NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Mathematics
Optional Units
Advice and Guidance for
Practitioners
[NATIONAL 2]
This advice and guidance has been produced to support the profession with the delivery of
courses which are either new or which have aspects of significant change within the new
national qualifications (NQ) framework.
The advice and guidance provides suggestions on approaches to learning and teaching.
Practitioners are encouraged to draw on the materials for their own part of their continuing
professional development in introducing new national qualifications in ways that match the
needs of learners.
Practitioners should also refer to the course and unit specifications and support notes which
have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk/sqa/34714.html
Acknowledgement
© Crown copyright 2012. You may re-use this information (excluding logos) free of charge in
any format or medium, under the terms of the Open Government Licence. To view this licence,
visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail
psi@nationalarchives.gsi.gov.uk.
Where we have identified any third party copyright information you will need to obtain
permission from the copyright holders concerned.
Any enquiries regarding this document/publication should be sent to us at
enquiries@educationscotland.gov.uk.
This document is also available from our website at www.educationscotland.gov.uk.
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© Crown copyright 2012
Contents
Introduction
4
Baking cakes and biscuits for a sale
6
Planning and running a stall
10
Planning a day trip
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MEASURE MONEY AND TIME
Introduction
Measure, money and time
This advice and guidance is intended to provide support for practitioners in
developing cross-curricular projects.
The three suggested projects may give practitioners support in developing
relevant learning experiences for learners covering Measure, Money and
Time at National 2 level, using an integrated, cross-curricular approach.
Learners will apply skills and understanding in planning and completing an
enterprise project in a realistic context.
Practitioners may give some consideration as to which technologies learners
could use in the project. Possibilities include using the internet for research,
recording finances or results in table form or on a spreadsheet, typing price
lists and adverts, taking digital photographs of the project and making a
slideshow or Clicker 5 talking book.
The suggested learning approaches for each project offer advice and
guidance. Practitioners may adapt these according to the ability of their
learners and their place of learning. Some of the steps may be omitted and
others included.
Practitioners may need to decide how much supp ort different learners will
need in participating. Learners could work in a group so that peer support can
be given to those requiring more support. Practitioners could allocate tasks
according to learner skill levels and should not expect all learners to achieve
all outcomes.
There are many opportunities to develop both long - and short-term
mathematics-based enterprise projects in any of the following contexts:
sports, shopping, baking, planning a journey, the weather and leisure
activities. Learners themselves and parents could be encouraged to give
suggestions.
There is an example skills and knowledge checklist at the end of each project.
These may be used as a guideline for self assessment.
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Below are suggestions for planning three cross -curricular projects.
1.
2.
3.
Baking cakes and biscuits for a cake sale – focus on measure.
Planning and running a stall – focus on money.
Planning and going on a day trip – focus on time.
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MEASURE MONEY AND TIME
Baking cakes and biscuits for a sale
The suggestions in this section focus on developing skills
and knowledge for measure in the context of baking cakes
and biscuits for a cake sale. The idea is for measuring
skills to be practised in the maths class and then applied
in home economics so that learners are able to experience
measuring real amounts in a realistic context.
Throughout the year there are many opportunities for fundraising, including
Burns Night or St Andrew’s Day celebrations, Comic Relief, Children in
Need, and spring, summer or Christmas fairs. Events such as the Olympic
Games and the Commonwealth Games can provide other opportunities . (See
‘Planning and running a stall’ for further ideas.)
The English department might support learning by reading through recipes
and making fliers and price lists. Practitioners across de partments might
decide to work with learners to create a recipe book. The art department
could support learning by assisting with creating adverts and recipe book
covers.
Choosing recipes
Practitioners may wish to start by selecting a range of recipes fr om which
learners can then choose a few. One approach might be to have an
international theme, using Fairtrade recipes or recipes for a particular
fundraising event. Recipes from different countries can be found at
http://www.pchurch.org.uk/fairtradecookbook/index.html .
There is a selection of cakes and biscuit recipes for Children in Need
fundraising at
http://www.bbc.co.uk/pudsey/fundraising/essentials.shtml .
Thinking about quantities
In home economics learners may be supported in thinking about how many
people they are baking for and in deciding how many portions of each recipe
they are going to make. Learners might plan to make double quantities in
pairs or groups.
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To facilitate this, practitioners can practise doubling quantities in Maths.
Costing ingredients
A suggestion for costing ingredients could be to use the shopping websites of
a number of local supermarkets. Learners could compare the prices of
ingredients at different shops and work in pairs or small groups to cost all the
ingredients in a particular recipe. Learners could then be given a list of
ingredients across recipes to compare prices and de cide where best to do the
shopping.
Go shopping!
Groups could be provided with shopping lists and money. Careful planning
may be required here as transport may also need to be considered. This in
turn may provide opportunities to look at bus timetables.
Measuring ingredients
It might be an idea to practise using scales in the maths class prior to baking
in home economics. Dry beans or pasta could be used to practise measuring
out the amounts in the recipes. Quantity lists could be used when measuring
out both the quantity in the recipe and for double the amount. The same or
similar scales as in the home economics department should be used.
A similar approach could be applied to measuring liquids using measuring
jugs and smaller quantities of dry ingredients with measuring spoons.
Practitioners could develop a sheet for learners to record their findings in
order to consolidate learning.
Counting cakes
Once the baking is complete, learners could be given the opportunity to count
how many cakes or biscuits have actually been made. If quantities differ from
those given in recipes, the class could discuss the reasons why, for example
biscuit size, how we cut out on the dough. This may be an opportunity to
discuss chance and uncertainty.
Cutting portions
If the learners have baked large cakes, practitioners could plan with learners
how many portions the cake should be cut into. Learners could use a sheet
with circles to practise cutting cakes into different fractions in the maths
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class in order to find out how many pieces you will get from two, three or
more cakes.
At this point learners could plan their sale.
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Baking cakes and biscuits for a sale
Skills and knowledge checklist
How did you do?
Use traffic light colours to show how you think you did .
Skill
How did you do?
I know which measuring devices to use to measure .
I know how to double an amount.
I can use M, P, C. (Circle the appropriate letter).
I can fill in tables correctly.
I know how to use scales.
I know how to use measuring jugs.
I can do problem solving with fractions.
Name: _________________________________________________________
Date completed: _________________________ ________________________
Signed at school: ________________________________________________
Signed by an adult at home: _______________ ________________________
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Planning and running a stall
Learners may want to sell the cakes they have made at a
fundraising event and will need to plan a stall. Alternatively , they
may decide to run a stall selling handmade or recycled goods,
good-quality secondhand books, CDs and DVDs, or bought-in products, eg
Fairtrade gifts, clothing, stationery and snacks (see
www.fairtrade.org.uk/schools/).
Planning the stall
It might be an idea to give time to planning what type of stall learners would
like to run. Practitioners could allow for time to research and record ideas
and possibly set homework tasks on this to gather suggestions. Researching
Fairtrade might be done as part of health and wellbeing, whereas looking for
items to make using paper maché might be done in art.
There are lots of ideas for making products on www.planetpals.com/,
including a recipe for making your own paper, which can be used in
developing eco-friendly products.
Products
Learners could be given the opportunity to research product and material
prices. It might be useful to give learners a means of recording their findings
for further discussion and planning.
Materials and costs
Once decisions have been made as to what will be sold, it may be necessary
to cost materials for handmade items. Learners might have to use craft
catalogues or the internet. Again, practitioners could allow for reco rding of
costs. If a number of materials are required, one approach might be to work
with learners to create a table to record the costs of the materials for a
particular product.
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Go shopping!
Groups could be given shopping lists and money to pay. Sho pping might
involve internet shopping. If this is the case, practitioners could plan to
involve learners in the process as much as possible.
Pricing
Pricing of products for your stall may take place in maths lessons. Learners
could be encouraged to consider their costs and think about what profit they
intend to make from each item. This includes thinking about realistic selling
prices. Calculations could be carried out using calculators. Once prices have
been decided, price lists could be made either by h and or using a wordprocessing programme. Large, colourful price lists for display may be made
in art.
Date and time
In maths lessons practitioners may want to discuss with learners the date and
time of the sale. A calendar could be used to count how man y days and weeks
there are to go and it could be useful to discuss where the sale will be held.
Learners could make posters in art to advertise the sale, including dates and
times on the posters. These could be displayed around the school.
Cash for the sale
If available, a till could be used for your sale. If not, a cash box or even a
biscuit tin will do. You will need coins, and maybe a few notes, for change. It
might be a good idea to let learners count the money that is put into the
till/cash box/tin before the sale.
Selling
Learners may need practice in selling prior to the sale , therefore role-play
buying and selling in maths lessons may be a useful activity. If you do not
have a till, calculators could be used to work out the total cost of a sale and
change. Learners could practise paying with an appropriate amount if they do
not have the exact amount needed to pay. They will also have an opportunity
to read the amount of change on a digital display (till or calculator) and to
give the correct change.
Totalling sales
It may be useful to create a ‘money count’ sheet to record the amount of
money taken in at the sale. Learners could compare the money from before
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and after the sale. Practitioners have the opportunity to give learners as much
assistance as is required to calculate how much money was made at the sale.
Calculating profit
Practitioners may decide to what extent they want to involve learners in
calculating profit. You may want to work with a small group who can manage
the skills involved. You will need to know the total costs of your initial
outlay on products or materials in order to calculate profit.
Donations and celebrations
Finally, it may be a good idea to discuss with learners how they want to
spend their well-earned profits. You may have run a particular fundraising
event, eg Children in Need or Comic Relief, or you may have decided to
donate money to a charity at the start of the planning process.
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Planning and running a stall
Skills and knowledge checklist
Use traffic light colours to show how you did.
Skill
How did you do?
I can research prices using the internet or catalogues .
I can record prices in a table.
I can sort coins and notes.
I can contribute to buying.
I can use a calculator accurately for problem solving
with money.
I know to add when finding a total.
I know to subtract when working out change or finding
the difference.
I can count coins in 2s, 5s, 10s, 20s, 50s .
Name: _________________________________________________________
Date completed: _________________________ ________________________
Signed at school: ________________________________________________
Signed by an adult at home: _______________ ________________________
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MEASURE MONEY AND TIME
Planning a day trip
The suggestions in this activity give practitioners ideas
for developing learning for the optional Time unit,
although aspects from the Money, Number and Personal
Number units may be integrated as well.
Practitioners may want to start by supporting learners in researching plac es
they could visit from their place of learning. This may be done in English or
social studies. The Visit Scotland site (www.visitscotland.com/shop/ticketspasses/day-tours/) may be helpful. There are many other useful websites for
exploring day trips.
One approach may be to plan a trip around an event, eg Burns Night
celebrations could include a trip to Burns’ Heritage Park or a trip to the
Riverside Museum may be linked to a study on transport.
Now you may want to think about the planning. Consider possible dates for
the trip, the distance of the venue from school, transport, opening times,
bus/train timetables and costs of both transport and entry tickets. What about
lunch?
Opportunities to develop learning experiences for Time occur in the
following.
 Planning a date for the trip
Calendars, diaries and year planners may be used when planning a date for
the trip. This could possibly include highlighting the date of a related
celebration, eg Burns Night. The class could discuss days and dates , and
how many weeks/days they have left to plan.
 Investigating opening times
One suggestion is to print off copies of the opening times of the venue and
to explore these with learners. Sometimes these present opportunities to
explore seasons and calendar months, as opening may be seasonal.
 Planning the journey
If you decide to use public transport you may need to look at timetables in
order to plan your return trip.
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Practitioners could support learners in linking all the above information into
making a plan for the trip. The travel plan template idea could be adapted to
suit learners and their trip.
Practitioners may want to review the plan after the trip. Did your group stick
to the plan? Did anything unexpected happen to change your plans? Would
you like to plan another trip?
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Planning a day trip
Exemplar travel plan template
Use the table below to record your plans for the trip.
Name of group: _____________________________________ (class or team)
Group leaders: __________________________________________________
Destination: ________________________________ _____________________
Type of transport: _______________________________________________
Planning question
Source
1. What would be a
good date for our
trip?
Look at:
– yearly planners
– diaries
– calendars
2. What would be a
good time to visit our
destination?
Look at:
– opening times on the
timetable
3. What time will our
transport leave and
return?
Look at:
– bus or train timetables
– other
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Possible date/time
Leave at
Return at
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Planning a day trip
Skills and knowledge checklist
Use traffic light colours to show how you did.
Skill
How did you do?
I can use a calendar to find days and dates .
I can read dates from a diary or yearly planner.
I can work out durations in days and weeks on a
calendar.
I can use an opening times timetable to plan when to
go on a trip.
I can use a bus or train timetable to plan a journey .
I can plan a day trip thinking about all of the above (in
a group/with support).
Name: _________________________________________________________
Date completed: _________________________ ________________________
Signed at school: ________________________________________________
Signed by an adult at home: _______________________________________
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