Maths Level 2 (Construction) - Sample Scheme of Work (word ...



Course delivery information: Functional Skills Level 2 (Construction)

Duration: 36 weeks

Aims:

Performance - Learners can:

• Understand practical problems in familiar and unfamiliar contexts and situations, some of which are non-routine

• Identify, obtain and utilise necessary information to tackle problems

• Select and apply mathematics in an organised way to find solutions to practical problems for different purposes

• Use appropriate checking procedures at each stage

Interpret results, consider the appropriateness of conclusions, and communicate solutions to practical problems, providing explanations

Regular resources/textbooks:

Smartboard, WB & Pens, Power Point, paper & pens for group work, textbook, internet and LRC resources.

|Week/ |Content |Learning Objectives: students will be able to|Assessment of Learning |Teaching and Learning Activities |Resources |Functional Skills Standards (including ECM |

|Session | | | | | |theme) |

|2 |Initial assessment |Complete the Profiler assessment |Profiler Assessment |Continue paper/computer-based diagnostic |Assessments | |

| |1:1 feedback |Complete autumn term progress sheets | |assessments |Computers | |

|3 |Language of Maths | Read, write order and compare large numbers |Observation of ordering activity |Activity - Order a set of monthly trading |Matching cards |Read, write, order and compare positive and |

| |Place value | | |figures for a year, including losses. |Thermometers |negative numbers of any size. |

| | |Discuss negative numbers in practical |Q&A |Worksheet – write the value of a digit in a |Worksheets | |

| | |contexts | |number |Computer |Understand the meaning of negative numbers in a |

| | | | |Cards activity - Order a set of +ve and –ve |Smartboard |practical context, for example temperature below|

| | |Read temperatures on a thermometer |Peer checking: Correctly read and record |numbers (smartboard) | |zero, loss in trading. |

| | | |temperature – feedback to learners |Paired activity - Describe a set of numbers | | |

| | |Use negative numbers in a practical context, | |(more than, less than, equal to) (smartboard) | | |

| | |e.g. temperature below zero, loss in trading |Discussion on government spending figures|Paired activity – measure and record body | | |

| | | |on public services |temperatures | | |

|4 |Multiples, factors |Use mental and written methods of calculation|Successful completion of problem solving |Discuss different methods that can be used for |Activity cards |Understand multiple and factor, and relate them |

| |and prime numbers |to generate results when solving problems |worksheet & mental maths game |mental and written calculations and share short |Worksheets |to multiplication and division facts. |

| | |using whole numbers of any size | |cuts and 'tricks', with explanations, factors. |Follow on game cards|Understand primes and know prime numbers up to |

| | | | |Use a number square and cross off multiples of |Dominoes |20. |

| | | |Observation of activity |numbers in turn to find prime numbers. Practise |Smartboard |Give the level of accuracy of results |

| | |Complete calculations using the words | |breaking down numbers into prime factors. |Computer | |

| | |multiple, prime number and factor and relate | | |Number square | |

| | |them to multiplication and division facts | | | | |

|5 |Ratio and Proportion| Solve problems involving the number of parts| Checking/Marking of progress/completion |Discussion – ratio in everyday situation |Activity cards |Understand ratio written in the form 3:2, |

| | |in a given ratio, and the value of one part |of problem solving worksheet |(smartboard) |Worksheets |sharing £60 in the ratio 3:2. |

| | | |Peer checking: Scale quantities up (or |Worksheets – problem solving |Scale drawing | |

| | | |down), using direct proportion, e.g. |Group activity – actual measurement from a scale|Smartboard |Understand how to work out the number of parts |

| | | |recipes, cement mixes, etc. – |drawing |Computer |in a given ratio, and the value of 1 part. |

| | | |Observation of calculating actual | | | |

| | | |measurements from a scale drawing. | | | |

|6 |Simple Algebra |Make distinction that words and symbols in | Observation of Smartboard activity |Discussion – examples of practical applications |Whiteboard |Understand that words and symbols in expressions|

| | |expressions and formulae rule represent |-Matching expressions |of algebra. |Worksheets |and formulae represent variable quantities |

| | |variable quantities (numbers), not things | |Board work - match expressions in words and |Calculators |(numbers) not things, so 2a + 2b cannot be |

| | | |Peer checking – Worksheet on how to |symbols. |Smartboard |explained as 2 apples and 2 bananas. |

| | |Evaluate expressions and make substitutions |calculate area and volume from a given |Convert expressions from words to symbols, and |Computer | |

| | |in given formulae in words and symbols to |formula |vice versa. (smartboard). | |Understand that the contents of brackets must be|

| | |produce results. | |Worksheets - Evaluate simple formulae using | |worked out first. |

| | | | |brackets, e.g. perimeter = 2 (l + w). | | |

| | | | |Paired activity - changing temperature from | | |

| | | | |Fahrenheit to Celsius, changing between metric | | |

| | | | |and imperial units. | | |

|7 |Recap of first half |Complete mini project. |Direct questioning |Learners to complete mini project (work out |Mini project |Use efficient methods to carry out calculations |

| |term topics and |Q & A session | |profit & loss in a business) and answer oral | |involving two or more steps, including efficient|

| |completion of mini | |Mark the assignment and give feedback |questions (e.g. House hold or small business | |use of a calculator. |

| |project. | | |budgeting) | | |

| | | | |Set homework | |Understand that when there is no operator |

| | | | | | |between a number and a variable, two variables, |

| | | | | | |or a bracket, multiplication is implied. |

| | | | | | | |

| | | | | | |Make substitutions in given formulae in words |

| | | | | | |and symbols. |

| | | | | | | |

| | | | | | |ECM5 |

|HALF TERM |

|Week/ |Content |Learning Objectives: students will be able to|Assessment of Learning |Teaching and Learning Activities |Resources |Functional Skills Standards (including ECM |

|Session | | | | | |theme) |

|9 |Equivalent fractions|Match equivalent fractions |Observation of matching cards game |Discussion – examples of fractions and its |Leaflets |Know how to change fractions to equivalent |

| | | | |equivalencies in everyday life (use leaflets, |Whiteboard |fractions with a common denominator |

| | | | |adverts and headlines). Understand that |Matching cards | |

| | | | |fractions add up to one whole |Worksheets |Evaluate one number as a fraction or percentage |

| | | | |Activity – Write fractions of an hour as |Drag and drop |of another. |

| | | | |decimals on a time sheet (smartboard) |exercise. | |

| | | | |Card activity – matching equivalent fractions, | | |

| | | | |decimal and percentages | | |

|10 |Decimals |Write down the value of figures in numbers of|Successful completion of task |Discussion - rounding answers on a calculator |Whiteboard |Add, subtract, multiply and divide decimals up |

| | |up to three decimal places |Checking/marking of progress/completion |and the degree of accuracy that might be |Ordering cards |to three places and check answers in the context|

| | | |of worksheet |appropriate, e.g. calculations with money, |Smartboard |of measurements and money |

| | |Add, subtract, multiply and divide decimals | |precise measurements) |computers | |

| | |up to three places | |Activity – Compare times from sprint races that | | |

| | | | |are recorded in seconds to three decimal | | |

| | | | |places.) | | |

| | | | |Search for goods on European online shopping | | |

| | | | |sites and convert the prices from € to £ | | |

| | | | |sterling | | |

|11 |Percentage of |Order and compare percentages and demonstrate|checking/marking the progress/completed |Discuss quick ways of finding VAT |Worksheets |Use fractions, decimals and percentages to order|

| |quantities |understanding of percentage increase and |]task |Use interest rates to compare the cost of a loan|Interest rates from |and compare amounts or quantities and to solve |

| | |decrease. | |with credit facilities. |banks. |practical problems. Choose to use a fraction, |

| | | |Peer-checking |Paired Activity - Practise examples in context, |Internet |decimal or percentage to work out VAT. |

| | |Calculate VAT of given amounts. | |e.g. percentage increase or decrease of plumbing| | |

| | | | |materials Add VAT to a completed repair. Use any| | |

| | | | |methods. | | |

|12 |Evaluation of one |Calculate one number as percentage of |Direct questioning |Discussion – percentages using the attributes of|Whiteboard |Evaluate one number as a fraction or percentage |

| |number as a |another. | |the group, e.g. what percentage of the group is |Matching cards |of another. |

| |percentage of | |Peer checking – feedback to learners |male, |Smartboard | |

| |another |Know and use strategies to check answers | |Activity – match calculations to answers |Computers |Understand that quantities must be in the same |

| | |obtained with a calculator | |Smartboard / skillswise) |Calculators |units to evaluate and compare. |

| | | | |Activity – Use a calculator to check the answers| | |

| | | | |to calculations done by other methods (manual or| | |

| | | | |by another person). | | |

|13 |Equivalent |Complete a table of equivalent fractions, |Observation of activity. |Boardwork – show learners how to convert between|Whiteboard |Understand that fractions, decimals and |

| |fractions, decimals |decimals and percentages including in real | |fractions, decimals and percentages. |Matching cards |percentages are different ways of expressing the|

| |and percentages |life context. |Q&A |Paired activity – complete a table of |Worksheets |same thing. |

| | | | |equivalencies |Computers | |

| | | | |Matching game (Skillswise) | |Use fractions, decimals and percentages to order|

| | | | | | |and compare amounts or quantities and to solve |

| | | | | | |practical problems |

|14 |Completion of |Complete problem solving paper / mini project|Formative assessment of student’s work |Learners to complete mini project (e.g. finding |Mini project |Carry out calculations with numbers of any size |

| |project involving |covering work completed during second half | |the most competitive prices to re-decorate a | |in practical contexts |

| |Fraction, decimal |term |Directed questioning |spare room into an office) | | |

| |and percentages | | |Set homework according to test results | |Understand and use equivalencies between |

| | | | | | |fractions, decimals and percentages |

| | | | | | |ECM5 |

|XMAS BREAK |

|Week/ |Content |Learning Objectives: students will be able to|Assessment of Learning |Teaching and Learning Activities |Resources |Functional Skills Standards (including ECM |

|Session | | | | | |theme) |

|16 |Metric & Imperial |Categorise metric and imperial units of |Observation of activity |Discuss the appropriate units of measure for |Whiteboard |Calculate, measure and record dates and times in|

| |measurement |length, distance, weight, capacity | |length, distance, weight, capacity, and the use |Quiz questions |different formats and know the relationship |

| | | |Observation of measuring tasks to varying|of metric and imperial units |Worksheets |between units of time, for example second, |

| | |Read scales to different levels of accuracy, |degree of accuracy with the appropriate |Activity – estimate, measure and record length |Measuring tape |minute, hour, day, week, month and year. |

| | |including reading between marked divisions |instrument. |and weights and capacities of items |Bathroom and kitchen| |

| | | | |Paired activity – read both metric and imperial |scales | |

| | | | |amounts for lengths weights and capacities. |Flip charts | |

| | | | | |Smartboard | |

|17 |Conversion of metric|Calculate with units of measure within the | Observation of activity. Q&A. |Discussion – metric and imperial units Work out |Whiteboard |Calculate with units of measure between systems,|

| |and imperial units |same system | |the best value of products of different weights |Worksheets |using conversion tables and scales, and know how|

| | | |Observation of measuring activity |or capacities. |Liquids and |to use approximate conversion factors |

| | |Use a measuring instrument accurately | |Board work – How to convert between different |containers | |

| | | |Checking/marking the progress/completed |units (review x & ÷ by 10, 100 and 1000) |Smartboard |Estimate, measure and compare length, distance, |

| | |Convert metric units to imperial units and |worksheet |Worksheets – Converting between different units | |weight, capacity and temperature, including |

| | |vice versa | |Activity –match metric and imperial amounts with| |reading Celsius and Fahrenheit scales and |

| | | | |different units (smartboard) | |conversion tables. |

|18 |Area and perimeter |Use given formulae to find areas of composite|Observation of activity. |Discussion – finding the perimeter of composite |Whiteboard |Know what is meant by perimeter, circumference, |

| |of composite shapes |shapes (e.g. non-rectangular rooms or plots | |shapes, such as rooms, which are not drawn to |Worksheets |diameter and radius. |

| | |of land) |Q&A. |scale and do not have all the measurements |Matching cards | |

| | | | |included, and devise ways of finding the lengths|Measuring |Understand and use given formulae for finding |

| | |Break down a composite shape into regular |Checking/marking the progress/completed |of all the edges |instruments |perimeters and areas of common and composite |

| | |shapes |worksheet |Activity – Calculate the wall area for painting,|Smartboard |shapes, circumference and area of circular |

| | | | |excluding doors and windows. Use plans drawn on | |surfaces |

| | | | |plain paper to find the areas of composite | | |

| | | | |shapes. Calculate any missing dimensions, and | | |

| | | | |use a formula to find the area of each component| | |

|19 |Scale Drawing | Draw an accurate scale plan of a room using |Observation of activity |Discuss scales and how they are used. Work from |Tracing paper |Work out dimensions from scale drawings. |

| | |a scale expressed as a ratio | |several examples such as If the scale is 1:100 |Whiteboard |Estimate amounts using proportions, for example |

| | | |Successful completion of task. Q&A |on a plan, what would a centimetre represent? |Internet |the length of the room is about three times its |

| | |Accurately work out distances from the scale | |What would 10 cm represent? |Smartborad |width, the stockroom is about two-thirds full. |

| | |on a map. | |Activity – Produce simple plans and scale | | |

| | | | |drawings, with different scales, and work out | | |

| | | | |actual measurements, e.g. house plans, room | | |

| | | | |plans, templates for making something, etc. Use | | |

| | | | |different scales, e.g. 1:20, 1:10, and 1:50. | | |

|20 |Measurements and |Measure a room and present the dimensions in |Observation of set task. Check marked |Learners to the mini project on scale drawing |Measuring tape |Know that measurements must be in the same units|

| |scale drawings |form of scale drawing. |work. |using appropriate scale. |Rulers |when calculating perimeters, areas or volumes. |

| | | | |Set homework |Whiteboard | |

| | |Calculate the area and perimeter of the room.| | | |Understand the symbol for pi and know its |

| | | | | | |approximate value |

| | | | | | | |

| | | | | | |Understand and use given formulae for finding |

| | | | | | |volumes of common shapes |

|HALF TERM |

|Week/ |Content |Learning Objectives: students will be able to|Assessment of Learning |Teaching and Learning Activities |Resources |Functional Skills Standards (including ECM |

|Session | | | | | |theme) |

|22 |Extracting Data |Extract and interpret information from lists,|Observation of activity. |Discuss the difference between continuous and | Whiteboard |Know how to extract discrete and continuous data|

| | |tables, charts and graphs | |discrete data. A useful example is that the size|Holiday brochure |from tables, spreadsheets, bar charts, pie |

| | | |Q&A |of shoe someone wears is discrete, but the |Graph paper |charts and line graphs with more than one line. |

| | | | |length of their foot is continuous. |Smartboard | |

| | | | |Board work – Look at the use of different scales|Internet | |

| | | | |and their effect on the graph. Comment on trends| | |

| | | | |from the slope of the graph. | | |

| | | | |Activity – Online game, Extract information from| | |

| | | | |tables in catalogues, brochures, web sites. | | |

|23 |Organising and |Measure the height of everyone in the class |Check correct information included on |Discussion - Use given sets of data and discuss |Whiteboard |Draw conclusions from scatter diagrams, |

| |representing data. |and present information as a chart / graph. |chart |the most suitable form of representation. |Internet |understanding that correlation does not imply |

| | | | |Activity – Measure and record classmates’ |Tape rule |causality. |

| | |Collect and record data from exchange rates |Observation of activity and correct |height; present the data in a suitable form. | | |

| | |or a particular share issue over a period of |completion of chart or graph |Worksheets – Plot a graph showing exchange rates| |Understand how to use scales in diagrams, charts|

| | |time. Display the data on a chart or graph | |over a period. | |and graphs |

|24 |Present findings in | Present outcome of investigation using a pie|Check correct information included on |Activity – investigate the menu offered in the |Canteen Menu |Know how to extract discrete and continuous data|

| |a suitable way |chart and bar chart. |chart |canteen on Tuesday and find out the most and |Graph paper |from tables, spreadsheets, bar charts, pie |

| | | | |least popular. | |charts and line graphs with more than one line. |

| | | |Observation of activity Correct |Present findings using pie chart. | | |

| | | |completion of chart | | | |

|25 |Collecting and |Carry out an investigation and present the |Check result of investigation. |Activity – collecting and presenting data – e.g.|Graph papers |Know how to choose a suitable format and scale |

| |presenting data |outcome in a suitable form | |Investigate the most popular music genre in the |Whiteboard |to fit the data and ensure all charts, graphs |

| | | |Directed questioning |college to prepare for the end of year |Computers – Excel to|and diagrams are labelled. |

| | | | |performance. |produce charts and |ECM3 |

| | | | | |graphs | |

|26 | Averages & range |Calculate mean, median and mode. |Observation of activity |Discuss the use of mean, median and mode. |Whiteboard |Find the mean, median and mode and understand |

| | | |Listen to discussion points |Discussion - the use of range in everyday |Worksheets |that each average is useful for different |

| | |Discuss the distinctions that each average is| |language, e.g. price range, age range |Charts, tables and |purposes. |

| | |useful for different purposes. |Peer checking – feedback to learners |Q&A – extracting information from different |graphs | |

| | | | |sources |Quiz questions | |

| | |Find the range and use it to describe the | | |Squared paper |Use the range to describe the spread within a |

| | |spread within sets of data | |Activity – Compare the distribution of pay | |set of data, for example sales results. |

| | | | |scales in two organisations. | | |

| | | | |Paired Activity – Collect data of interest and | |Use the average and range to compare two sets of|

| | | | |compare the range, e.g. local house prices in | |data |

| | | | |different area | | |

|27 |Recap of data |Complete the revision questions on last |Checking/marking of worksheet |Worksheets – Problem solving with data handling |Worksheets |Collect and represent discrete and continuous |

| |handling |term’s topics | | |Calculator |data, using ICT where appropriate |

| | | | |Feedback with tutor – evaluate students progress|Progress Record Form|ECM3 |

| | |Review spring term progress sheet and | |with regard to their learning and their personal| | |

| |Feedback to students|complete targets for summer term | |development | | |

|EASTER BREAK |

|Week/ |Content |Learning Objectives: students will be able to|Assessment of Learning |Teaching and Learning Activities |Resources |Functional Skills Standards (including ECM |

|Session | | | | | |theme) |

|29 |Practice test |Complete practice FS assessments |Check answers on practice test. |Completing the questions and activities on FS |Assignments |Use and interpret discrete and continuous data, |

| | | | |assessment |Calculators |using ICT where appropriate, statistical |

| | | | | |Protractors |measures, tables and diagrams |

| | | | | |Pen / Paper |Use statistical methods to investigate |

| | | | | |Graph paper |situations |

| | | | | | |ECM 3 |

|30 |Feedback |Feedback on practice paper both as a class |Q & A |Discussion |Assignments | |

| | |and individuals | |Direct questioning |Calculators | |

| | | | | |Protractors | |

| | | | | |Pen / Paper | |

| | | | | |Graph paper | |

|31 | |Start functional skills assessments |Mark work completed |Completing the questions and activities on FS |Assignments | |

| |Summative assessment| | |assessment |Calculators | |

| | | | | |Protractors | |

| | | | | |Pen / Paper | |

| | | | | |Graph paper | |

|32 |Summative assessment|Continue / complete functional skills |Mark work completed |Completing the questions and activities on FS |Assignments |ECM 3 |

| | |assessment | |assessment |Calculators | |

| | | | | |Protractors | |

| | | | | |Pen / Paper | |

| | | | | |Graph paper | |

|33 |Summative assessment|Continue / complete functional skills |Mark work completed |Completing the questions and activities on FS |Assignments |ECM 3 |

| | |assignment | |assessment |Calculators | |

| | | | | |Protractors | |

| | | | | |Pen / Paper | |

| | | | | |Graph paper | |

|33 |Introduce Project |Discus the appropriate research method and |Work as a group to determine the things |Gather as much information as possible from |project |ECM 3 & 5 |

| |1-Planning a Holiday|resources required to complete the task. |that should be considered when going on |internet, brochures and flyers |Calculators | |

| | | |holiday. | |Protractors | |

| | | | | |Pen | |

| | | | | |Ruler | |

| | | | | |Graph Paper | |

|34 |Presentation of |Present findings of their research using |Q&A. |Present their research findings to the whole |Project |ECM 3 & 5 |

| |Research findings |appropriate charts and diagrams | |class |Feedback sheets | |

| |and group feedback | |Observation of task |Explain the rationale behind their choice of |Computers | |

| | | | |holiday destination | | |

| | | | |Discuss issues encountered and receive feedback | | |

| | | | |from peers | | |

|35 |Introduce Project |Present personal monthly budget plan to the |Observation of presentation |Discuss ways of managing spending |Project |ECM 3 & 5 |

| |2-Financial |group | |Calculate monthly budget |Feedback sheets | |

| |management | |Q&A |Present their research findings to the whole |Computers | |

| | | | |class | | |

| | | | |Explain the rationale behind their spending | | |

| | | | |Discuss problem encountered and receive feedback| | |

| | | | |from peers | | |

|36 |Whole Class |Review individual student’s progress sheets |Q&A |Whole class evaluation of tasks |Progress sheets |ECM 3 & 5 |

| |Evaluation and | | |Discuss progression opportunities for the next |Questionnaire | |

| |Review Progress | | |academic year | | |

-----------------------

[pic]

[pic]

[pic]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download