MATHEMATICAL Elements in the BLEX Project
Mathematical Elements in the BLEX Project:
Activity / Mathematical content / Key words1 / Health and safety / Spatial awareness
2 / Survey using map of school grounds.
Considering transport and logistics.
Planning positioning of equipment. / Bearings, angles and points of compass.
Scale drawings
2D representations of 3D objects
Measuring and converting to scale. / Points of compass
Metres, mms, mms
Distance
Direction
Scale
Position
3 / Construct a plan of the layout.
Scaled templates of Blex blocks
Consider social impact of different groups and arrangements of Blex blocks. / Measuring blocks and deciding on appropriate scale.
Constructing templates for each shape plan
Naming each 2D and 3D shape
Changing variables (i.e. moving shapes around) to get optimum design. Working with all possible permutations and combinations. / Trapezium (2D)
Square (2D)
Quadrilateral (2D)
Trapezoid (3D)
Cube (3D)
Wedge (3D)
Metres, cms, mms
Construct
Measure
Scale
4 / Construct a model of the final layouts.
Using ‘Google Sketch-up’ to assist with visualisation / Measuring blocks and choosing appropriate scale.
Construction of the net of a cube, a trapezoid and a ‘wedge’.
Working with 2-dimensional representations of 3-dimensional shapes. / Construct
Measure
Design
2-dimensions
3-dimensions
Net
Scale models
Mathematical Expectations of Attainment at grades D – G
- Carry through substantial tasks and solve problems involving mathematics in practical contexts. Obtain necessary information.
- Check results and consider whether these are sensible.
- Show understanding of situations by describing them mathematically using symbols, words and diagrams (scale drawings and models).
- Search for a solution and try ideas of their own.
- Use understanding of place value to multiply and divide by 10, 100 and 1000 (metric units conversion).
- When constructing models and when drawing or using shapes, be able to measure and draw angles to the nearest degree.
- Make sensible estimates of a range of measures in relation to everyday situations.
- Use mathematical names for 3-D and 2-D shapes.
- Make 3-D mathematical models.
- Recognise and use common 2-D representations of 3-D objects (nets).
Information Technology Elements in the BLEX Project:
Activity / ICT content / Key words1 / Planning a seating area for the school on paper / The importance of planning on paper first. Obtaining feedback from peers. / Planning Feedback
2 / Scale of objects, representing real life objects to scale. / Using graphic software or Sketch up program to think about scale.
Learning how to use the tools in such software.
Rules of logic. / Scale
Tools
Logic
3 / Creating the seating area.
Able to produce a seating area using
ICT. / Changing variables – shapes – discussing impact on design / Variables
4 / Reflecting on skills learned / Compare each others’ seating areas and review
Think about how it could be represented in real life and its impact on society. / Review
Feedback
Society
ICT Expectations of Attainment at grades D – G
- Create initial designs and seek feedback throughout this phase, recognising limitations and potential improvements.
- Use and combine graphical tools, software packages with guidance to create a seating area.
- Show understanding of tasks by using the correct objects in a given environment.
- Produce a solution using ICT.
- To compare solutions with alternative ideas and feedback.
- To reflect on work, recognising potential areas for improvement and comparing to real life situations.