Maths Level 1 (Generic) - Sample Scheme of Work (word ...



Course delivery information: Functional Skills Level 1 (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 |

|Session | | | | | |(including ECM & ED themes) |

|2 |Initial assessment |Complete the Profiler assessment | |Give 1:1 feedback and complete an ILP with |Assessments | |

| | | |Answers on Profiler assessment |learners |Computers | |

| |1:1 feedback |Complete autumn term target on progress sheets | | | | |

| | | |Q&A | | | |

|3 |Language of Maths |Read, write, order and compare numbers |Observation of ordering activity |Activity - Match figures to words (smartboard) |Matching cards |Read, write, order and compare numbers, |

| | | | |Worksheet – write the value of a digit in a |Thermometers |including large numbers. |

| |Place value |Discuss negative numbers in practical contexts |Q&A |number |Worksheets | |

| | | | |Cheque writing –bill payment |Computer |Know what each digit represents in a number |

| | |Write out figures in words | |Cards game –to promote use of Maths language |Smartboard |of up to seven digits, including the use of |

| | | |Observation of reading and |(smartboard) | |zero as a place holder |

| | |Read temperatures on a thermometer |recording temperature |Paired activity - Describe a set of numbers | | |

| | | | |(more than, less than, equal to) (smartboard) | |Recognise negative numbers in the context of |

| | | | |Paired activity – measure and record body | |temperature. |

| | | | |temperatures | | |

|4 |4 rules of whole |Add and subtract using efficient written and |Checking/marking of the problem |Discussion – different methods for addition and|Activity cards |Add, subtract, multiply and divide whole |

| |numbers |mental methods |solving worksheet & observing the|subtraction (smartboard) |Worksheets |numbers using a range of mental methods |

| | | |mental maths game |Worksheets –shopping list |Follow on game cards | |

| | | | |Group activity – follow on game using hexagon |Dominoes |Use a range of calculation strategies, |

| | | | |cards |Smartboard |including use of a calculator. |

| | | | |Group activity - dominoes games |Computer | |

| | | | |Inverse checking | | |

|5 |4 rules of whole |Multiply and divide using efficient written and|Successful completion of problem |Discussion – different methods for |Activity cards |Add, subtract, multiply and divide whole |

| |numbers |mental methods |solving worksheet & mental maths |multiplication and division (smartboard) |Worksheets |numbers using a range of mental methods |

| | | |game |Worksheet - (sharing household bills) |Follow on game cards | |

| | | | |Group activity – follow on ‘Do I have enough’ |Dominoes |Multiply and divide whole numbers by 10 and |

| | | | |game |Smartboard |100 using mental arithmetic |

| | | | |Group activity - dominoes games |Computer | |

| | | | |Checking of calculations | | |

|6 |Rounding and estimating|Round numbers to nearest 10, 100, 1000 to make |Checking/marking of worksheet & |Discussion – examples of rounding in everyday |Whiteboard |Estimate using rounding. |

| | |approximate calculations | |life. |Worksheets | |

| | | |Observing the paired activity – |Board work – how to round to nearest 10, 100 & |Calculators |Understand that knowledge of a context |

| | |Estimate to check that answers are reasonable |Peer assessment |1000 (smartboard) |Smartboard |enables judgement of whether answers are |

| | | | |Worksheets - Round values to the nearest £1, |Computer |sensible. |

| | | |Directed questioning |£10 & £100 (e.g. budgeting) | | |

| | | | |Paired activity - Estimate then use calculator | | |

| | | | |to find total household bill per year | | |

| | | | | | | |

|7 |Recap / Mini project – |Complete mini project. |Formative assessment of student’s|Learners to complete mini project on payslips |Mini project |Understand and use whole numbers and |

| |applying 4 rules of | |work |and wages. |Mental maths questions |recognise negative numbers in practical |

| |numbers |Answer four rules questions using mental maths | |Answer verbal questions on managing a given | |contexts |

| | | |Directed questioning |budget. | |ECM5 |

| | | | |Set homework | | |

|HALF TERM |

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

|Session | | | | | |(including ECM & ED themes) |

|9 |Find fraction parts of |Calculate fraction parts of whole number |Observing the activity |Starter activity – equivalent fractions |Whiteboard |Read, write, order and compare common |

| |a whole number |quantities and measurement | |Board work – Finding fraction parts |Smartboard |fractions, including mixed numbers, decimals |

| | | |Checking/marking of worksheet |Worksheets – Calculating fraction parts |Computer |with up to three decimal places and |

| | | | |Fraction of shopping cost |Shopping list |percentages. |

| | | |Directed questioning | | | |

|10 |Decimals |Read, write, order and compare decimals up to |Observing the activity |Discussion – introduce decimal place value |Whiteboard |In the context of money - add and subtract |

| | |three decimal places | |(smartboard) |Ordering cards |decimals up to two decimal places |

| | | |Checking/marking of worksheet |Activity – order decimal numbers (skillswise) |Smartboard |ECM 5 |

| | |Add and subtract decimals up to two decimal | |Worksheet – add and subtract money, rounding |computers | |

| | |places |Directed questioning |money (smartboard) | | |

| | | | | | | |

| | |Approx decimals by rounding | | | | |

|11 |X / ÷ by 10 & 100 | Multiply and divide whole numbers by 10, 100 |Observing the activity |Discussion – how to x/÷ by 10 and 100 |Whiteboard |Read, write, order and compare common |

| |Equivalencies between | | |Activity – match calculations to answers |Matching cards |fractions, including mixed numbers, decimals |

| |decimals and fractions |Match equivalent fractions and decimals |Self assessment |Smartboard / skillswise) |Smartboard |with up to three decimal places and |

| | | | |Activity – match equivalent decimals and |computers |percentages. |

| | | |Directed questioning |fractions (smartboard) – 1/10, 1/5,1/4, ½, ¾ | | |

| | | | | | | |

|12 |Percentages |Read, write, order and compare simple | |Discussion – examples of percentages in |Leaflets |Read, write, order and compare common |

| | |percentages |Observing the activity |everyday life (use leaflets) |Cards |fractions, including mixed numbers, decimals |

| | | | |Work out savings in sales |Whiteboard |with up to three decimal places and |

| | |Calculate simple percentage parts of whole |Directed questioning |Mental and written strategies for calculating |Smartboard |percentages. |

| | |numbers | |percentages | | |

| | | |Checking/marking of worksheet |Worksheet – finding simple percentages of | | |

| | | | |quantities & VAT | | |

|13 |Fraction, decimal, |Match common fractions, decimals and |Observing the activities |Board work – calculating equivalencies |Whiteboard |Understand and use equivalencies between |

| |percentage |percentages | |Small group quiz – calculating fractions, |Quiz questions |common fractions, decimals and percentages |

| |equivalencies | |Peer assessment |decimals and percentages. |Worksheets | |

| | | | |Card activity – match %, decimals & fractions |Matching cards | |

| | | |Directed questioning |(smartboard) |Smartboard | |

|14 |Recap - mini project |Complete problem solving paper / mini project |Formative assessment of student’s|Learners to complete mini project – planning a |mini project |Understand and use equivalencies between |

| |involving Fraction, |covering work completed during second half term|work |Xmas party and work out the fraction of the | |common fractions, decimals and percentages |

| |decimal and percentages| | |total cost individuals will pay. | |ECM5 |

| |(Formative assessment) | |Directed questioning |Set homework according to test results | | |

|XMAS BREAK |

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

|Session | | | | | |(including ECM & ED themes) |

|16 |Ratio and direct |Dilute liquids to a given ratio |Directed questioning |Discussion – ratio and proportion in everyday |Whiteboard |Understand simple ratio as the number of |

| |proportion | | |life. Discuss scale plans and how they are |Worksheets |parts |

| | |Change quantities in a given recipe |Checking/marking of worksheet |used. |Recipes | |

| | | | |Board work – How to calculate ratio and |Lotto |Know how to use a simple scale to estimate |

| | |Sharing an amount in a given ratio. |Observing the activity |proportion (smartboard) |Smartboard |distance on a road map |

| | | | |Worksheets – e.g. calculate cooking time for | | |

| | |Use simple formulae for one or two step | |various weights of chicken/beef etc. | | |

| | |operation | |Activity – diluting liquids | | |

| | | | |Activity – Sharing won lottery money according | | |

| | | | |to inputs | | |

|17 |Length |Write down at least 2 units of measure for |Observation of activity |Discussion – metric and imperial units |Whiteboard |Read, estimate, measure, compare and |

| | |length | |Activity – estimate, measure and record length |Worksheets |calculate length, distance, weight, capacity,|

| | | |Q&A. |of items |Matching cards |and temperature. |

| | |Estimate and accurately measure lengths of | |Board work – How to convert between different |Measuring instruments | |

| | |objects |Observation of measuring activity |units (review x & ÷ by 10, 100 and 1000). |Smartboard |Convert units of measure in the same system |

| | | | |Worksheets - Converting between different units| | |

| | |Convert between metric measurements for length | |Activity –match metric amounts with different | | |

| | | |Checking/marking of worksheet |units (smartboard) | | |

|18 |Weights and capacities | Write down at least 2 units of measure for |Observation of activity |Activity – estimate, measure and record weights|Whiteboard |Read, estimate, measure, compare and |

| | |weights & capacity | |and capacities of items |Worksheets |calculate length, distance, weight, capacity,|

| | | |Observation of measuring activity |Board work – How to convert between different |Matching cards |and temperature. |

| | |Estimate and accurately measure weight and | |units (review x & ÷ by 10, 100 and 1000). |Measuring instruments | |

| | |capacity of objects |Checking/marking of worksheet |Worksheets - Converting between different units|Smartboard |Convert units of measure in the same system |

| | | | |Activity –match metric amounts with different | | |

| | |Convert between metric measurements for weights|Directed questioning |units (smartboard) | | |

| | |and capacity | | | | |

| | | | | | | |

|19 |Time management |Write dates in common formats |Observation of activity |Learners work in groups to plan a day’s outing |Matching cards |Read, measure and record time in common date |

| | | | |to Edinburgh |Rail timetable |formats and in the 12-hour and 24-hour clock;|

| | |Write the time in the 12-hour and 24-hour clock|Directed questioning |Access rail timetables online |Online game | |

| | | | |Match dates and times | | |

|20 |Problem Solving – |Measure the classroom and work out the |Observation of measuring activity |Conversion between metric unit |Whiteboard |Solve simple problems involving ratio, |

| |Measure, shape and |materials needed for redecorating. | |Work out dimensions of the room in other units |Mini project |Solve problems requiring calculation, with |

| |space | |Checking/marking of completed |and the length of wallpaper required. |Tape measure |common measures including money, time, |

| | |Produce a simple scale plan of the classroom. |activity | | |length, |

| | | | | | |weight, capacity and temperature |

| | | |Directed questioning | | |ECM1 |

|21 |Recap Feedback and |Q & A on previous topics and any misconception |Observation of activity |Learners to complete problem solving test paper|Test paper | |

| |target setting |addressed. | |and answer verbal questions |Mental maths questions | |

| | | |Directed questioning |Set homework according to test results | | |

| | |Update on progress and new targets agreed. | | | | |

|HALF TERM |

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

|Session | | | | | |(including ECM & ED themes) |

|23 |Volume | Accurately calculate the volume of cubes & |Observation of activity |Discussion on volume in real life situations |Graph/squared paper |Know that volume is a measure of 3D space, |

| | |cuboids. | |Worksheets – |Whiteboard |measured in cubic units and the volume of a |

| | | |Successful completion of task. Q&A|Activity – work out the maximum number of small|Internet |cuboid = length × width × height. |

| | | | |boxes that can fit into a big box. |Smartborad | |

|24 |Graphs, charts, tables |Correctly extract and interpret information |Checking/marking of worksheet |Discussion – different ways of presenting data |Charts, tables and |Understand that title, labels, and key |

| |and diagrams |from lists, tables, charts and graphs | |Q&A – extracting information from different |graphs |provide information. |

| | | |Observation of activity – Peer |sources |Quiz questions | |

| | | |assessment |Activity – collect and record discrete data |Worksheets |Collect (including making accurate |

| | | | | |Graph Paper |observations) and record discrete data in a |

| | | |Directed questioning | |Smartboard |tally chart. |

|25 |Graphs, charts, tables |Collect , organise and represent discrete data |Observation of activity – Peer |Discussion – different ways of presenting data |Charts, tables and |Represent discrete data in pictograms, bar |

| |and diagrams | |assessment |Activity – collect discrete data and present it|graphs |charts and line graphs. |

| | | | |in different ways |Quiz questions | |

| | | |Directed questioning |Paired quiz – spot the missing information from|Worksheets |Know how to choose a sensible scale and to |

| | | | |graph (smartboard) |Graph Paper |label charts, graphs and diagrams |

| | | | |Worksheet – extracting and interpreting data |Smartboard | |

|26 |Mini Project – |Collect and present data in an appropriate |Successful completion of activity|Problem solving – investigate the best value |Graph sheets |Know how to obtain information, from tables |

| | |graph, chart, table or diagram | |phone deal from 4 different providers |Whiteboard |such as a timetable or pricelist, charts such|

| | | |Directed questioning | | |as a pictogram, simple pie chart or bar |

| | |Represent the results of calculations to show | |Activity – collecting and presenting data – | |chart, single line graphs, diagrams such as a|

| | |the purpose of task | |Find an appropriate way to present findings. | |map, workshop drawing or plan. |

| | | | | | |ECM3 |

|27 |Recap of previous | Complete the revision questions on last term’s|Checking/marking of worksheet |Worksheets – Problem solving with data handling|Worksheets |Represent the results of calculations to show|

| |topics |topics | | |Calculator |the purpose of the task, |

| | | | | | |ECM3 |

| | |Review spring term progress sheet and complete | |Feedback with tutor – evaluate students | | |

| |Feedback to students |targets for summer term | |progress with regard to their learning and | | |

| | | | |their personal development | | |

|EASTER BREAK |

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

|Session | | | | | |(including ECM & ED themes) |

|29 |Probability |Express the likelihood of an event occurring |Checking/marking of worksheet |Discussion – types of events |Dice etc. |Understand that some events are impossible, |

| | | | |Paired activity – investigations using dice |Worksheets |some events are certain, some events are |

| | |Express probability / likelihood as a fraction |Observation of activity – Peer |etc. |Computers |likely to occur. |

| | |percentage or decimal |assessment |Worksheet – finding probability | | |

| | | | |Computer – Probability game on BBC Skillswise | | |

| | | |Directed questioning | | |Expressing a probability as a fraction, |

| | | | | | |decimal or percentage |

|30 |Practice test |Complete practice FS assessments |Check answers on practice test. |Completing the questions and activities on FS |Practice papers |Know that the mean is one sort of average |

| | | | |assessment |Calculators |that can give a distorted view if one or two |

| | | | | |Pen |values are much higher or lower than the |

| | | | | |Paper |other values, |

| | | | | |Graph paper | |

| | | | | | |Understand that some events can happen in |

| | | | | | |more than one way, for example getting an odd|

| | | | | | |number on the throw of a dice. |

| | | | | | |ECM 3 |

|31 |Summative assessment |Start functional skills assessment |Mark work completed |Completing the questions and activities on FS |Practice papers |ECM 3 |

| | | | |assessment |Calculators | |

| | | | | |Pen | |

| | | | | |Paper | |

| | | | | |Graph paper | |

|32 |Summative assessment |Complete functional skills assessment |Mark work completed |Completing the questions and activities on FS |Practice papers |ECM 3 |

| | | | |assessment |Calculators | |

| | | | | |Pen | |

| | | | | |Paper | |

| | | | | |Graph paper | |

|33 |Introduce Project |1. Discus the appropriate research method and |1. Work as a group to determine |Gather as much information as possible from |Project |ECM 3 & 5 |

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

| | | |considered when going on holiday. | |Protractors | |

| | | | | |Pen | |

| | | | | |Ruler | |

| | | | | |Graph Paper | |

|34 |Presentation of |Present findings of their research using |1. Q&A. |Present their research findings to the whole |Project |ECM 3 & 5 |

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

| |group feedback | |Observation of task | |Computers | |

| | | | |Explain the rationale behind their choice of | | |

| | | | |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 management |group | | |Feedback sheets | |

| | | |Q&A |Calculate monthly budget |Computers | |

| | | | | | | |

| | | | |Present their research findings to the whole | | |

| | | | |class | | |

| | | | | | | |

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

| | | | | | | |

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

| | | | |feedback from peers | | |

|36 |Whole Class Evaluation |1. Review individual student’s progress sheets |1. Q&A |Whole class evaluation of tasks |Progress sheets |ECM 3 & 5 |

| |and Review Progress | | | |Questionnaire | |

| | | | |Discuss progression for next academic year | | |

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