4th level learning intentions
- 1. Name: Level 4 Pupil Learning Intentions Pupil Self Assessment Key S – Secure I have covered this experience/outcome and with confidence I can achieve it MTH – Math E/O C – Consolidating I have covered this experience/outcome but I need a bit more revision to confidently achieve it MNU – Numeracy E/O D – Developing I have covered this experience/outcome and I am currently unable to achieve it BLOCK 1 Outcome/Experience Success Criteria Examples Pupil Self Assessment Topic 1 Number & Number processes Bodmas More complex examples including Integers I have investigated how introducing brackets to an expression can change the emphasis and can demonstrate my understanding by using the correct order of operations when carrying out calculations. MNU 4-03b I can use BODMAS when answering calculations I can answer calculations with brackets 5 + 32 x 4 (6 + 3)2 ÷ (23 + 1) S C D Topic 2.1 Expressions & Equations Multiplying algebraic terms. Expanding brackets. Solving problems. Having explored the distributive law in practical contexts, I can simplify, multiply and evaluate simple algebraic terms involving a bracket. MTH 4-14a I can use index rules to simplify expressions I can multiply out and expand expressions that include brackets I can evaluate expressions by substituting given values into them 5t3 x 3t = 15t4 c(3 – 4c) = 3c – 4c2 Perimeter of a rectangle is 2(a + b) If a = 23m & b = 45m calculate the perimeter Topic 2.2 Expressions & Equations Finding Factors. Factorisation. I can find the factors of algebraic terms, use my understanding to identify common factors and apply this to factorise expressions. MTH 4-14b I can find the HCF of algebraic expressions I understand that the HCF will fully factorise an expression The HCF of 4gh and 6h is 2h Find the HCF and factorise: 5b2 – 25b = 5b(b - 5) Topic 3 Expressions & Equations Solving Equations. Creating an equation or formula to solve a problem. Inequations. Solving inequations. Creating an inequation to solve a problem. Having discussed the benefits of using the mathematics to model real-life situations, I can construct and solve inequalities and an extended range of equations. MTH 4-15a I can confidently form an equation to model and solve a variety of real life problems I can solve a variety of inequations I can confidently model and solve a variety of real-life problems using inequations Mark spent £86. He bought jeans, a t-shirt & jacket. The jacket cost £10 more than the jeans & the t-shirt was £8 less than the jeans. How much did each item cost? 5x+4 < 3x+12 , 4(2x+1) > 7(2x-3) Harry has £350 to spend. It cost £100 to Rent a hall and £9 per person for food. Write down & solve an inequation for the max number of people ha can invite.
- 2. Name: Level 4 Pupil Learning Intentions Pupil Self Assessment Key S – Secure I have covered this experience/outcome and with confidence I can achieve it MTH – Math E/O C – Consolidating I have covered this experience/outcome but I need a bit more revision to confidently achieve it MNU – Numeracy E/O D – Developing I have covered this experience/outcome and I am currently unable to achieve it BLOCK 1 Outcome/Experience Success Criteria Examples Pupil Self Assessment Topic 4.1 Powers & Roots Powers. Roots. Using a calculator. I have developed my understanding of the relationship between powers and roots and can carry out calculations mentally or using technology to evaluate whole number powers and roots, of any appropriate number. MTH 4-06a I can calculate the power of whole numbers, fractions & decimals using mental or written strategies I can use the relationships between powers & roots to find the root of a number without a calculator using trial & error if necessary 23 = 2 x 2 x 2 = 8 ( 𝟑 𝟒 )2 = 𝟑 𝒙 𝟑 𝟒 𝒙 𝟒 = 𝟗 𝟏𝟔 0.42 = 0.4 x 0.4 = 0.16 √49 = 7, ∛64 = 4, √400 = 20 S C D Topic 4.2 Powers & Roots Scientific notation. Very large numbers. Very small numbers. Using a calculator to solve problems. I have developed my understanding of the relationship between powers and roots and can carry out calculations mentally or using technology to evaluate whole number powers and roots, of any appropriate number. MTH 4-06b I can write in full very large & very small numbers when given in scientific notation I can change very big and very small numbers into scientific notation I can carry out calculations involving my calculator 2.3 x 104 = 23000 4.56 x 10-3 = 0.00456 36900 = 3.69 x 104 0.00365 = 3.65 x 10-3 3.4 x 105 – 2.654 x 103
- 3. Name: Level 4 Pupil Learning Intentions Pupil Self Assessment Key S – Secure I have covered this experience/outcome and with confidence I can achieve it MTH – Math E/O C – Consolidating I have covered this experience/outcome but I need a bit more revision to confidently achieve it MNU – Numeracy E/O D – Developing I have covered this experience/outcome and I am currently unable to achieve it BLOCK 1 Outcome/Experience Success Criteria Examples Pupil Self Assessment Topic 5.1 Properties of 2-D shapes & 3-D objects The circle and its parts. Circumference of a circle. Historical approximations. Historical values for C/d. Perimeter of compound shapes. Area of a circle and compound shapes. Topic 5.2 Properties of 2-D shapes & 3-D objects Arcs and sectors. Having investigated the relationships between the radius, diameter, circumference and area of a circle, I can apply my knowledge to solve related problems. MTH 4-16b I can use a formula to calculate the Circumference/area of a circle I can calculate the perimeter and area of compound shapes involving circles I can find the length of an arc and area of a sector of a circle S C D
- 4. Name: Level 4 Pupil Learning Intentions Pupil Self Assessment Key S – Secure I have covered this experience/outcome and with confidence I can achieve it MTH – Math E/O C – Consolidating I have covered this experience/outcome but I need a bit more revision to confidently achieve it MNU – Numeracy E/O D – Developing I have covered this experience/outcome and I am currently unable to achieve it BLOCK 1 Outcome/Experience Success Criteria Examples Topic 6 Properties of 2D shapes and 3D objects Right-angled triangles: Pythagoras. I have explored the relationships that exist between the sides, or sides and angles, in right-angled triangles and can select and use an appropriate strategy to solve related problems, interpreting my answer for the context. MTH 4-16a I can use Pythagoras’ theorem to solve problems involving right-angled triangles I can use the converse of Pythagoras I find the distance between two points on a Cartesian diagram Does the walkway reach to deck level if the deck of the ferry sits 1.75m above the dock? S C D
- 5. Name: Level 4 Pupil Learning Intentions Pupil Self Assessment Key S – Secure I have covered this experience/outcome and with confidence I can achieve it MTH – Math E/O C – Consolidating I have covered this experience/outcome but I need a bit more revision to confidently achieve it MNU – Numeracy E/O D – Developing I have covered this experience/outcome and I am currently unable to achieve it BLOCK 1 Outcome/Experience Success Criteria Examples Pupil Self Assessment Topic 7 Angle, Symmetry & Transformation Tangents to a circle. Angles in a semi-circle. Using Pythagoras’ theorem in circles. Tangent kites Having investigated the relationship between a radius and a tangent and explored the size of the angle in a semi- circle, I can use the facts I have established to solve related problems. MTH 4-17a I can use my knowledge of tangents to solve problems I can use my knowledge of angles in a Semi-circle to solve problems I can calculate the size or length of an unknown angle or side in a triangle I can use my knowledge of tangents to find angles and sides in a tangent kite S C D
- 6. Name: Level 4 Pupil Learning Intentions Pupil Self Assessment Key S – Secure I have covered this experience/outcome and with confidence I can achieve it MTH – Math E/O C – Consolidating I have covered this experience/outcome but I need a bit more revision to confidently achieve it MNU – Numeracy E/O D – Developing I have covered this experience/outcome and I am currently unable to achieve it BLOCK 1 Outcome/Experience Success Criteria Examples Pupil Self Assessment Topic 8.1 Data & Analysis Dot plots. Stem-and-leaf diagrams. Scatter graphs. Analysing a range of information. I can evaluate and interpret raw and graphical data using a variety of methods, comment on relationships I observe within the data and communicate my findings to others. MNU 4-20a By analysing dot plots and stem & leaf diagrams I can describe the distribution of data sets I can use scatter diagrams and lines of best fit to describe relationships/ correlation or not between data sets I can draw sensible conclusions from data given in different formats Relating to a graph/table: What happened to Brazil’s economy during 1998- 2004 S C D Topic 8.2 Data & Analysis Dot plots. Stem-and-leaf diagrams. Scatter graphs. Choosing the best table, chart, diagram or graph. I can select appropriately from a wide range of tables, charts, diagrams and graphs when displaying discrete, continuous or grouped data, clearly communicating the significant features of the data. MNU 4-21a I can draw dot plots/stem & leaf/ scatter graphs and understand the different features of each data display
- 7. Name: Level 4 Pupil Learning Intentions Pupil Self Assessment Key S – Secure I have covered this experience/outcome and with confidence I can achieve it MTH – Math E/O C – Consolidating I have covered this experience/outcome but I need a bit more revision to confidently achieve it MNU – Numeracy E/O D – Developing I have covered this experience/outcome and I am currently unable to achieve it BLOCK 2 Outcome/Experience Success Criteria Examples Pupil Self Assessment Topic 1 Fractions, Decimal fractions & Percentages Recurring decimals. Equivalence. Calculating common percentages mentally. Choosing the most suitable method. Calculating percentages using a calculator. Calculating a percentage increase or decrease in one step. Expressing an increase or decrease as a percentage. I can choose the most appropriate form of fractions, decimal fractions and percentages to use when making calculations mentally, in written form or using technology, then use my solutions to make comparisons, decisions and choices. MNU 4-07a I can represent recurring decimals I can compare percentages/fractions/ decimal fractions by converting them to equivalent forms I can choose whether to use equivalent fractions or combination of 1 & 10% when calculating percentages without a calculator I can calculate percentages with a calculator using a suitable method I can calculate percentage increase/decrease in one step I can express one quantity and a percentage of another and can use this idea to express an increase/decrease as a percentage 𝟓 𝟗 = 5 ÷ 9 = 0.55555555 = 0.𝟓̇ 2 5 = 2 ÷ 5 = 0.4 = 40% 14% of £90 = 14 ÷ 100 x 90 = £12.60 105% of 38 = 1.05 x 38 = 39.9 86% of 103 = 0.86 x 103 = 88.58 Chris scored 34 out of 38 in a test 𝟑𝟒 𝟑𝟖 = 34 ÷ 38 = 0.8947… = 89% S C D
- 8. Name: Level 4 Pupil Learning Intentions Pupil Self Assessment Key S – Secure I have covered this experience/outcome and with confidence I can achieve it MTH – Math E/O C – Consolidating I have covered this experience/outcome but I need a bit more revision to confidently achieve it MNU – Numeracy E/O D – Developing I have covered this experience/outcome and I am currently unable to achieve it BLOCK 2 Outcome/Experience Success Criteria Examples Pupil Self Assessment Topic 2.1 Money Managing credit and debt. Credit cards. Calculating gross and net pay. Calculating income tax. Personal finance products. Percentages and compound interest. Borrowing money. Saving money. Insurance. I can discuss and illustrate the facts I need to consider when determining what I can afford, in order to manage credit and debt and lead a responsible lifestyle. MNU 4-09a I can read and interpret bank statements and make calculations I can consider the different financial aspects of a person’s situation and make recommendations I can reflect on my spending & work out budgets for living within my means I can calculate the cost associated with using a credit card S C D Topic 2.2 Money Managing credit and debt. Credit cards. Calculating gross and net pay. Calculating income tax. Personal finance products. Percentages and compound interest. Borrowing money. Saving money. Insurance. I can source information on earnings and deductions and use it when making calculations to determine net income. MNU 4-09b I can calculate gross pay and total deductions to find the net pay on a range of payslips I can calculate income tax using tax bands and personal allowance Net Pay = Gross Pay - Deductions
- 9. Name: Level 4 Pupil Learning Intentions Pupil Self Assessment Key S – Secure I have covered this experience/outcome and with confidence I can achieve it MTH – Math E/O C – Consolidating I have covered this experience/outcome but I need a bit more revision to confidently achieve it MNU – Numeracy E/O D – Developing I have covered this experience/outcome and I am currently unable to achieve it BLOCK 2 Outcome/Experience Success Criteria Examples Pupil Self Assessment Topic 2.3 Money Managing credit and debt. Credit cards. Calculating gross and net pay. Calculating income tax. Personal finance products. Percentages and compound interest. Borrowing money. Saving money. Insurance. I can research, compare and contrast a range of personal finance products and, after making calculations, explain my preferred choices. MNU 4-09c I can explain why I chose a particular financial product I can calculate the amount of money lost or gained given a percentage and a duration I have compared savings and loan products by calculating the amount of interest charged or received. You invested £3000 which lost 4% each year for 3 years. How much is it worth? Which 10 yr mortgage option is best: £539.60 per month plus £700 fee £187.50 p.m. (no fee) – interest only S C D Topic 3 Time Speed, distance and time. Calculating distance using common fractions of an hour. Using decimal fractions for time. More complex problems. Mixed problems extension. I can use the link between time, speed and distance to carry out related calculations. MNU 4-10b I can solve problems involving speed, distance & time I can change time from minutes to fractions of an hour and use this to find the distance of a journey I know the decimal forms of simple fractions of an hour I can change between time in different units to solve real-life problems I can compare speed in different units by converting to the same units Donna rides her motorbike at an average speed of 54mph for 50mins. how many miles does she travel? Change 0.28hrs to hours & mins Order the speed from slow to fast 40cm/min 100km/h 5m/s
- 10. Name: Level 4 Pupil Learning Intentions Pupil Self Assessment Key S – Secure I have covered this experience/outcome and with confidence I can achieve it MTH – Math E/O C – Consolidating I have covered this experience/outcome but I need a bit more revision to confidently achieve it MNU – Numeracy E/O D – Developing I have covered this experience/outcome and I am currently unable to achieve it BLOCK 2 Outcome/Experience Success Criteria Examples Pupil Self Assessment Topic 4 Patterns & Relationships Linear sequences. Solving problems. Non-linear sequences. Having explored how real-life situations can be modelled by number patterns, I can establish a number sequence to represent a physical or pictorial pattern, determine a general formula to describe the sequence, then use it to make evaluations and solve related problems. MTH 4-13a I can find the nth term formula of a linear sequence I can find the nth term formula of a non-linear sequence I can recognise linear patterns in the form y= mx I can recognise linear patterns in the form y= mx + c S C D Topic 5.1 Measurement Surface area of cubes. Surface area of cuboids. Exploring cubes. Nets of 3D objects. Efficient use of materials. Making nets efficiently. Nets of real objects. Through investigating real-life problems involving the surface area of simple 3D shapes, I can explore ways to make the most efficient use of materials and carry out the necessary calculations to solve related problems. MTH 4-11b I can calculate surface area of cubes and cuboids I can calculate the surface area of a 3D object from its net I can recall how to calculate the volume of cubes and cuboids (revision)
- 11. Name: Level 4 Pupil Learning Intentions Pupil Self Assessment Key S – Secure I have covered this experience/outcome and with confidence I can achieve it MTH – Math E/O C – Consolidating I have covered this experience/outcome but I need a bit more revision to confidently achieve it MNU – Numeracy E/O D – Developing I have covered this experience/outcome and I am currently unable to achieve it BLOCK 2 Outcome/Experience Success Criteria Examples Pupil Self Assessment Topic 5.2 Measurement Volume and surface area of prisms. Volume of a cylinder. Surface area of a cylinder. Fruit juice cartons investigation. I have explored with others the practicalities of the use of 3D objects in everyday life and can solve problems involving the volume of a prism, using a formula to make related calculations when required. MTH 4-11c I can calculate the surface area & volume of prisms I can calculate the surface area & volume of a cylinder. S C D Topic 6.1 Estimating & Rounding Rounding and accuracy. Upper and lower bounds. Effects of rounding. Tolerance. Having investigated the practical impact of inaccuracy and error, I can use my knowledge of tolerance when choosing the required degree of accuracy to make real- life calculations. MNU 4-01a I have learned that different degrees of accuracy are acceptable in different situations I can both interpret and write measurements given in tolerance notation Topic 6.2 Measurement Degrees of accuracy. Errors in calculations. Calculations using tolerance. I can apply my knowledge and understanding of measure to everyday problems and tasks and appreciate the practical importance of accuracy when making calculations. MNU 4-11a I can use appropriate degree of accuracy when working with measures I can use tolerance notation to express the accuracy in calculations involving measurements of real objects
- 12. Name: Level 4 Pupil Learning Intentions Pupil Self Assessment Key S – Secure I have covered this experience/outcome and with confidence I can achieve it MTH – Math E/O C – Consolidating I have covered this experience/outcome but I need a bit more revision to confidently achieve it MNU – Numeracy E/O D – Developing I have covered this experience/outcome and I am currently unable to achieve it BLOCK 2 Outcome/Experience Success Criteria Examples Pupil Self Assessment Topic 7 Properties of 2D shapes and 3D objects Trigonometry. I have explored the relationships that exist between the sides, or sides and angles, in right-angled triangles and can select and use an appropriate strategy to solve related problems, interpreting my answer for the context. MTH 4-16a I can use Trigonometry to find the size of lengths and angles in a right an led triangle S C D