ELGIN ACADEMY Mathematics Department Evaluation Booklet (Core) Name Reg

Transcription

1 ELGIN ACADEMY Mathematics Department Evaluation Booklet (Core) Name Reg CfEL

2 You should be able to use this evaluation booklet to help chart your progress in the Maths department throughout S1 and S2. There is a breakdown of each topic per page. At the end of each topic, or block of topics, your teacher will ask you to think about how you are doing. This will allow you to highlight areas of strengths or areas that require further work. You can then easily identify next steps to help you be well prepared for any future assessments. Topic 1: Topic 2 : Topic 3: Topic 4: Topic 5: CONTENTS Estimation and Rounding Negative Numbers and Co-ordinates* Whole Number Decimal Number* Angles and Bearings* Topic 6: Fractions 1 Topic 7: Topic 8: Topic 9: Topic 10: Topic 11: Topic 12: Topic 13: Topic 14: Topic 15: Topic 16: Ratio Percentages* Time* Powers and Roots Algebraic Expressions Equations* Measurements Patterns and Relationships* 2D Shapes and 3D Objects Transformations* Topic 17: Fractions 2 Topic 18: Money* * - Block topic test

3 MNU 2-01a Topic 1 : Estimation and Rounding I can use my knowledge of rounding to routinely estimate the answer to a problem then, after calculating, decide if my answer is reasonable, sharing my solution with others. I can estimate a sum by rounding and then compare my estimate with the actual answer to see how close I was. You Teacher MNU 3-01a I can round a number to a given degree of accuracy, having taken into account the context of the problem. I can round to the nearest 10, 100 and I can round to the nearest whole number. I can round to 1 decimal place.

4 MNU 2-04a I can order negative numbers. Topic 2 : Negative Numbers and Co-ordinates I can show my understanding of how the number line extends to include numbers less than zero and have investigated how these numbers occur and are used. I can draw a number line from -10 to 10. MNU 3-04a I can use my understanding of numbers less than zero to solve simple problems in context. I can add and subtract temperatures. I am confident when adding and subtracting whole numbers. I am confident when adding and subtracting integers. MTH 2-18a and MTH 3-18a I can use my understanding of the coordinate system to plot and describe the location of a point on a grid. I know where the origin is on a coordinate diagram. I can correctly label the x and y axes on a coordinate diagram. I can write down the coordinate of a point in any of the four quadrants. I can plot a coordinate onto a coordinate diagram in any of the four quadrants. How am I doing? How do I know? What do I need to do next? How am I going to do this?

5 Topic 3 : Whole Number MNU 2-03a Having determined which calculations are needed, I can solve problems involving whole numbers using a range of methods, sharing my approaches and solutions with others. I can determine which calculation is needed from a word problem. I can solve number problems in context using a variety of methods. MTH 2-05a Having explored the patterns and relationships in multiplication and division, I can investigate and identify the multiples and factors of numbers. I know what a square number is and I can list the first ten square numbers. I know all of my times tables up to and including the ten times table. I can work out the factors of a given number. MTH 2-03a Having explored the need for rules for the order of operations in number calculations, I can apply them correctly when solving simple problems. I can use BODMAS to solve simple problems. MNU 3-03b I can continue to recall number facts quickly and use them accurately when making calculations. I can recall and use my times tables to solve problems in context.

6 Topic 4 : Decimal Number MNU 2-02a I have extended the range of whole numbers I can work with and having explored how decimal fractions are constructed, can explain the link between a digit, its place and its value. I know about place value (Hundreds, Tens, Units, tenths, hundreds) and use this to add and subtract decimal numbers correctly. MNU 2-03b I have explored the contexts in which problems involving decimal fractions occur and can solve related problems using a variety of methods. I can solve number problems in context, using a variety of methods, I can multiply and divide decimal numbers by 10 and by 100 How am I doing? How do I know? What do I need to do next? How am I going to do this?

7 Topic 5 : Angles and Bearings MTH 2-17a I have investigated angles in the environment, and can discuss, describe and classify angles using appropriate vocabulary. I can describe an angle by its type (acute, obtuse, right, straight, reflex and full turn). I can estimate the size of an angle. MTH 2-17b I can accurately measure and draw angles using appropriate equipment, applying my skills to problems in context. I can measure and draw acute and obtuse angles using a protractor. I can measure and draw reflex angles using a protractor. MTH 3-17a I can name angles and find their sizes using my knowledge of the properties of 2D shapes and the angle properties associated with intersecting and parallel lines. I can name angles. I can find missing angles from right angles and straight lines. I can find missing angles in triangles. I can find missing angles from F angles, Z angles and X angles. I can find missing angles in quadrilaterals..

8 MTH 2-17c Through practical activities which include the use of technology, I have developed my understanding of the link between compass points and angles and can describe, follow and record directions, routes and journeys using appropriate vocabulary. I can give directions using N, S, E and W. I can give directions using NE, SE, SW and NW. I can describe N, S, E and W using three figure bearings. I can describe NE, SE, SW and NW using three figure bearings. How am I doing? How do I know? What do I need to do next? How am I going to do this?

9 MNU 2-07a Topic 6 : Fractions 1 I have investigated the everyday context in which simple fractions are used and can carry out the necessary calculations to solve related problems. I can write down an example of a fraction. I can find simple fractions* of quantities. *numerator is 1 I can find harder fractions* of quantities. *numerator is a number other than 1 MNU 2-07b I can show the equivalent forms of simple fractions and can choose my preferred form when solving a problem, explaining my choice of method. I can find equivalent fractions. MTH 2-07c I have investigated how a set of equivalent fractions can be created, understanding the meaning of a simplest form, and can apply my knowledge to compare and order the most commonly used fractions. I can write fractions in their simplest form. I can use equivalent fractions to put fractions into size order. MNU 3-07c Having used practical, pictorial and written methods to develop my understanding, I can convert between whole or mixed numbers and fractions. I can change a top heavy fraction into a mixed number.

10 Topic 7 : Ratio MTH 3-08a I can show how quantities that are related can be increased or decreased proportionally and apply this to solve problems in everyday contexts. I can use ratio notation to compare two different quantities. I can simplify ratios. You Teacher

11 MNU 2-07a Topic 8 : Percentages I have investigated the everyday context in which simple percentages are used and can carry out the necessary calculations to solve related problems. I can find 75%, 50%, 25%, 20% & 10% of a quantity without a calculator. I can find whole-number percentages of a simple quantity with a calculator. MNU 2-07b I can show the equivalent forms of simple fractions, decimal fractions and percentages and can choose my preferred form when solving a problem, explaining my choice of method. I can convert between simple fractions, decimals and percentages. You Teacher MNU 3-07a I can solve problems by carrying out calculations with a wide range of percentages, using my answers to make comparisons and informed choices for real life situations. I can calculate percentage increase and decrease. How am I doing? How do I know? What do I need to do next? How am I going to do this?

12 MNU 1-10a Topic 9 : Time I can tell the time using 12 hour clocks, realising there is a link with 24 hour notation, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day. I can tell the time using 12 hour clocks. Given a 12 hour time I can draw the hands in their correct position on a clock. I can convert between 12 hour and 24 hour time. I can write a story showing how time impacts my daily routine. MNU 2-10a I can use and interpret electronic and paper-based timetables and schedules to plan events and activities, and make time calculations as part of my planning. I can calculate simple time intervals. I can use bus and train timetables, and TV schedules to plan events and activities. How am I doing? How do I know? What do I need to do next? How am I going to do this?

13 Topic 10 : Powers and Roots MTH 3-06a Having explored the notation and vocabulary associated with whole number powers and the advantages of writing numbers in this form, I can evaluate powers of whole numbers mentally or using technology. I can square a number, using a calculator if appropriate. I know the first ten square numbers. MTH 3-14a Topic 11 : Algebraic Expressions I can collect like algebraic terms, simplify expressions and evaluate using substitution. I know that an unknown value can be represented by a symbol or letter. I can collect like terms. I can substitute letters for numbers to evaluate expressions. You Teacher

14 Topic 12 : Equations MTH 1-15a I can compare, describe and show number relationships using appropriate vocabulary and the symbols for equals, not equal to, less than and greater than. I can describe what the symbols > and < mean. I can use the correct symbol to compare two numbers. MTH 2-15a I can apply my knowledge of number facts to solve problems where an unknown value is represented by a symbol or a letter. I can solve simple one-step equations. For example x + 3 = 7 and 6y = 42. I can solve two step equations. For example, 3m - 2 = 13. How am I doing? How do I know? What do I need to do next? How am I going to do this?

15 Topic 13 : Measurement MNU 2-11a I can use my knowledge of the sizes of familiar objects or places to assist me when making an estimate of measure. I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide. MNU 2-11b I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems. I know when to use mm, cm, m, km, g, kg, ml and litres. I can convert between mm, cm, m and km. I can convert between g and kg. I can convert between ml and litres. MNU 2-11c I can explain how different methods can be used to find the perimeter and area of a simple 2D shape or volume of a simple3d object. I can find the perimeter of a simple 2D shape. I can find the area of squares and rectangles by counting cm 2 I can find the area of squares and rectangles by using A = l x b. I can find the volume of a cube or cuboid by counting cm 3. I can find the volume of a cube or cuboid using V = l x b x h.

16 Topic 14 : Patterns and Relationships MTH 1-13b Through exploring number patterns, I can recognise and continue simple number sequences and can explain the rule I have applied. I can continue patterns with shapes and numbers. I can explain this rule fully to others. MTH 2-13a Having explored more complex number sequences, including well known named number patterns, I can explain the rule used to generate a sequence, and apply it to extend the pattern. I can spot a simple rule in a list of numbers. I can explain this rule fully to others. I can extend a number pattern. I know named sequences (including square numbers, triangular numbers and Fibonacci s sequence) and can explain the rule to others. How am I doing? How do I know? What do I need to do next? How am I going to do this?

17 Topic 15 : 2D Shapes and 3D Objects MTH 2-16a Having explored a range of 3D objects and 2D shapes, I can use mathematical language to describe their properties, and through investigation can discuss where and why particular shapes are used on the environment. I can define what a quadrilateral is; I can describe well-known quadrilaterals using properties such as parallel lines and interior angles. I can sort triangles into isosceles, equilateral, right-angled and scalene using their angle properties. I can recognise and name 3D shapes. I can describe 3D shapes using the words vertex, edge and face. You Teacher MTH 2-16b Through practical activities, I can show my understanding of the relationship between 3D objects and their nets. I can recognise a 3D object from its 2D net. I can make a net of a cube. MTH 2-16c I can draw 2D shapes and make representations of 3D objects using an appropriate methods and efficient use of resources. I can draw any quadrilateral accurately using a ruler and a protractor. I recognise the symbols for parallel lines and lines that are equal in length and can add them to drawings of 2D shapes.

18 Topic 16 : Transformations MTH 2-19a/MTH3-19a I can illustrate the lines of symmetry for a range of 2D shapes and apply my understanding to create and complete symmetrical pictures and patterns. I can draw lines of reflectional symmetry on to a shape. I can complete a shape if given the line of symmetry. MTH 3-17c I can apply my understanding of scale when enlarging or reducing pictures and shapes, using different methods, including technology. I can recognise when a shape has been enlarged or reduced. I can find the scale factor for a simple enlargement or reduction. I can enlarge shapes by simple scale factors. I can reduces shapes by simple scale factors. How am I doing? How do I know? What do I need to do next? How am I going to do this?

19 Topic 17 : Fractions 2 MTH 3-07b By applying my knowledge of equivalent fractions and common multiples, I can add and subtract commonly used fractions. I can add and subtract simple fractions mentally. I can add and subtract fractions that have the same denominator. I can add and subtract fractions that have different denominators.

20 MNU 2-09a Topic 18 : Money I can manage money, compare costs from different retailers, and determine what I can afford to buy. I can compare prices in different catalogues to look for the best buys. MNU 2-09b I understand the costs, benefits and risks of using bank cards to purchase goods or obtain cash and realise that budgeting is important. I can describe the risks and benefits involved in using a bank card. I can give reasons to explain why it is important to budget effectively. MNU 2-09c I can use the terms profit and loss in buying and selling activities and can calculate simple calculations for this. I can define the terms profit and loss. I can calculate simple profit and loss. MNU 3-09a When considering how to spend my money, I can source, compare and contrast different contracts and services, discuss their advantages, and explain which offer best value to me. I can give examples of hidden costs when purchasing items; I can identify which hidden costs will save money or cost us extra money. How am I doing? How do I know? What do I need to do next? How am I going to do this?