Guided Learning Hours: 45 Hours for Each Level

Sixth form curriculum Subject: Maths functional skills Date: September 2016 Lead:

Guided Learning Hours: 45 hours for each level

Entry 1 500/8496/3 (Qualification Accreditation Number)
Entry 2 500/8497/5 (Qualification Accreditation Number)
Entry 3 500/8498/7 (Qualification Accreditation Number)

Level 1 09865

Overall skills: representing; analysing; and interpreting

Term 1/ week / Outcomes / Activities in class / Assessment/ evidence needed
Activities out of class
1 / Learn about the aims of the course; expectations of the course; understand how they can achieve credits; be aware of the activities and tasks likely to be part of the course / Discussions of what the students feel they want to get out of the course; what they are going to learn about; practical activities to give them a taster of the activities on the course, e.g. visit to shops/ use of ICT to research/ visit the areas of interest in the locality / All students to have a timetable/ schedule of activities for the year ahead; and be aware of what the course entails
This qualification is internally assessed by the centre staff (eg teachers, support workers) and externally moderated by OCR. Assessments are set by OCR.
Units will be graded Pass or Fail.
2
Number / Outcomes are progressive, and repeated throughout the sessions. They are only cited once here for ease of target setting.
Understand and
use numbers with one
significant figure in
practical contexts
(a) Understand and use
whole numbers with up
to two significant figures
(a) Add and subtract
using three-digit
numbers
(N1) Understand and
use whole numbers and
understand negative
numbers in practical
contexts
(b) Describe the
properties of size and
measure, including
length, width, height
and weight, and make
simple comparisons
(b) Understand and use
addition/subtraction in
practical situations
(b) Solve practical
problems involving
multiplication and
division by 2, 3, 4, 5 and
10
(N2) Add, subtract,
multiply and divide
whole numbers using a
range of strategies
(c) Use doubling and
halving in practical
situations
(c) Round to the nearest
10 or 100
(N3) Understand and
use equivalences
between common
fractions, decimals and
percentages / The teacher could introduce each number up
to 10 then give learners numbers in words and
digits on cards and ask them to make pairs.
The teacher could ask learners to count in
whole number up to 100 using different
formations for example in 10s, 5s and 2s
The teacher could give learners practical
adding problems such as adding up a
shopping list or subtracting the change given
using 2 digit numbers.
The teacher could encourage learners to add
up the costs of 2 items on a shopping list up
to the value of £20.00 and calculate change
required
The teacher could give learners practical
addition and subtraction problems such
as adding up a weekend break based on
hotel, number of people and travel costs
or subtracting simple tax calculations from
wages.
The teacher could ask the learners to multiply
2 digit numbers by a single digit in a familiar
context such as going food shopping
and need multiple items or buying music
download at the same price.
The teacher could give learners simple
division problems such as sharing a food bill
in a restaurant, dividing the cost of a hotel
between a family or working out the cost per
song on a CD. / The tasks should be adapted to ensure that all learners can access the tasks, though they may not all gain that assessment task accreditation, they will be building knowledge towards it.
Visit local shops and centres
Discuss how we use maths:
Shopping lists
Food prices
Wages
Food bills
Money
3
Measures
Number
Money / The teacher could show learners picture cards
with various images and quantities and ask
learners to count and write down the number
of items on each card.
The teacher could encourage the learners to
use whole numbers and recognise the format
for tens, units and hundreds. This could involve
recognising digits in written forms.
The teacher could give the learners practical
problems for example 6 eggs fit in a box how
many eggs can you fit in 3 boxes to encourage
learners to select the correct calculation.
The teacher could give the learners practical
multiplication and division problems such as
doubling recipes, finding the cost per match
before purchasing a season ticket or entrance
to a zoo for a family of 6.
The teacher could give learners a range of
recipes and ask them to double and half
ingredients to suit the outcome. For example
200ml of milk is need to make 6 scones how
much milk is needed to make 12 scones? / Assessment C1- Bake or Buy?
Visit shops/ research online. Look at the price of cakes, compare costs per item/ individual cakes. Look up cost of ingredients.
How much to make cakes; discuss timings; costs; weights; shapes
Use assessment to guide. This is an entry level 1 task but can be extended to all levels.
To gain EL1 they would have to work independently.
Photographic evidence and completed worksheets.
4
Number
Estimating
Shapes
Weights
Money / The teacher could ask the learners to split in
to groups and give each group cards from 1
to 10. The teacher could then ask the group to
make sums that make a total of 10 using the
cards.
The teacher could create a group practical
activity where each learner in turn says a
number and the next learner must continue
counting in 2s or 10s up to 100. Learners could
also be asked to count items on a list, tables in
a classroom etc. Once identified learners could
order the numbers in value and identify the
odd and even numbers.
The teacher could show learners the
methods for doubling two digit numbers and
recognising pairs of numbers. Learners could
then match numbers to the double equivalent
in a pairing activity.
The teacher could prepare some numbers
upto the value of 50 and encourage the
learners to match the doubles to the halves.
For example, match 5 to 10. / Assessment E1 and E2 - Birthday Party
Organise a party. Make a list of items; food, gifts, balloons
Compare shops/ prices/ value/ shapes
Sharing- dividing and multiplying
Making party bags- at least 5 items
Costs, comparing, multi-buys
Schedule for party- sequence events; timings
5
Measuring / The teacher could introduce common units
of measure by having three columns: length,
weight and capacity. Then asking the learners
to place the correct words in each column.
Words could include grams, centimetre, metre,
pound, kilogram, litre, pint and gallon.
6.
Shapes / The teacher could give learners images of
2D shapes and ask them to label the length
and width. This could progress to describing
the difference between length and width
and how to recognise the properties of
measurement. / Visit the local parks- looking for shapes, measures- lengths and widths
7 / The teacher could introduce the correct
vocabulary to use when measuring height and
weight and encourage learners to measure
each others height accurately. The teacher
could also put up pictures of footballers and
different weights and learners have to guess
the weight of the famous person. / Design a playground- research equipment/ sizes/ shapes/ measures
Term 2/ week / Outcomes / Activities / Assessment/ evidence needed
1
Position and direction / The teacher could point out several objects
within the classroom and ask learners in turn
to describe the position. For example the book
is next to the dictionary but above the atlas
The teacher could introduce the common
vocabulary used when describing position for
example, next to, right, left, above and below.
The teacher could ask the learners to describe
how they arrived at class using directions and
positional vocabulary. The teacher may need
to help and encourage each learner assuring
them of the vocabulary to use. / Visit DIY stores
Research online
Looking at tools- costs/ shapes/ sizes
2
Money / Assessment B1- Can you fix it?
Imagine the door handle has broke. How can you fix it? (or mend a chair/ sink/ toilet)
Find the cheapest way; list prices; shapes; sizes
3
Shapes
4
Money / The teacher could show the learners plastic
coins that have the same value and look of
current sterling currency. This could progress
to putting coins together and adding up the
value.
The teacher could show the learners current
sterling notes used in the UK and describe
the value of each. The learners could be asked
to order the notes in value starting with the
lowest.
The teacher could introduce rounding to
the nearest £1.00 or 10cm using practical
examples such as estimating the length of a
carpet needed for a room or estimating the
total cost of a shopping list. / Enterprise task- design something to sell
How much will it cost to make?
Materials
Profit potential
5
Finances
6
Estimating
Money
Number / The teacher could give learners practical
problems in context such as going to the shop
and ask the learner to select the appropriate
coins or notes to pay for items that the teacher
has labelled.
The teacher could give learners a list of
numbers and encourage them to round the
figures to the nearest 100. This may require
teacher demonstration of the method.
The teacher could give the learners a range
of practical problems with rounding such as
estimating the costs for some fencing for a
garden, estimate a food bill or estimating the
cost to run a car. / Assessment tasks see attached examples for EL1,2,3
Ensure assessment tasks are completed and evidenced with teacher annotations
Term 3 / week / Outcomes / Activities / Assessment/ evidence needed
1
Shapes / Identify and name 2D and 3D shapes
(e) Recognise and name
common 2D and 3D
shapes
(e) Recognise sequences
of numbers,
including odd and even
numbers"
(e) Understand, estimate,
measure and compare
length, capacity, weight
and temperature
(N5) Solve simple
problems involving ratio,
where one number is a
multiple of the other
(g) Know properties
of simple 2D and 3D
shapes
(g) Recognise and
describe number
patterns
(G1) Solve problems
requiring calculation,
with common measures,
including money, time,
length, weight, capacity
and temperature
(i) Recognise and
name simple 2D and
3D shapes and their
properties
(G3) Work out areas and
perimeters in practical
situation / The teacher could give the learners common
2D shapes and names and ask the learners
to pair the names to the shape. This could
progress to asking the learners to write one
things about each shape.
The teacher could show learners common
2D shapes including a triangle in different
orientations and sizes. Learners could match
and draw shapes to their properties eg
lengths of sides, edges and corners. This could
progress to learners looking for everyday
objects that match the discussed shapes.
The teacher could show the learners 3D
shapes around the classroom and discuss
the difference between 2D and 3D shapes.
The learners could then label 3D shapes on a
worksheet.
The teacher could introduce 3D shapes
including cube, pyramid and cylinder then
explain they are independent of size and
orientation. Further properties can be discuss
such as faces, edges and corners. Learners
could then be encouraged to find 3D objects
around the classroom and discuss the
properties.
The teacher could encourage the learners to
identify 2D shapes by length, sides, angles
and lines of symmetry. The teacher could
give each learner a shape to draw including
the properties eg lengths of sides, edges and
corners, and present to the others in the group.
The teacher could give the learners a
worksheet with pictures of 2D and 3D shapes
on it and ask the learners to cut out the shapes
and make a display of 2D and 3D shapes with
one sentence about each shape.
The teacher could give the learners a
worksheet with pictures of 2D and 3D shapes
on it and ask the learners to cut out the shapes
and make a display of 2D and 3D shapes
adding one sentence about each shape.
The teacher could give the learner a net of a 3D
shape and encourage them to make the shapes
and comment on the properties.
The teacher could give the learners a range
of 2D and 3D shapes and ask them to
compare properties and select items form
the classroom that are the same shape. This
could progress into making a display for the
classroom.
The teacher could give learners decimals to
add and subtract in familiar contexts such
as shopping (money) or measurements.
Examples could include adding the perimeter
of a room that is 2.5 square, adding up weekly
shopping costs or adding heights of people. / Designing toys
Shapes and dimensions
2
Shapes / Visit shops-
Shapes of shop items- how are they stacked/ stored?
3
Shapes / Shapes of food in cafes and restaurants
4
Shapes
Sorting / The teacher could have a group of objects
selected from the classroom and ask the
learners to order the items per size. The
learners could also say why they have ordered
the items.
The teacher could select items that look
similar in length but have difference capacities
to encourage a discussion on properties
of items and being able to recognise the
differences.
The teacher could present the learners with
item from the kitchen such as fruit that looks a
similar size such as apple, oranges, grapefruit
etc and encourage learner to select weight to
order the items.
5
Sorting
Number
Measures / Sort and classify
objects practically using
a single criterion
(f ) Use simple scales and
measure to the nearest
labelled division
(f ) Understand decimals
to two decimal places in
practical contexts
(N6) Use simple
formulae expressed in
words for one- or twostep operations
6
Measures / Supermarket shopping- looking at weights and quantities
7
Number
Measures
Shape
Term 4/ week / Outcomes / Activities / Assessment/ evidence needed
1
Time / The teacher could introduce UK date and time
formats including digital and analogue. Ask
learners the time throughout the session to
the nearest 5 minutes and their dates of birth
in the UK format. The teacher could introduce UK date and time formats including digital and analogue. Ask learners the time throughout the session to the nearest 5 minutes and their dates of birth in the UK format. / Reading clocks
Reading calendars
2
Fractions
Money
Number / The teacher could show the learner common
coins and notes and encourage them to add
up and use different coins to the total of £20.
The teacher could give learners practical
examples of simple calculations. This could
include a 1/2 price clothes sales or 1/4 off
food bills. Calculations should be simple and
without a calculator.
The teacher could give the learners fractions
in context such as 1/2 sale items, 1/4 off your
next shopping bill over £40 or 1/3 off new
football kits purchased before September. / Assessment B3
Organise a trip
Choose two places- research; routes; costs; transport; snacks; schedule; distances
3
Dividing
Multiplying
Finance / The teacher could present learners with
practical number problems in a context
such as sharing food bills between friends
or finding the costs per person for group
deals offered by manufacturers using 2 digit
numbers.
The teacher could introduce the terms
numerator and denominator and encourage
the learner to identify the meaning of each
with relation to value. Learners could then
match words to symbols of common fractions
including 3/4, 2/3, 1/10.
4
Sequences
Numbers / The teacher could introduce odd numbers
and ask the learners to explain the pattern.
This could progress to learners following
patterns and recognising further odd
numbers
The teacher could show the learners the
difference between odd and even numbers
and encourage the learner to count using
even numbers and recognise common
patterns.
The teacher could give learners a list of
numbers and ask them to tick the odd
numbers and circle the even numbers. The
learners could then progress to make their
own number patterns by choosing either odd
or even numbers.
5
Measures
Finance / (h) Extract information
from simple lists
(h) Complete simple
calculations involving
money and measures
(G2) Convert units of
measure in the same
system
(j) Use metric units in
everyday situations
(G4) Construct
geometric diagrams,
models and shapes / The teacher could introduce the correct
instruments used for metric length and
familiarise the learners with a tape measure,
ruler, pedometer, thermometer and scales.
This could be achieved through practical