B
lue Course – Block B
Mathematics
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This topic will permeate block 2.
BB0.1 (a few questions per day over a couple of weeks) – Websites Available.
BB0.3 (8 to 10 timed examples per day over a couple of weeks) - Websites Available.
BB0.4 (8 to 10 timed examples per day over a couple of weeks)
BB0.5 Must be attempted before the circle 1 section.
Section
Description of Outcome/Experience
Book
Teejay E
Resources
Pages Exercise
P25
Ex 1
BB0.1
I have revised and understand that digits after
the decimal point represent tenths,
hundredths and thousandths respectively.
BB0.2
I can read scales to the nearest graduation
where the value of an intermediate
graduation may need to be deduced (to 2
decimal places).
Teejay E
P28
Ex 2
BB0.3
I can add or subtract any decimal I meet
in the context of a problem without using
a calculator.
Teejay E
P32
Ex 4
BB0.4
I can multiply or divide any decimal
by a single digit whole number
without a calculator.
Teejay E
P37
Ex 7 and
8
BB0.5
I can round decimals to a given
number of decimal places.
Questions
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BB1.1
Pupils should know the links between the four units of length i.e. 10mm=1cm, 100cm=1m, 1000m=1km.
BB1.2
Pupils should be able to convert from unit to unit, including 2 step conversions e.g. cm to km.
Websites and PowerPoint Available.
BB1.3
Pupils should be able to estimate Area and find Area by counting SQUARE CENTIMETRES.
PowerPoint Available.
BB1.4
Pupils should be encouraged to develop the formula for the area of a triangle.
PowerPoint Available.
BB1.5
Composite shapes made up from rectangles and triangles can be found in the 3G textbook Page 178.
PowerPoint Available.
Section
Description
Resources
Book
Page
Exercise
BB1.1
I am aware of the different metric
units in which length is measured and
can decide which unit is most
appropriate in a given context.
PowerPoint Available
BB1.2
I can calculate the perimeter of
straight sided shapes.
Teejay E
I can use a formula to calculate the
area of a rectangle.
Teejay E
BB1.3
BB1.4
I can use the formula
A  12 bh to
P118
Ex 1
P121
Ex 2
P123
Ex 3
P125
Ex 4
Teejay E
P129
Ex 6
Teejay E
P128
Ex 5
calculate the area of a triangle.
BB1.5
I can find the area of composite
shapes made up from rectangles and
triangles.
(rectangles
only)
Questions
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BB2.1
Websites are available.
BB2.2
Websites and PowerPoint available
For BB2.4 teachers should source current statistics from Scotland which provide relevance and provide a link to
other curricular areas. This should lead to some discussion of issues with regard to the environment, climate,
health and well being etc.
Section
Description
Resources
Book
BB2.1
I can carry out Long Multiplications
without a calculator.
BB2.2
I can carry out Long Divisions without
a calculator.
BB2.3
I can multiply or divide any
whole number or decimal
by a multiple of 10, 100
and 1000.
Teejay E
Page
P16
Exercise
Questions
Ex 6
PowerPoint Available
Teejay E
P19
Ex 8
PowerPoint
BB2.4
I can add, subtract, multiply or
divide any whole number or
decimal I meet in the context of
a problem with a calculator.
Teejay E
P39
Ex 9
Teacher Prepared Material
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BB3.1
The first outcome in this topic should be tackled by drawing circles using compasses and labelling
parts emphasising the relationship between the radius and the diameter. Ensure pupils can calculate
the diameter given any radius and calculate the radius given any diameter.
BB3.2
The second outcome should be a practical group assignment. Pupils should measure the diameter of
circular objects with a ruler and circumference with measuring tape, recording their results along the
way. Pupils will then calculate the circumference divided by the diameter for each of their results. The
next stage is for pupils to go to computers and research Pi and collect as much information as they
can and determine the circumference formula.
PowerPoint, Movie and Worksheets available electronically.
BB3.3
The third outcome should be tackled through use of the textbooks, examples should relate to real life
objects that pupils are familiar with and it may be a good idea to show some past exam questions at
SCQF level 4 to demonstrate exam type questions. The assessment in block 2 will not ask “find the
circumference of a circle”. It will be in the context of number of revolutions of a wheel or diameter of
a circular track etc.
Section
Description
Resources
Book
Page
Exercise
BB3.1
I am able to recognise and label a
circle (radius, diameter and
circumference) and understand the
relationship between radius and
diameter.
Teejay E
P228
Ex1
BB3.2
Working with others I can investigate
pi and with the help of research arrive
at an approximate value to 2
decimal places.
Teejay E
P229
Prac Ex
BB3.3
I can use my approximation for pi
( = 3∙14) to calculate the
circumference given the diameter
and vice versa (include perimeter of
semi and quarter circles).
Teejay E
P230
Ex2
Questions
(1-6)
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There are sets of 3 D Shapes with nets for demonstration purposes throughout the department.
Websites available for BB4.1; BB4.2; BB4.3 and BB4.4.
Section
Description of Outcome/Experience
Resources
Book
Pages
Exercise
Questions
BB4.1
I can calculate the volume of a variety
of 3D shapes including prisms by
applying a formula.
Teejay E
P186
Ex 2
(1 – 6 cuboids
only)
BB4.2
Having investigated different routes to a
solution, I can find volume of
compound 3D objects (cuboids only),
applying my knowledge to solve
practical problems.
Teejay E
P188
Ex 2
(7 – 9)
BB4.3
I can comfortably convert between
litres, millilitres and cubic centimetres.
Teejay E
P189
Ex 3
(1 – 10)
BB4.4
Working with others I have accurately
made the net of a cube, cuboid and
triangular prism and I can calculate
surface area of a cube, cuboid and
triangular prism.
Teejay E
P235 239
Ex 3 + 4
BB4.5
Working with others I have investigated
nets that work and nets that don’t work
(i.e. find all the possible nets of a cube).
BB4.6
I can solve practical problems by
applying my knowledge of measure,
choosing the appropriate units and
degree of accuracy for the task.
PowerPoints Available
Teejay E
P189
Ex 3
(11 - 13)
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Note
The work contained in these outcomes should be taught as lessons then reinforce as lesson starters over the
remainder of the session. Use the correct terminology i.e. numerator, denominator, vulgar fraction, unitary
fraction, improper fraction, mixed number.
BB5.1 Use interactive whiteboard – prepared shapes with a fraction to be shaded. Use real life shapes to be
split i.e. pizzas, bars of chocolate etc.
BB5.2 Use interactive worksheets – restrict the size of the numerator and denominator.
Pupils should know that:
 to create an equivalent fraction – multiply the numerator and denominator by the same number.
 to simplify a fraction – divide the numerator and denominator by the same number.
BB5.3 Pupils should know that:
 when calculating a unitary fraction of a quantity that
etc leading to working of
means divide by 2,
means divide by 3
of 6o kg = 60  5 = 12 kg
 When calculating a non-unitary fraction of a quantity the following is appropriate working
of 60 kg = (60  4) x 3 = 15 x 3 = 45 kg
Section
Description
BB5.1
I can display a fraction and equivalent fractions
visually using divided shapes.
BB5.2
I can find a number of equivalent fractions to any
given fraction and can simplify fractions to their
simplest form.
BB5.3
I can calculate the fraction (unitary and non
unitary) of a quantity involving at most 4 digits
without a calculator.
Resources
Website and PowerPoint Available
Websites Available
Examples on the board
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BB6.1
Use the plane flight activity along with show me boards
BB6.2
Use video (math 4 real) and textbook
BB6.3
Collaborative task with pupils finding the treasure on a treasure map (to be developed).
Section
Description
Resources
Book
BB6.1
I understand that bearings are angles
measured clockwise from North and
that they are always given in 3
figures.
BB6.2
I am aware of some real life context
in which bearings are used.
BB6.3
Working with others I have plotted a
simple navigational course around a
map using bearings and scale.
Teejay E
Page
Exercise
P202
Ex 4
P203
Ex 5
Questions