Академический Документы
Профессиональный Документы
Культура Документы
Page 3.1
Teachers
only
Page 3.2
Teachers
only
Page 3.3
Teachers
only
Mathematical context
The following sections have been taken from the National Curriculum for Mathematics on
the Qualifications and Curriculum Authority’s (QCA’s) website.
Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009
New focus on aims and skills; the curriculum should enable all young people to become:
• Successful learners who enjoy learning, make progress and achieve
• Confident individuals who are able to live safe, healthy and fulfilling lives
• Responsible citizens who make a positive contribution to society
These aims, which incorporate the five outcomes of Every Child Matters (ECM), have been the
starting point for all the changes to the secondary curriculum. The new curriculum continues
to recognise the importance of subjects while at the same time placing emphasis on the
development of skills for life and work.
1. Key concepts of mathematics
There are a number of key concepts that underpin the study of mathematics. Students need
to understand these concepts in order to deepen and broaden their knowledge, skills
and understanding.
Unit no. Key concepts Project summary
1.1 Competence • Applying suitable mathematics accurately
within the classroom and beyond
• Communicating mathematics effectively
• Selecting appropriate mathematical tools
and methods, including information and
communication technology (ICT)
1.2 Creativity • Combining understanding, experiences,
imagination and reasoning to construct
new knowledge
• Using existing mathematical knowledge to
create solutions to unfamiliar problems
• Posing questions and developing
convincing arguments
Mathematics Teaching delivery map
KS3 Cycle Curriculum Pack
Project three – The Big Debate
Page 3.4
Teachers
only
2. Key processes
These are the essential skills and processes in mathematics that students need to learn
to make progress.
Unit no. Key processes Project summary
2.1 Representing Students should be able to:
• Identify the mathematical aspects of a
situation or problem
• Choose between representations
• Simplify the situation or problem in order to
represent it mathematically, using appropriate
variables, symbols, diagrams and models
• Select mathematical information, methods
and tools to use
Mathematics Teaching delivery map
KS3 Cycle Curriculum Pack
Project three – The Big Debate
Page 3.5
Teachers
only
•
• Use knowledge of related problems
• Visualise and work with dynamic images
• Identify and classify patterns
• Make and begin to justify conjectures and
generalisations, considering special cases
and counter-examples
• Explore the effects of varying values and
look for invariance and co-variance
• Take account of feedback and learn
from mistakes
• Work logically towards results and
solutions, recognising the impact of
constraints and assumptions
• Appreciate that there are a number of
different techniques that can be used to
analyse a situation
• Reason inductively and deduce
• Make accurate mathematical diagrams,
graphs and constructions on paper and
on screen
• Calculate accurately, selecting mental
methods or calculating devices,
as appropriate
• Manipulate numbers, algebraic expressions
and equations and apply routine algorithms
• Use accurate notation, including correct
syntax, when using ICT
• Record methods, solutions and conclusions
• Estimate, approximate and check working
Mathematics Teaching delivery map
KS3 Cycle Curriculum Pack
Project three – The Big Debate
Page 3.6
Teachers
only
Page 3.7
Teachers
only
4. Curriculum opportunities
During the key stage students should be offered the following opportunities that are integral
to their learning and enhance their engagement with the concepts, processes and content of
the subject.
The curriculum should provide opportunities for students to:
• Develop confidence in an increasing range of methods and techniques
• Work on sequences of tasks that involve using the same mathematics in increasingly
difficult or unfamiliar contexts, or increasingly demanding mathematics in similar contexts
• Work on open and closed tasks in a variety of real and abstract contexts that allow them
to select the mathematics to use
• Work on problems that arise in other subjects and in contexts beyond the school
• Work on tasks that bring together different aspects of concepts, processes and
mathematical content
• Work collaboratively as well as independently in a range of contexts
• Become familiar with a range of resources, including ICT, so that they can
select appropriately
Mathematics Teaching delivery map
KS3 Cycle Curriculum Pack
Project three – The Big Debate
Page 3.8
Teachers
only
Source: www.dcsf.gov.uk/
© Crown copyright 2007
Mathematics Teaching delivery map
KS3 Cycle Curriculum Pack
Project three – The Big Debate
Page 3.9
Teachers
only
•
transport for school journeys
• Increase the number of young people and adults choosing ‘active’ travel options over that
of the car
• Increase understanding among whole-school communities of the travel options that are
open to them
• Provide information to allow school communities to understand the benefits of active,
sustainable transport and to use this information to inform how they choose to travel
Page 3.10
Teachers
only
Specify the
problem
and plan
Process and
represent data
1, 2
Source: www.dcsf.gov.uk/
© Crown copyright 2007
Mathematics Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project three – The Big Debate
Page 3.11
Teachers
only
Interpret and discuss data – This is a key element of handling data and
conclusions must be drawn in response to the initial specification of
the problem. If teachers are using up-to-date relevant data, then these
conclusions should have a wider audience than the students in the
classroom or the teacher. This could be in the form of a letter or
electronic presentation to a specific group (governors, press, Sustrans,
etc), which will make the whole process real for the students.
As students move through Key Stage 3, the cross-curricular aspects of data
handling become more important. It is usually best for a cross-curricular
enquiry to be defined in the other subject, but good preparation is needed
to check that the mathematical skills, techniques and representations
that students need to learn next are likely to arise. In Year 7, much of the
work may take place in mathematics lessons, with small sets of data that
students can generate readily from simple experiments and easily accessible
secondary sources. In Year 9, students should engage with large sets of real
data from a much wider range of sources and contexts. After all, their
GCSE coursework in Key Stage 4 may require them to undertake a major
statistical investigation, with supporting information and communication
technology (ICT). The experience of working with real data in Key Stage 3
is an important preparation.
Primary and secondary sources
Give students experience of collecting and using primary data from, for
example, questionnaires or results of an experiment, and secondary data
from published sources, including reference materials, ICT databases and
the internet. Plan carefully how to balance and use the various sources
across the key stage.
Mathematics Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project three – The Big Debate
Page 3.12
Teachers
only
Page 3.13
Teachers
only
Collecting data
Lesson 1 of 3 (40 minutes. This timing allows the teacher to complete a
starter and plenary in a standard lesson of 60 minutes.)
Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009
Starter: Class discussion about the carbon footprint that we all leave in
our lives. This can be general and include elements such as:
• House – heating, electricity, hot water, etc
• Flights – holidays
• Travel – car, bus, etc
• Shopping – packaging, recycling, local produce, etc
• Lifestyle – number of household appliances, clothing, recreation, etc
Plenary: Ask students to list the main sources of carbon emissions in our
daily lives and expand on them. Ask them which ones we could reduce and
how we could do that.
Resources:
Worksheet 1 Data collection sheet
Additional resource Data sheet for class comparison
Additional resource CO 2 database
Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009
Mathematics Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Project three – The Big Debate
Page 3.15
Teachers
only
The Big
Debate...
Handouts and worksheets for photocopying
Lesson 1
Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009
Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009
Mathematics Lesson 1
KS3 Cycle Curriculum Pack Worksheet 1
Project three – The Big Debate Page 1 of 1
Page 3.19
Name Date
Class
Q2. Do you think the school should do more to support walking and
cycling to school?
Yes No Don’t know
Page 3.21
Teachers
only
Tell students that this is the equivalent of the carbon that is emitted by a
Porsche car every 4/5km. Discuss with them where it comes from (limited
fossil-fuel resources on Earth) and where it goes (into the atmosphere as
CO2, then some of it back into plants).
Main task: Students need to collate the data for the class of each student’s
calculation of their carbon footprint for travel to school. The teacher can do
this by putting a chart on the board or passing round a table for students
to fill in. This can then be copied or written on the board. They will then
need to present this in a statistical way (tally chart, frequency table) and
calculate the average and spread. The less-able students could complete
a bar chart with median and range. Higher-ability pupils could complete
a box and whisker plot.
Resources:
Handout 1 Bar charts
Handout 2 Pictograms
Handout 3 Line graphs
Handout 4 Two-way tables
Handout 5 Pie charts
Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009
Mathematics
KS3 Cycle Curriculum Pack
Project three – The Big Debate
The Big
Debate...
Handouts and worksheets for photocopying
Lesson 2
Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009
Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009
Mathematics Lesson 2
KS3 Cycle Curriculum Pack Handout 1
Project three – The Big Debate Page 1 of 1
Page 3.25
Bar charts
3-5 26
6-8 13
9-11 Keep tallies
9
neat and aligned
12-14 3
15-19 1
20+ 7
30
25
20
Frequency
15
10
0
0-2 3-5 6-8 9-11 12-14 15-19 20+
Lables for
Age Simple shading Equally
the axes or colouring spaced bars
Mathematics Lesson 2
KS3 Cycle Curriculum Pack Handout 2
Project three – The Big Debate Page 1 of 1
Page 3.26
Pictograms
Pictograms are a special type of bar chart where, instead of simple bars,
a series of basic pictures is used.
There are some differences, which are noted below in the example.
= 2 people
No scale on
vertical axis
All pictures
must be
same size
and aligned
Page 3.27
Line graphs
Line graphs can be used when the data you are using are a measure.
This means they have two characteristics:
• They are numbers
They are continuous. (They can take any value between a range
Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009
•
of numbers.)
Examples – age, height, weight, time, price, etc.
Examples you cannot use – favourite colour, type of transport, etc.
To draw a line chart, set it out like a bar chart but put a small point instead
of a bar and then join up the points.
Example
These data show the age that people first learnt to ride a bicycle:
Age 5 6 7 8 9 10 >10
Frequency 3 9 12 20 34 17 4
30
Frequency
20
10
0
5 6 7 8 9 10 >10
Age
Mathematics Lesson 2
KS3 Cycle Curriculum Pack Handout 4
Project three – The Big Debate Page 1 of 1
Page 3.28
Two-way tables
This is a good way to compare the relationship between two sets of data.
Example 1
In this case you are looking at whether left- or right-handed people kick
with their left or right foot:
L/R handed R R R L R L R R L R R R R R L R R L R
Example 2
This example looks at whether more boys or girls play tennis:
Gender B B G B G G G B G B G B B G G B B B G
Tennis or not N N Y Y N N N Y N Y Y N Y Y N Y N N Y
Example 3
This shows sports played in different years of school:
Cricket Athletics Tennis Swimming Total
Year 7 14 35 52 18 119
Year 8 26 26 48 21 121
Year 9 34 22 25 32 113
Year 10 19 18 19 24 80
Year 11 21 15 34 17 87
Total 114 116 178 112 520
Mathematics Lesson 2
KS3 Cycle Curriculum Pack Handout 5
Project three – The Big Debate Page 1 of 3
Page 3.29
Pie charts
Before drawing your circle for the pie chart you must draw out the frequency
chart. The key elements here are the total frequency and the multiplier column.
BMX 11
Touring 17
Child’s 7
Folding 2
Total 67 360
Page 3.30
Pie charts
Note that the total comes to 362 (not 360) due to rounding, but it is
customary to shave off 1 from each of the two biggest sectors.
Draw your circle and start with a straight line from the centre to the edge.
This is where you start measuring from.
Mathematics Lesson 2
KS3 Cycle Curriculum Pack Handout 5
Project three – The Big Debate Page 3 of 3
Page 3.31
Pie charts
91º
Racing cycle 17
Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009
Start measuring the next sector from the end of the previous one.
Child’s cycle 7
Folding cycle 2
Racing cycle 17
Touring cycle 17
Mountain cycle 13
BMX cycle 11
Page 3.33
Teachers
only
Main task: Students need to complete the same calculations for the
students on the resource sheet and write some conclusions about the
similarities and differences between the two sets of results.
Example conclusion points:
• Our class on average uses less carbon per km than the other class
• The range shows that...
• Looking at the box and whisker plot tells me that...
• Comparing the two pie charts tells me that...
Resources:
Handout 1 Mode, median and mean
Handout 2 Scatter diagrams
Handout 3 Cumulative frequency
Handout 4 Box and whisker plot
Handout 5 Random sampling
Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009
Mathematics
KS3 Cycle Curriculum Pack
Project three – The Big Debate
The Big
Debate...
Handouts and worksheets for photocopying
Lesson 3
Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009
Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009
Mathematics Lesson 3
KS3 Cycle Curriculum Pack Handout 1
Project three – The Big Debate Page 1 of 5
Page 3.37
The mean is all the data added together and divided by the number
of pieces of data.
Example 1
A survey of the number of pieces of homework completed last night gave
this data:
0 0 1 1 1 1 1 2 2 2 2 3 3 3 4
Example 2
The number of vehicles in each family is surveyed, giving this data:
1 2 2 2 3 3 3 4
Here there are equal number of 2s and 3s so we say the mode = 2 and 3
For the median there is no exact middle as it lies between 2 and 3
We say the median = 21⁄2 or 2.5
Mean = 1 + 2 + 2 + 2 + 3 + 3 + 3 + 4 = 20
20 ÷ 8 = 2.5
Mathematics Lesson 3
KS3 Cycle Curriculum Pack Handout 1
Project three – The Big Debate Page 2 of 5
Page 3.38
The mean uses good mathematics but sometimes gives a value that
does not make real sense (in the example above, what does 1.73 pieces
of homework look like?). It can also be influenced by one extreme piece
of data.
Page 3.39
Frequency 4 3 5 7 4 2
Page 3.40
Range
The range is a measure of how spread out the data are. It is often used
alongside one of the three averages to describe a set of data.
To calculate the range, subtract the lowest value from the highest.
1 3 1 0 0 1 5 0 0 1
Range = 5 – 0 = 5
Example 2
These data are about the price of second-hand cars:
Price (£) 500≤ £<1000 1000 ≤ £<2000 2000≤ £<3000 3000≤ £<4000
Frequency 3 4 3 1
Page 3.41
Range
67 72 71 65 74 72 69
Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009
Mean = 70
Range = 74 – 65 = 9
Maths Group 2 results:
50 53 90 85 63 79
Mean = 70
Range = 90 – 50 = 40
Both maths groups have the same mean, so it could be said they are
equal. But Group 2 has a much bigger range, so is spread out more, as the
data show. There are also some very high and very low marks. Group 1 is
much more grouped together, as can be seen from its low range.
Therefore, we can say that the students in maths Group 1 are all of a
similar standard, whereas maths Group 2 has some higher and lower ability
students, but on average they are the same.
Mathematics Lesson 3
KS3 Cycle Curriculum Pack Handout 2
Project three – The Big Debate Page 1 of 3
Page 3.42
Scatter diagrams
Height (cm) 12 15 12 13 17 9 11 13 14 12 15 17 16 13 12 11 10 11
Weight (g) 67 65 62 69 68 59 62 68 67 63 63 72 68 63 60 64 65 64
70
Weight (g)
60
50
40
0 5 10 15 20
Height (cm)
Mark each pair of values with a small x using a sharp pencil.
Mathematics Lesson 3
KS3 Cycle Curriculum Pack Handout 2
Project three – The Big Debate Page 2 of 3
Page 3.43
Scatter diagrams
Outcomes
Diagram 1. Shows strong positive correlation Diagram 2. Shows strong negative correlation
Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009
Diagram 3. Shows weak positive correlation Diagram 4. Shows weak negative correlation
Page 3.44
Scatter diagrams
70
60
50
40
0 5 10 15 20
Height (cm)
If your scatter diagram shows correlation then draw a straight line through
your data which best fits the data.
You can now calculate the gradient (m) and Y-intercept (c) to calculate a
formula linking weight with height.
In the case above the Y-intercept is approximately 45 (where the line of
best fit crosses the Y axis).
The gradient is found from the triangle on the line of best fit. This could
be any size but the bigger the better. The gradient is the vertical divided
by the horizontal distances.
In this case Gradient = (68-52) ÷ (15-5) = 16 ÷ 10 = 1.6
So (using Y = mx + c):
Weight = 1.6 x Height + 45
This formula can now calculate the weight if you know the height
(approximately, as the line of best fit is only approximate).
For example, if height is 18, we can substitute this in the formula:
W = (1.6 x 18) + 45 = 28.8 + 45 = 73.8
Mathematics Lesson 3
KS3 Cycle Curriculum Pack Handout 3
Project three – The Big Debate Page 1 of 1
Page 3.45
Cumulative frequency
This is used to calculate the median and interquartile range for a set of
grouped data.
Length (l) 0≤ l<10 11≤ l<20 21≤ l<30 31≤ l<40 41≤ l<50 51≤ l<60
Frequency 3 6 12 15 13 6
Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009
A new table needs to be drawn. The groups of continuous data are called
class intervals.
Upper
40 quartile
35
30
Median
25
20
15 Lower
quartile
10
5
0
0 10 20 30 40 50 60
Width
Total frequency = 55 so median value is at 27.5 ( 1⁄2 of 55)
Lower quartile = 13.75 ( 1⁄4 of 55). Upper quartile = 41.25 ( 3⁄4 of 55)
Mathematics Lesson 3
KS3 Cycle Curriculum Pack Handout 4
Project three – The Big Debate Page 1 of 1
Page 3.46
To show this you need to calculate the median and upper and lower
quartiles (see separate sheet).
If your values are:
Median = 32
LQ M UQ
0 10 20 30 40 50 60
This is a pictorial way of showing the median as well as the range and
interquartile range. It does not matter how high the middle rectangle is.
The interquartile range contains half of the values.
A box and whisker plot is a good way of comparing two different
distributions using the same single-number scale.
Mathematics Lesson 3
KS3 Cycle Curriculum Pack Handout 5
Project three – The Big Debate Page 1 of 2
Page 3.47
Random sampling
When working with a large amount of data you need a balance between
not using everything (as this would take too long) and using enough data
to represent the whole group (or population).
This is called a sample.
Mathematics. KS3 Cycle Curriculum Pack. Version 1. January 2009
Examples:
• If you have 100 people your sample size should be about 20, but you
could use all 100
• If your group size is 1,000 then your sample size should be at least 50
• If your group size is 1,000 from two different types then you would
have to take at least 25 from each to avoid bias
• If your group size is 1,000 (700 from one group and 300 from another)
then your sample of 50 would have to be 35 from Group 1 and 15 from
Group 2 – keeping the sample in the same proportion as the group
Remember: the bigger your sample, the more accurate your results.
You need to pick this sample carefully to avoid bias, and we try to use
a random sample.
Closing your eyes and waving your pencil around before selecting is not
a good mathematical method.
Scientific calculators normally carry a random button (see calculator
instructions), which gives a decimal number to three decimal places
between 0 and 1.
Multiply this decimal by the number of pieces of data and round to the
nearest whole number to get the piece of data required.
Mathematics Lesson 3
KS3 Cycle Curriculum Pack Handout 5
Project three – The Big Debate Page 2 of 2
Page 3.48
Random sampling
Discard the last selection, as it has already been used. Continue until you
have the required sample size.