! Multiplication of 2 and digit numbers Multiply and SHOW WORK. EXAMPLE 205 12 10 2050 2,60 Now try these on your own! Remember to show all work neatly! 1. 6 2 2. 28 8. 95 7. 82 26 5. 905 15 6. 260 59 7.

More information

Similar Triangles. Developed by: M. Fahy, J. O Keeffe, J. Cooper

Similar Triangles. Developed by: M. Fahy, J. O Keeffe, J. Cooper Similar Triangles Developed by: M. Fahy, J. O Keeffe, J. Cooper For the lesson on 1/3/2016 At Chanel College, Coolock Teacher: M. Fahy Lesson plan developed by: M. Fahy, J. O Keeffe, J. Cooper. 1. Title

More information

2003, Prentice-Hall, Inc. Giesecke Technical Drawing, 12e. Figure 4-1 Points and Lines.

2003, Prentice-Hall, Inc. Giesecke Technical Drawing, 12e. Figure 4-1 Points and Lines. Figure 4-1 Points and Lines. Figure 4-2 Angles. Figure 4-3 Triangles. Figure 4-4 Quadrilaterals. Figure 4-5 Regular Polygons. Figure 4-6 The Circle. Figure 4-7 Solids. Figure 4-7.1 Examples of Solids Created

More information

Common Core Standards Alignment Chart Grade 5

Common Core Standards Alignment Chart Grade 5 Common Core Standards Alignment Chart Grade 5 Units 5.OA.1 5.OA.2 5.OA.3 5.NBT.1 5.NBT.2 5.NBT.3 5.NBT.4 5.NBT.5 5.NBT.6 5.NBT.7 5.NF.1 5.NF.2 5.NF.3 5.NF.4 5.NF.5 5.NF.6 5.NF.7 5.MD.1 5.MD.2 5.MD.3 5.MD.4

More information

Measurement. When Smaller Is Better. Activity:

Measurement. When Smaller Is Better. Activity: Measurement Activity: TEKS: When Smaller Is Better (6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and

More information

Pre-AP Geometry Course Syllabus Page 1

Pre-AP Geometry Course Syllabus Page 1 Pre-AP Geometry Course Syllabus 2015-2016 Welcome to my Pre-AP Geometry class. I hope you find this course to be a positive experience and I am certain that you will learn a great deal during the next

More information

Statewide Framework Document for:

Statewide Framework Document for: Statewide Framework Document for: 270301 Standards may be added to this document prior to submission, but may not be removed from the framework to meet state credit equivalency requirements. Performance

More information

Mathematics. Mathematics

Mathematics. Mathematics Mathematics Program Description Successful completion of this major will assure competence in mathematics through differential and integral calculus, providing an adequate background for employment in

More information

CAAP. Content Analysis Report. Sample College. Institution Code: 9011 Institution Type: 4-Year Subgroup: none Test Date: Spring 2011

CAAP. Content Analysis Report. Sample College. Institution Code: 9011 Institution Type: 4-Year Subgroup: none Test Date: Spring 2011 CAAP Content Analysis Report Institution Code: 911 Institution Type: 4-Year Normative Group: 4-year Colleges Introduction This report provides information intended to help postsecondary institutions better

More information

This scope and sequence assumes 160 days for instruction, divided among 15 units.

This scope and sequence assumes 160 days for instruction, divided among 15 units. In previous grades, students learned strategies for multiplication and division, developed understanding of structure of the place value system, and applied understanding of fractions to addition and subtraction

More information

PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS. Inspiring Futures

PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS. Inspiring Futures PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS Inspiring Futures ASSESSMENT WITHOUT LEVELS The Entrust Mathematics Assessment Without Levels documentation has been developed by a group of

More information

The Indices Investigations Teacher s Notes

The Indices Investigations Teacher s Notes The Indices Investigations Teacher s Notes These activities are for students to use independently of the teacher to practise and develop number and algebra properties.. Number Framework domain and stage:

More information

ASSESSMENT TASK OVERVIEW & PURPOSE:

ASSESSMENT TASK OVERVIEW & PURPOSE: Performance Based Learning and Assessment Task A Place at the Table I. ASSESSMENT TASK OVERVIEW & PURPOSE: Students will create a blueprint for a decorative, non rectangular picnic table (top only), and

More information

Math 150 Syllabus Course title and number MATH 150 Term Fall 2017 Class time and location INSTRUCTOR INFORMATION Name Erin K. Fry Phone number Department of Mathematics: 845-3261 e-mail address erinfry@tamu.edu

More information

Table of Contents. Development of K-12 Louisiana Connectors in Mathematics and ELA

Table of Contents. Development of K-12 Louisiana Connectors in Mathematics and ELA Table of Contents Introduction Rationale and Purpose Development of K-12 Louisiana Connectors in Mathematics and ELA Implementation Reading the Louisiana Connectors Louisiana Connectors for Mathematics

More information

Diagnostic Test. Middle School Mathematics

Diagnostic Test. Middle School Mathematics Diagnostic Test Middle School Mathematics Copyright 2010 XAMonline, Inc. All rights reserved. No part of the material protected by this copyright notice may be reproduced or utilized in any form or by

More information

Radius STEM Readiness TM

Radius STEM Readiness TM Curriculum Guide Radius STEM Readiness TM While today s teens are surrounded by technology, we face a stark and imminent shortage of graduates pursuing careers in Science, Technology, Engineering, and

More information

NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards

NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards NCSC Alternate Assessments and Instructional Materials Based on Common Core State Standards Ricki Sabia, JD NCSC Parent Training and Technical Assistance Specialist ricki.sabia@uky.edu Background Alternate

More information

Grade 5 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print

Grade 5 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print Standards PLUS Flexible Supplemental K-8 ELA & Math Online & Print Grade 5 SAMPLER Mathematics EL Strategies DOK 1-4 RTI Tiers 1-3 15-20 Minute Lessons Assessments Consistent with CA Testing Technology

More information

SAT MATH PREP:

SAT MATH PREP: SAT MATH PREP: 2015-2016 NOTE: The College Board has redesigned the SAT Test. This new test will start in March of 2016. Also, the PSAT test given in October of 2015 will have the new format. Therefore

More information

Grade 5 COMMON CORE STANDARDS

Grade 5 COMMON CORE STANDARDS Grade COMMON CORE STANDARDS E L P M A S TEACHER EDITION Published by AnsMar Publishers, Inc. Visit excelmath.com for free math resources & downloads Toll Free: 8-8-0 Local: 88-1-900 Fax: 88-1-4 1 Kirkham

More information

Are You Ready? Simplify Fractions

Are You Ready? Simplify Fractions SKILL 10 Simplify Fractions Teaching Skill 10 Objective Write a fraction in simplest form. Review the definition of simplest form with students. Ask: Is 3 written in simplest form? Why 7 or why not? (Yes,

More information

IMPLEMENTING THE NEW MATH SOL S IN THE LIBRARY MEDIA CENTER. Adrian Stevens November 2011 VEMA Conference, Richmond, VA

IMPLEMENTING THE NEW MATH SOL S IN THE LIBRARY MEDIA CENTER. Adrian Stevens November 2011 VEMA Conference, Richmond, VA IMPLEMENTING THE NEW MATH SOL S IN THE LIBRARY MEDIA CENTER Adrian Stevens November 2011 VEMA Conference, Richmond, VA Primary Points Math can be fun Language Arts role in mathematics Fiction and nonfiction

More information

Mathematics Assessment Plan

Mathematics Assessment Plan Mathematics Assessment Plan Mission Statement for Academic Unit: Georgia Perimeter College transforms the lives of our students to thrive in a global society. As a diverse, multi campus two year college,

More information

UNIT ONE Tools of Algebra

UNIT ONE Tools of Algebra UNIT ONE Tools of Algebra Subject: Algebra 1 Grade: 9 th 10 th Standards and Benchmarks: 1 a, b,e; 3 a, b; 4 a, b; Overview My Lessons are following the first unit from Prentice Hall Algebra 1 1. Students

More information

South Carolina College- and Career-Ready Standards for Mathematics. Standards Unpacking Documents Grade 5

South Carolina College- and Career-Ready Standards for Mathematics. Standards Unpacking Documents Grade 5 South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents Grade 5 South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents

More information

Honors Mathematics. Introduction and Definition of Honors Mathematics

Honors Mathematics. Introduction and Definition of Honors Mathematics Honors Mathematics Introduction and Definition of Honors Mathematics Honors Mathematics courses are intended to be more challenging than standard courses and provide multiple opportunities for students

More information

Introducing the New Iowa Assessments Mathematics Levels 12 14

Introducing the New Iowa Assessments Mathematics Levels 12 14 Introducing the New Iowa Assessments Mathematics Levels 12 14 ITP Assessment Tools Math Interim Assessments: Grades 3 8 Administered online Constructed Response Supplements Reading, Language Arts, Mathematics

More information

Unit 3: Lesson 1 Decimals as Equal Divisions

Unit 3: Lesson 1 Decimals as Equal Divisions Unit 3: Lesson 1 Strategy Problem: Each photograph in a series has different dimensions that follow a pattern. The 1 st photo has a length that is half its width and an area of 8 in². The 2 nd is a square

More information

Functional Skills Mathematics Level 2 assessment

Functional Skills Mathematics Level 2 assessment Functional Skills Mathematics Level 2 assessment www.cityandguilds.com September 2015 Version 1.0 Marking scheme ONLINE V2 Level 2 Sample Paper 4 Mark Represent Analyse Interpret Open Fixed S1Q1 3 3 0

More information

Using Proportions to Solve Percentage Problems I

Using Proportions to Solve Percentage Problems I RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by

More information

May To print or download your own copies of this document visit Name Date Eurovision Numeracy Assignment

May To print or download your own copies of this document visit  Name Date Eurovision Numeracy Assignment 1. An estimated one hundred and twenty five million people across the world watch the Eurovision Song Contest every year. Write this number in figures. 2. Complete the table below. 2004 2005 2006 2007

More information

BENCHMARK MA.8.A.6.1. Reporting Category

BENCHMARK MA.8.A.6.1. Reporting Category Grade MA..A.. Reporting Category BENCHMARK MA..A.. Number and Operations Standard Supporting Idea Number and Operations Benchmark MA..A.. Use exponents and scientific notation to write large and small

More information

Standard 1: Number and Computation

Standard 1: Number and Computation Standard 1: Number and Computation Standard 1: Number and Computation The student uses numerical and computational concepts and procedures in a variety of situations. Benchmark 1: Number Sense The student

More information

Case study Norway case 1

Case study Norway case 1 Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher

More information

Syllabus ENGR 190 Introductory Calculus (QR)

Syllabus ENGR 190 Introductory Calculus (QR) Syllabus ENGR 190 Introductory Calculus (QR) Catalog Data: ENGR 190 Introductory Calculus (4 credit hours). Note: This course may not be used for credit toward the J.B. Speed School of Engineering B. S.

More information

MGSE: MGSE4.MD.1; MGSE4.MD.2; MGSE4.MD.3; MGSE4.MD.8; MGSE4.MD.4; MGSE4.MD.5; MGSE4.MD.6; MGSE4.MD.7

MGSE: MGSE4.MD.1; MGSE4.MD.2; MGSE4.MD.3; MGSE4.MD.8; MGSE4.MD.4; MGSE4.MD.5; MGSE4.MD.6; MGSE4.MD.7 Melissa Phillips 4 th Grade April 25 29, 2016 Math Monday EQ: How are area and perimeter related? How is data collected? How are fluid ounces, cups, pints, quarts, and gallons related? How are the angles

More information

South Carolina English Language Arts

South Carolina English Language Arts South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content

More information

The New York City Department of Education. Grade 5 Mathematics Benchmark Assessment. Teacher Guide Spring 2013

The New York City Department of Education. Grade 5 Mathematics Benchmark Assessment. Teacher Guide Spring 2013 The New York City Department of Education Grade 5 Mathematics Benchmark Assessment Teacher Guide Spring 2013 February 11 March 19, 2013 2704324 Table of Contents Test Design and Instructional Purpose...

More information

Mathematics Success Level E

Mathematics Success Level E T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.

More information

DMA CLUSTER CALCULATIONS POLICY

DMA CLUSTER CALCULATIONS POLICY DMA CLUSTER CALCULATIONS POLICY Watlington C P School Shouldham Windows User HEWLETT-PACKARD [Company address] Riverside Federation CONTENTS Titles Page Schools involved 2 Rationale 3 Aims and principles

More information

LA LETTRE DE LA DIRECTRICE

LA LETTRE DE LA DIRECTRICE LE GRIOT John Hanson French Immersion School 6360 Oxon Hill Road Oxon Hill, MD 20745 301-749-4780 Dr. Lysianne Essama, Principal MARCH 2008 Le compte à rebours a commencé: Le MSA est là. It does not matter

More information

Geometry. TED Talk: House of the Future Project Teacher Edition. A Project-based Learning Course. Our Superhero. Image Source.

Geometry. TED Talk: House of the Future Project Teacher Edition. A Project-based Learning Course. Our Superhero. Image Source. Geometry A Project-based Learning Course Image Source. TED Talk: House of the Future Project Teacher Edition Our Superhero Curriki 20660 Stevens Creek Boulevard, #332 Cupertino, CA 95014 To learn more

More information

AP Calculus AB. Nevada Academic Standards that are assessable at the local level only.

AP Calculus AB. Nevada Academic Standards that are assessable at the local level only. Calculus AB Priority Keys Aligned with Nevada Standards MA I MI L S MA represents a Major content area. Any concept labeled MA is something of central importance to the entire class/curriculum; it is a

More information

Algebra 1 Summer Packet

Algebra 1 Summer Packet Algebra 1 Summer Packet Name: Solve each problem and place the answer on the line to the left of the problem. Adding Integers A. Steps if both numbers are positive. Example: 3 + 4 Step 1: Add the two numbers.

More information

SOUTHERN MAINE COMMUNITY COLLEGE South Portland, Maine 04106

SOUTHERN MAINE COMMUNITY COLLEGE South Portland, Maine 04106 SOUTHERN MAINE COMMUNITY COLLEGE South Portland, Maine 04106 Title: Precalculus Catalog Number: MATH 190 Credit Hours: 3 Total Contact Hours: 45 Instructor: Gwendolyn Blake Email: gblake@smccme.edu Website:

More information

Focus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multi-digit whole numbers.

Focus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multi-digit whole numbers. Approximate Time Frame: 3-4 weeks Connections to Previous Learning: In fourth grade, students fluently multiply (4-digit by 1-digit, 2-digit by 2-digit) and divide (4-digit by 1-digit) using strategies

More information

About the Mathematics in This Unit

About the Mathematics in This Unit (PAGE OF 2) About the Mathematics in This Unit Dear Family, Our class is starting a new unit called Puzzles, Clusters, and Towers. In this unit, students focus on gaining fluency with multiplication strategies.

More information

Foothill College Fall 2014 Math My Way Math 230/235 MTWThF 10:00-11:50 (click on Math My Way tab) Math My Way Instructors:

Foothill College Fall 2014 Math My Way Math 230/235 MTWThF 10:00-11:50  (click on Math My Way tab) Math My Way Instructors: This is a team taught directed study course. Foothill College Fall 2014 Math My Way Math 230/235 MTWThF 10:00-11:50 www.psme.foothill.edu (click on Math My Way tab) Math My Way Instructors: Instructor:

More information

OFFICE SUPPORT SPECIALIST Technical Diploma

OFFICE SUPPORT SPECIALIST Technical Diploma OFFICE SUPPORT SPECIALIST Technical Diploma Program Code: 31-106-8 our graduates INDEMAND 2017/2018 mstc.edu administrative professional career pathway OFFICE SUPPORT SPECIALIST CUSTOMER RELATIONSHIP PROFESSIONAL

More information

Mathematics Scoring Guide for Sample Test 2005

Mathematics Scoring Guide for Sample Test 2005 Mathematics Scoring Guide for Sample Test 2005 Grade 4 Contents Strand and Performance Indicator Map with Answer Key...................... 2 Holistic Rubrics.......................................................

More information

First Grade Standards

First Grade Standards These are the standards for what is taught throughout the year in First Grade. It is the expectation that these skills will be reinforced after they have been taught. Mathematical Practice Standards Taught

More information

Sample worksheet from

Sample worksheet from Copyright 2017 Maria Miller. EDITION 1/2017 All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, or by any information storage

More information

SANTIAGO CANYON COLLEGE Reading & English Placement Testing Information

SANTIAGO CANYON COLLEGE Reading & English Placement Testing Information SANTIAGO CANYON COLLEGE Reaing & English Placement Testing Information DO YOUR BEST on the Reaing & English Placement Test The Reaing & English placement test is esigne to assess stuents skills in reaing

More information

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary

More information

Broward County Public Schools G rade 6 FSA Warm-Ups

Broward County Public Schools G rade 6 FSA Warm-Ups Day 1 1. A florist has 40 tulips, 32 roses, 60 daises, and 50 petunias. Draw a line from each comparison to match it to the correct ratio. A. tulips to roses B. daises to petunias C. roses to tulips D.

More information

Math 121 Fundamentals of Mathematics I

Math 121 Fundamentals of Mathematics I I. Course Description: Math 121 Fundamentals of Mathematics I Math 121 is a general course in the fundamentals of mathematics. It includes a study of concepts of numbers and fundamental operations with

More information

Afm Math Review Download or Read Online ebook afm math review in PDF Format From The Best User Guide Database

Afm Math Review Download or Read Online ebook afm math review in PDF Format From The Best User Guide Database Afm Math Free PDF ebook Download: Afm Math Download or Read Online ebook afm math review in PDF Format From The Best User Guide Database C++ for Game Programming with DirectX9.0c and Raknet. Lesson 1.

More information

RIGHTSTART MATHEMATICS

RIGHTSTART MATHEMATICS Activities for Learning, Inc. RIGHTSTART MATHEMATICS by Joan A. Cotter, Ph.D. LEVEL B LESSONS FOR HOME EDUCATORS FIRST EDITION Copyright 2001 Special thanks to Sharalyn Colvin, who converted RightStart

More information

Written by Wendy Osterman

Written by Wendy Osterman Pre-Algebra Written by Wendy Osterman Editor: Alaska Hults Illustrator: Corbin Hillam Designer/Production: Moonhee Pak/Cari Helstrom Cover Designer: Barbara Peterson Art Director: Tom Cochrane Project

More information

Cal s Dinner Card Deals

Cal s Dinner Card Deals Cal s Dinner Card Deals Overview: In this lesson students compare three linear functions in the context of Dinner Card Deals. Students are required to interpret a graph for each Dinner Card Deal to help

More information

LESSON PLANS: AUSTRALIA Year 6: Patterns and Algebra Patterns 50 MINS 10 MINS. Introduction to Lesson. powered by

LESSON PLANS: AUSTRALIA Year 6: Patterns and Algebra Patterns 50 MINS 10 MINS. Introduction to Lesson. powered by Year 6: Patterns and Algebra Patterns 50 MINS Strand: Number and Algebra Substrand: Patterns and Algebra Outcome: Continue and create sequences involving whole numbers, fractions and decimals. Describe

More information

English. 1 of 18. Year: Year 10. Mrs Jamila / Mr Zaman

English. 1 of 18. Year: Year 10. Mrs Jamila / Mr Zaman English Term: Autumn Year: Year 10 Teacher: Mrs Jamila / Mr Zaman 1. TOPICS 1 st Half Term: Literature We will read: Pride and Prejudice by Jane Austen Language Non Fiction Texts Comparison and Transactional

More information

Pre-Algebra A. Syllabus. Course Overview. Course Goals. General Skills. Credit Value

Pre-Algebra A. Syllabus. Course Overview. Course Goals. General Skills. Credit Value Syllabus Pre-Algebra A Course Overview Pre-Algebra is a course designed to prepare you for future work in algebra. In Pre-Algebra, you will strengthen your knowledge of numbers as you look to transition

More information