Developing financial capability through mathematics:

A Key Stage 3 Resource

Teacher Notes and Pupil Resources

Section 1 – Activities

Broadening our horizons

This series of activities is based around the theme of Tourism. It will allow pupils to compare a range of chosen countries and consider all the factors associated with why people chose certain holiday destinations.

For Year 9pupils of average ability, the tasks will last for approximately two 50-60 minute lessons. There are suggestions for activities for pupils with differing ability.

Mathematics learning intentions

Pupils will learn how to:

  • Discuss a problem that can be solved by statistical methods; identify related questions to explore.
  • Gather data from specified secondary sources, including printed tables and lists from ICT-based sources.
  • Select, construct and modify, on paper and using ICT, suitable graphical representation to process an inquiry.
  • Interpret graphs and diagrams and draw inferences to support or cast doubt on initial conjectures.

Financial Capability learning intentions

Pupils will learn:

Financial Understanding

Where money comes from and why it is needed in society.

Financial Competence

To become competent at managing personal money.

Financial Responsibility

To begin to see how financial decisions we make may impact on wider society.

To make personal life choices and understand needs and wants.

About the wider implications of their financial decisions.

Focus on Financial Capability- possible links with Geography

The purpose of this opening series of activities is to enable the pupils to think more widely about why people choose certain holiday destinations and how they come to a decision. Many considerations are financial but some, although they may not appear financial in nature, often have a financial implication.

The mind map/spider diagram you generate during the starter activity may include:

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Developing financial capability through mathematics:

A Key Stage 3 Resource

Teacher Notes and Pupil Resources

  • Weather/climate
  • How far it is
  • How long it takes to get there
  • How much the holiday will cost
  • Is it an expensive place to visit?
  • Would it be all inclusive?
  • Do they speak my language?
  • Is it safe?

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Developing financial capability through mathematics:

A Key Stage 3 Resource

Teacher Notes and Pupil Resources

Here are some issues you can raise within the starter activity to generate discussion about how and why people choose particular holiday destinations.

The weather is a very important consideration when choosing a holiday. Most people want a place to be warm, dry and sunny. If they are going skiing that is different!

Where can you go to get sunny weather? Somewhere in Spain like Ibiza or in America such as Florida. What makes people choose Florida? If somewhere takes 2 or 3 times longer to get there then why do people still go? The language? Better weather? The cost of the holiday? The cost when you get there?

The main focus for development of skills in this section is Thinking, Problem Solving and Decision Making – making comparisons using mathematical data. The remaining activities focus on interpreting data about climate and could be suitable for developing skills in Using Mathematics within Geography. This will allow the pupils to interrogate information more fully when choosing a holiday. They will also be able to compare climate in different parts of the world and think about the costs and benefits of choosing particular holiday destinations. These themes will be developed further in Sections 2-5.

Links with Learning for Life and Work

Citizenship – Key Concept – Diversity and Inclusion

  • To respect the differences between people as they develop their own sense of identity.

Personal Development – Key Concept –Personal Health

  • To recognise and manage risk and make safer choices about healthy lifestyles, different environments and travel.

Personal Development – Key Concept – Self Awareness

  • To explore what influences how we spend or save money.

Discussion activity to support Section 1

Introduction

Depending on circumstances this activity could take place within either a maths or geography lesson. It is based on the theme of exploring holiday destinations and why people choose them.

Before we go on holiday should we do some research about our holiday destination in order to increase an understanding and knowledge of the location, its inhabitants, its history, its culture?

This activity addresses the following key elements:

  • Mutual Understanding: Take part in discussion work and show a responsible attitude towards the views of others, even when contrary to their own; listen positively to others and express views that are not their own.
  • Education for Sustainable Development: Effects of tourism on the environment
  • Economic Awareness: Effects of tourism on local economy

Starter

Ask the pupils to draw up a list of reasons for and against tourism.

One half of the class work in pairs to consider the ‘fors and against’ from the point of view of a tourist or visitor. The other half work in pairs to consider the ‘fors and against’ from the point of view of someone living in a touristdestination.

Teacher to take feedback on the board.

This discussion has potential to raise a wide number of issues that the teacher needs to be prepared for.

Possible issues: (these may include personal issues but the pupils should be encouraged to think more widely)

  • Good climate?
  • Interesting.
  • Speak my language?
  • Good for the local economy (the Asian Tsunami has raised a lot of issues around the need for tourism to rebuild the local economy).
  • Bad for local economy.
  • Bad for the environment to have tourists.
  • Bad to travel because aviation fuel or other fuel damages the environment.
  • Good because we learn about other cultures.

Main Activity

Ask pupils to design a leaflet that would be of use to visitors to the locality in which they live. The pupils might include museums, leisure facilities, famous residents, churches etc.(40 minutes) Possible assessment opportunity for communication

Plenary

This discussion can be concluded with drawing the pupils’ attention to the fact that as consumers the financial decisions we make (in this case the choice of a holiday destination) can have a wider impact on other communities and society as a whole.

Section 1: Activity 1

As the pupils enter the room, from the PowerPoint presentation Activity 1, have slide 1 already showing.

Resources

PowerPoint presentation (Section.1-Act-1&2.ppt) for Activity 1.Note: Could be used as OHPs if preferredalthough the PowerPoint presentation is designedto reveal elements gradually when used as a slide show.

WS 1-3 Data sheets – paper copies to be duplicated for the class

Graph paper

World Map

Pencils, rulers, etc.

Useful websites

Vocabulary

Data

Primary/secondary sources

Sample

Compare

Trends

Bar Chart

Line Graph

Starter

FromPowerPoint presentation activity 1:

  1. Usingslide 2 – discuss influences and factors that affect our decisions in choosing a holiday. Write the pupils’ ideas on the spider diagram.
    Discuss possible sources that help make relevant choices and decisions.
  2. Usingslides 3 4 - discuss any information the pupils know about the four cities and countries to be analyzed. e.g.

- Do the pupils know the location of the cities and country? (A world map would be useful).

- Do the pupils have any knowledge concerning the climate of the area?

- Do they know how far the country is from home?

Main Activity

FromPowerPoint presentation Activity 1:

  1. Using slide 5 – ask the pupils if they have any idea what the data represents, e.g. rainfall, hours of sunshine, temperature etc.
  1. Using slide 6 - show pupils that it is in fact AVERAGE MONTHLY RAINFALL.

Discuss selecting suitable graphical representation for comparisons: Bar charts, line graphs, stem & leaf, averages.

Inform pupils that this data will be represented using a bar graph.

  1. Using slides 7 - 8 – work through the process of constructing a bar chart pointing out:

a. How to label the axes.

b. That bars should all be the same width.

N.B. At this point the ability of the group dictates whether slide 9 is to be used showing how to plot a line graph. It is suggested that this only be used for a higher ability class.

  1. Using slide 9 – work through the process of plotting a line graph pointing out:

a. The points to be plotted have to be in the midpoint of the bar.

b. Straight lines are used to join up the points.

c. The bar graph can then be removed leaving only the line graph.

  1. Hand out the duplicated data sheets to the pupils.
  1. The pupils should now begin to draw their own bar charts from the data on the data sheets.

Suggested activities in order of progression are:

Activity

  • Construct bar chart of rainfall for two countries on separate diagrams.
  • Construct bar charts on one diagram and (line graphs?) for two countries.
  • Construct bar charts and line graphs, for as many of the countries as the teacher feels possible, and interpret relevance.

Extension: the pupils could search the internet for their own data from

another country, possibly European.

Plenary

Once the pupils have drawn the relevant graphs, discuss:

  1. Comparisons between the graphs.
  2. Trends.
  3. What is the point of this information?
  4. Where do we often see this kind of information?

Ask the pupils to write their own conclusions under the graphs.

Extension

This lesson could then be extended by showing the pupils a range of holiday brochures, where they can find bar charts or other graphical representation, and make the connection and be able to interpret the data. This also links to activities in Section 2 of the module.

Section 1: Activity 2

Mathematics learning intentions

Pupils will learn how to:

  • Calculate the RANGE, MEDIAN & MEAN averages for the monthly temperatures for the countries on the data sheets.
  • Compare and draw inferences from the results calculated.
  • Find summary values that represent the raw data, and select the statistics most appropriate to the problem.
  • Compare two or more distributions and make inferences, using the shape of the distributions, the range of data and appropriate statistics.

To extend the more able pupils Box Whisker Plots can be introduced.

Resources

PowerPoint presentation (Section1-Act-1&2.ppt) for Activity 2

WS 1-3 Data sheets – the same as used in lesson one.

WS 4 -Twelve cards with the monthly temperatures of one city written on them.

Pencils, rulers, etc.

Vocabulary

Raw data

Median

Box whisker plots

Mean

Interquartile range

Starter: People maths

  1. Ask twelvepupils to stand in a line at the front of the class.On card, give the twelve monthly temperatures of one city to the twelvepupils.

(The cards at this stage should not be any order).

Talk about this being RAW DATA.

  1. Ask the pupils to arrange themselves in ascending order.Talk about this now being ORGANISED DATA.
  1. Discuss the lowest temperature and the highest temperature and the differencebetween the two. RANGE.
  1. Divide the group in half and talk about how for half of the year the temperature is above a certain value. MEDIAN.
  1. How would the pupils find the MEAN temperature?

Extension – split the group into four equal parts and introduce the concepts ofLOWER andUPPER QUARTILE and INTER-QUARTILERANGE.

Main activity

From PowerPoint presentation for activity two:

  1. USING SLIDES 1-9repeat the starter reinforcing:
  2. Concept of rawandorganised data.
  3. Highest value, lowest value, range, median and mean.
  1. Instruct pupils that they are going to compare the Range, Mean, Median etc temperatures of two or more cities.
  2. Extension work – this extension is designed for the more able pupils and introduces the concept of Quartiles, InterquartileRange and the use of Box Whisker Plots for comparison.
  1. USINGSLIDES 10 – 15 – work through the process of:

Needing 5 values to draw a Box Whisker Plot.

How to calculate Upper and Lower Quartiles.

Plotting a Box Whisker Plot.

How a Box Whisker Plot can be interpreted.

  1. The pupils can now begin working out the range, median, mean etc. for the temperatures of the countries on the data sheets.

The activities that the pupilscould now attempt are separated into three sections according to levels ofprogression.

Activities in order of progression

  • On prepared number lines plot:

- the lowest temperature, highest temperature, median.

Work out range and meanfor two countries.

Write a sentence about their findings.

  • Extend activity described above to:

Work out interquartiles and complete box whisker diagrams for two

countries.

  • Present all four box whisker plots and interpret

Plenary

Remind pupils of key words learnt during the session.

Ask individual pupils/groups to comment on their findings.

Ask pupils why data for Northern Ireland is included when the focus is on other countries.

Section 1:WS 1-3 : Activities 1&2

JAMAICA, KINGSTON

Kingston, Jamaica
Elevation: 10 feet Latitude: 18 30N Longitude: 077 55W /
Average Temperature
/ / YEAR / / Jan. / / Feb. / / Mar. / / Apr. / / May / / Jun. / / Jul. / / Aug. / / Sep. / / Oct. / / Nov. / / Dec. /
°C / 27 / 26 / 27 / 27 / 28 / 29 / 29 / 29 / 29 / 29 / 28 / 27
Average Rainfall
/ / YEAR / / Jan. / / Feb. / / Mar. / / Apr. / / May / / Jun. / / Jul. / / Aug. / / Sep. / / Oct. / / Nov. / / Dec. /
mm. / 23 / 15 / 23 / 31 / 102 / 89 / 89 / 91 / 99 / 180 / 74 / 36
Average Sunlight
/ / YEAR / / Jan. / / Feb. / / Mar. / / Apr. / / May / / Jun. / / Jul. / / Aug. / / Sep. / / Oct. / / Nov. / / Dec. /
hrs / 8 / 9 / 9 / 9 / 8 / 8 / 9 / 8 / 8 / 7 / 8 / 8

JOHANNESBURG, SOUTH AFRICA

Johannesburg, South Africa
Elevation: 5576 feet Latitude: 26 08S Longitude: 028 14E /
Average Temperature
/ / YEAR / / Jan. / / Feb. / / Mar. / / Apr. / / May / / Jun. / / Jul. / / Aug. / / Sep. / / Oct. / / Nov. / / Dec. /
°C / 21 / 19 / 19 / 16 / 14 / 10 / 11 / 13 / 16 / 17 / 19 / 19
Average Rainfall
/ / YEAR / / Jan. / / Feb. / / Mar. / / Apr. / / May / / Jun. / / Jul. / / Aug. / / Sep. / / Oct. / / Nov. / / Dec. /
mm. / 114 / 109 / 89 / 38 / 25 / 8 / 8 / 8 / 23 / 56 / 107 / 125
Average Sunlight
/ / YEAR / / Jan. / / Feb. / / Mar. / / Apr. / / May / / Jun. / / Jul. / / Aug. / / Sep. / / Oct. / / Nov. / / Dec. /
hrs / 8 / 8 / 8 / 8 / 9 / 9 / 9 / 10 / 10 / 9 / 8 / 8

BANGKOK,THAILAND

Bangkok, Thailand
Elevation: 66 feet Latitude: 13 44N Longitude: 100 34E /
Average Temperature
/ / YEAR / / Jan. / / Feb. / / Mar. / / Apr. / / May / / Jun. / / Jul. / / Aug. / / Sep. / / Oct. / / Nov. / / Dec. /
°C / 26 / 28 / 29 / 31 / 30 / 29 / 29 / 29 / 29 / 28 / 27 / 26
Average Rainfall
/ / YEAR / / Jan. / / Feb. / / Mar. / / Apr. / / May / / Jun. / / Jul. / / Aug. / / Sep. / / Oct. / / Nov. / / Dec. /
mm. / 8 / 20 / 36 / 58 / 198 / 160 / 160 / 175 / 305 / 206 / 22 / 5
Average Sunlight
/ / YEAR / / Jan. / / Feb. / / Mar. / / Apr. / / May / / Jun. / / Jul. / / Aug. / / Sep. / / Oct. / / Nov. / / Dec.
hrs / 9 / 8 / 9 / 8 / 8 / 6 / 5 / 5 / 5 / 6 / 8 / 9

FINLAND, HELSINKI

Helsinki, Finland
Elevation: 184 feet Latitude: 60 19N Longitude: 024 58E /
Average Temperature
/ / YEAR / / Jan. / / Feb. / / Mar. / / Apr. / / May / / Jun. / / Jul. / / Aug. / / Sep. / / Oct. / / Nov. / / Dec. /
°C / -5 / -6 / -2 / 3 / 10 / 14 / 16 / 15 / 10 / 5 / 0 / -3
Average Rainfall
/ / YEAR / / Jan. / / Feb. / / Mar. / / Apr. / / May / / Jun. / / Jul. / / Aug. / / Sep. / / Oct. / / Nov. / / Dec. /
mm. / 56 / 42 / 36 / 44 / 41 / 51 / 68 / 72 / 71 / 73 / 68 / 66
Average Sunlight
/ / YEAR / / Jan. / / Feb. / / Mar. / / Apr. / / May / / Jun. / / Jul. / / Aug. / / Sep. / / Oct. / / Nov. / / Dec. /
hrs / 1 / 3 / 4 / 6 / 9 / 10 / 9 / 8 / 5 / 3 / 1 / 1

Northern Ireland, Belfast

Belfast, Northern Ireland
Elevation: 203 feet Latitude: 5467N Longitude: 006.75W
Average Temperature
/ / YEAR / / Jan. / / Feb. / / Mar. / / Apr. / / May / / Jun. / / Jul. / / Aug. / / Sep. / / Oct. / / Nov. / / Dec. /
°C / 5 / 5 / 6 / 8 / 11 / 13 / 15 / 15 / 13 / 11 / 8 / 6
Average Rainfall
/ / YEAR / / Jan. / / Feb. / / Mar. / / Apr. / / May / / Jun. / / Jul. / / Aug. / / Sep. / / Oct. / / Nov. / / Dec. /
mm. / 87 / 60 / 68 / 57 / 56 / 61 / 66 / 77 / 80 / 88 / 80 / 83
Average Sunlight
/ / YEAR / / Jan. / / Feb. / / Mar. / / Apr. / / May / / Jun. / / Jul. / / Aug. / / Sep. / / Oct. / / Nov. / / Dec. /
hrs / 1 / 2 / 3 / 5 / 6 / 6 / 4 / 4 / 4 / 3 / 2 / 1

Section 1: WS 4
Temperature of Belfast in degrees C. per month

5 / 5 / 6
8 / 11 / 13
15 / 15 / 13
11 / 8 / 6

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