Scheme & Record of Work – Language Development in Maths
T01a
Purpose:
Scope:
Provides “map” / delivery plan for course and a record of what was covered in each session.
Complete for all courses, except for Tasters (2-5 hours). Keep in the register cover at all times – must be readily available for observers, managers,
inspectors and anyone who covers a session for an absent tutor.
Timescales: Finalise no later than 2 weeks after the start of the course and update regularly. Complete Record of Work column after every session.
Assessment Methods: tasks, group discussion, verbal Q/A, group presentation to others, guided discovery tasks – self assessment, formative,
Tutor Name:
Course Title:
Curriculum Learning Area:
Language support for maths
Course Code:
This scheme covers an overview of aspects that can be covered. Select aspects from each week that are appropriate for the needs and level of the learners. The last section
‘glossary includes ideas for building up mathematical and general vocabulary throughout the course.
Aspects for tutors to consider in delivery for these sessions:
 Use effective questioning to encourage verbalisation of terminology and draw out reasoning of methods and explanations
 Give learners time to think through their responses
 Expect learners to give demonstrations, give explanations and reasons
 Explore reasons for wrong answers
 Regular oral and mental work secures visualisation
weeks
Topic / Outcome
Intro to Functional Skills – what it means
Aspects to read, solve, answer questions
that could -D.I.C.E. Decide, identify, calculate,
be
explain
covered
during
week 1
-meaning of represent, analyse, interpret
1
Suggest
level
E3+
Type of activity
-Powerpoint
-Word problems to follow D.I.CE.
E3/L1
L1/2
-Sort words
Resource
http://www.skillsworkshop.org/resources/functionalmaths-process-skills-powerpoint
Eggs
Discounted Carpet
Meaning of represent, analyse, interpret
Record
work
done
Scheme & Record of Work – Language Development in Maths
weeks
Suggest
level
Topic / Outcome
Type of activity
T01a
Resource
Vocabulary – notation
Number calc:
-/+
x /÷
multiple representations x
represent x / ÷
E1
E2-3
E2
E2/3
E2/3
different notation/verbal
representations for ÷
confusion of linear combinations
45 / 4a
confusion spatial elements 18oC
Vocabulary - Place value
E3+
L1/2
-Match notation with visual representation
-Show visual representation for notation –
In pairs – one give verbally for other to
represent
-Match problem, sentence, notation,
representation
-Match different representations
Problem Solving with addition and subtraction
The language of maths – grid and wordle
Match Notation - Maths for Life
Show Visual Representation – use bottle
tops/counters
Match problem, sentence, notation, representation
Interpret Multiple Representations
-Match meanings with different arrangements Combine linear elements and spatial elements
– discuss misconceptions
180 42
Words/Numbers – grid
Place Value numbers – notation and written to
back – cut in half. A reads to partner for them laminate L1 & L2 version
to write – swap over – compare
Place value grid – link vocabulary
HTU /
-Complete grid, notation& numbers
ThHTU / -Pair –talk & write. Laminate sheets back to
larger
With
decimal
2
-Sorting words
Record
work
done
Scheme & Record of Work – Language Development in Maths
weeks
Topic / Outcome
Solving problems considering
Aspects vocabulary for
that could
addition / subtraction
be
covered
during
week 1
+/-/÷/x
Suggest
level
E2/3
E2-L1
E3
L1
L1
L1/2
L2
Comparing – vocabulary linked – expected Entry
terminology C&G E3: difference, more
than, less than, best offer price
Terminology linked to number
Odd and even
Ordinal Numbers
Terminology in C&G papers
3
E1/2
E1/2
E3
Type of activity
-Cloze exercise – choose correct word
-Sort problems as + or - (24 problems –can
be cut on separate cards. After sorting if =+/can then solve
-Word problems to solve – note words that
identify calculation
- Interactive IT mini/full group– identify x / ÷
-Put number problems into worded problems
T01a
Resource
Choosing addition or subtraction
Choose addition/subtraction task 3
Word Problems for calculations
www.bbc.co.uk/skillswise/game/ma10mult-gameconvey
e.g. 13 + 12 .../suggestion-13 people were sitting on
a bus. Another 12 got on at he first bus stop. How
many were on the bus?
Jumbled sentences
-Sort the jumbled sentences to match the
answer
-Identify calculation to match problem /
-Write problems for other calculations
Language problems 2.9 (LSIS)
-Consider how changing wording changes the
operations
-Put number problems into worded problems
e.g. 5.26+3.12 / suggestion -Pinochio’s nose was
-Range of questions requiring identification of 5.26cm long. When he lied it grew 3.12cm. How
calculation required – note vocab clues
long was his nose?
-Sort given numbers to answer all criteria on Mixed operation questions
the grid – will involve moving numbers
possibly many times requiring constant
Language problems – numbers
recapping of vocabulary
-Range of questions –identify calculations
required
Identify the Calculation Required
-Verbally & written explain cheapest price
Internet: online shopping sites
between different items. Emphasis on correct Catalogues
use of vocabulary.
-Write sentences using appropriate
vocabulary
-Sort numbers
-Identify position of patients
-Bingo game
Odd or Even
Patients grid
Bingo – terminology for C&G
Record
work
done
Scheme & Record of Work – Language Development in Maths
weeks
Topic / Outcome
Terminology with fractions
E3+
Vocabulary linked ratio
Vocabulary linked with the 2 types of %
questions:
changing a value by a %
Finding the % change already made
Terminology linked with graphs
Axis, horizontal, key etc
Interpret data on charts-using titles,
labels, scale, key
Continuous / discrete data
L2
Terminology range / mean
L1
median, mode
4
Suggest
level
Type of activity
T01a
Resource
Fraction picture, word, notation cards
Show me fractions
L1+
L2GCSE
-Match words, notation, pictures
I-n pairs – take in turns to have notation
/picture cards – ‘Show me a ........
-Match words, notation
-Sort questions into question type – then
solve
E3
E3
-Label parts of charts
-Match charts with tabular information
Comparative chart – label terminology
Add titles, axis and read scales in bar charts
L1+
-In pairs select a chart and ‘present’ the chart Look at charts-what do they tell you – travel from
to others – verbalise what it does/doesn’t say uk.
/what more info is needed. Encourage pairs Realia – charts in newspapers/charts for Pol Tax/
to make comparisons between elements of service industries
data shown
-Read through each sentence on information
sheet in 2/3s – discuss/check they
Discrete and continuous data
understand – give other suggestions – share
with full group
-Use data from learner group to find averages
– shoe size, no children in family, -birth
month, birth date, etc
Consider ways to remember which is which
L2
Words, notation
Percentage Changes (workshop skills)
Record
work
done
Scheme & Record of Work – Language Development in Maths
weeks
2
Topic / Outcome
Week Manage information
– identify what is relevant
– choose the calculation
-Clearly show method / compare own
approaches with given solutions – note
aspects to aid clarity
-look at completed solutions -statistics
Suggest
level
L1
L1/2
L2
Manage the information – identify what is E3
relevant, organise to connect ideas , order
or sort
E3
E3-L1
L1
Consider maths included in different
contexts
Consider possible maths questions
E3
L1/2
L2
5
Type of activity
-Worksheet of questions – compare results
with partner – explain approach
-Give just the top section of each sheet with
the question. Work in pairs, recording
process. Share with another pair. Then
compare with method shown on sheet.
Discuss clarity of approach written between
pairs and on sheet – note aspects that help
clarity
T01a
Resource
Level 1 test questions
Functional maths and study guide
www.skillsworkshop.org/resources/functionalmaths-and-numeracy-study-guide
P24 gardener
P25 builder with slabs
P68-9 paint tin
P70 artist
P71 conversions
P72 architect
P73 plan of a house
P74 family travel
P75 builder with square decking
P77 surgery waiting area
P78-9 marathon route
-Look at given solutions – consider different
approaches, relevance of analysis chosen
Looking at solutions
-Work in pairs - identify problem and organise Dan the Detective
facts to connect ideas. Explain method to
Hard boiled maths (have eggbox/empty shells or
others.
substitute)
-In pairs – read cards, decide an age for each Presents
person. Calculate when they were born.
Classify, order and sort – E3- decide the ages
Place people in age order – compare with
other pairs – justify decisions
-In pairs - identify problem and organise facts Shape Puzzle (white board grid could be useful)
to connect ideas. Explain method to others Circle sums
-Set scene –person going to Halloween fancy Slick Jim
dress – needs hairspray. In pairs sort cards Classify order & sort L1 Choosing the can
into order most appropriate purchase
(hairspray)
-2x more ideas similar to above
Realia – holiday brochures/car sales info and file –
‘classify order and sort L1’
-Consider various contexts, pictures, tables
– Create questions that can be asked
Looking for the maths
-Create scenarios that match calculations
Ask questions about the context
Cut out cards to sort – solve problems (18)
16 cards
Managing information :Travel to college
16 cards
Voting
Retail commission
Record
work
done
Scheme & Record of Work – Language Development in Maths
weeks
Topic / Outcome
Week 3 Shape terminology
– with
2D shapes - sides, same length,
recap or
round, flatter
more
from
week 1
sides corner
opposite parallel
3D shapes - face, flat, curved, corner,
edge
Suggest
level
Type of activity
T01a
Resource
E1/2
E1-3
-Match shape, name, property:
2D shapes (workshop skills E1-2)
-Write shape name in shapes encourage
2 dimensional shapes (E1-3)
learners to give list names square, octagon,
triangle, oval, rectangle, hexagon,
trapezium, rhombus, circle
E2
-Complete property grid (5 shapes)
2D shape grid (E2)
E3
-Match name, shape, property:
2D shapes (E3)
E1-2
-More shapes, names, properties to match
3D shapes (workshop skills E1-3)
E3-L2
-Complete property grid
3D shapes grid (E3-L2)
E3-L2
-Write names of shapes – encourage learners 3D shapes E3-L2
to give list names: cylinder, square based
pyramid, cube, cuboid
E3+
-Identify the shape from property details
What am I?
L1/2
-Draw 2D shapes
Drawing 2D shapes
Link knowledge of shapes with positional E1-L2
-Range of activities involving describing
Using shape and positional vocabulary activity
accord to position of shapes in pile, placing
vocabulary
instruction guide and activity cards
E1:use cube, cuboid, rectangle, square, no. &
appropriately, select criteria cards to match
range of selected box, draw and describe shapes seen
Circle
shapes -In back to back– one has picture made up of
E2: cylinder, pyramid, triangle
E3: regular polygons
shapes – verbalises description to the other – Draw my picture
L1: draw 2D in different orientation
compare pictures
L2+
-As pairs within full group – listen, verbalisefollow me game
Follow me-shape names, properties L2
E2-3
E3+
E3+
E3+
-Sort words according to criteria
-Crossword
-Match contexts with appropriate measures
-Worksheet – which measures needed
L1-2
-As pairs within full group, listen, verbalise
and calculate
All shapes and properties
Week 4 – Measures
recap or
Length, Weight, Capacity
more
from
Grams, metres, litres etc
week 1
24hr time link with vocabulary –
past/present tense
recap vocabulary for calculations-link with E3-L2
N1/N2/MSS1 topics
6
Metric Measures Wordle + grid
Length, Weight, Capacity crossword 9
Context pictures and measures
Which units, abbreviations and measuring
instruments?
Follow me -24hr clock
-Spread cards over table. Learners take turns Mixed bag – what is the calculation. (Select range
to select a card – read it out and answer it,
appropriate for level)
giving explanation – winner has most cards
Record
work
done
Scheme & Record of Work – Language Development in Maths
weeks
5
Topic / Outcome
Week Justify decisions – use appropriate
language.
Suggest
level
E3-L1
There can be more than one way/view
Justify decisions
L1-2
L1+
Answering Questions
Consider different approaches
Using a writing frame
-Sort true, false or maybe. Encourage
verbalisation of thinking
-Open discussion to enc verbalisation of
thinking
-3 in a row game. learners select options for
3x3 grid – tutor picks criteria at random.
Winner =1st to have 3 in a row
-Sort statements according to ‘agree or
disagree’. Learners to explain their choice
using appropriate language. Common
misconceptions included, so should provoke
discussion
-Justify how each value can be the odd man
out.
-Place statements according to probability –
justify choice
Resource
True, false or maybe
How many things can you think of? (E2/3 & L1)
3 in a row
Justifying decisions
Odd one out
probabilities
E3+
-Demo using the writing frame – in pairs try Using a writing frame
with appropriate level question
-In pairs consider table/grid method for
Nick names
solving problem – explain method/reasoning Anyone for tennis
to others
L1+
- Consider approaches that could be taken to Questions to encourage learners to choose
solve problems – pair/mini group share ideas. approaches
Explain approaches to others
- In pairs or mini groups select approach and
solve problems – share approaches with
Jewellery boxes
others
Am I on target?
Carpeting your L-shapes room
Put to the test
On the move
How do they fit in?
Ben’s wages
Going for an interview
Check you answer the question L2
Extract data & make a table/grid to solve
problems
Make sure answer the question
(follow D.I.C.E.)
L1
L2
7
Type of activity
T01a
Record
work
done
Scheme & Record of Work – Language Development in Maths
weeks
Topic / Outcome
Suggest
level
Tactics to encourage learning of new skills
using writing prompts
Build Glossary – Maths terminology -build up as Entry +
up
weeks progress
througho
ut course
L1
GCSE
L1& L2
Revision of terminology
General vocabulary used in Edxcel maths
papers L1
Dyslexia screening checklist
Course evaluation:
Complete end of course evaluation forms
(L06)
Use continuation sheets if necessary
8
version
E3-L2
Type of activity
T01a
Resource
Demo making a writing prompt – select a
Writing mathematical prompts – guidance notes and
topic chosen by learners – work it through
sample
together. Recap another topic for learners to
write their own prompts (encourage peer
support even though writing for themselves))
-Note words that are new or confusing as
Mathematical key word – blank grid
they are introduced – write word/definition
and example on the grid. Can have separate
grids for number, measures, handling data
-Cut words/definitions to match up and write
own example
Words, meanings and examples
-Add definition to terminology grid – extend
grid with new words as required
Mathematical key words
- Cut sheets into word&definition cards. class
split into 2 mini groups. 1st chooses a card
Revision L1 / L2
and says word on their card to the other
group. 2nd group has 1min to say as many
things as they can about the word as they
can. Get 1 pt for each item listed on the card.
Groups take turns to ask Qs
-Each week take a different section of the
word list (alphabetical) Discuss unfamiliar
Words used in Edxcel maths papers L1
words – in pairs select 5-10 words (according
to level) and create sentences/questions to
ask other pairs. Encourage verbalisation of
vocabulary
Record
work
done