task sheet - ccea · task sheet entry level maths: unit 1 practical activities 1 name: resource for...

Task SheetEntry Level Maths: Unit 1 Practical Activities

1

Name:

Resource for Unit 1

Can be used to meet

Assessment Criteria: 1.1: Cash for cars. Assessment Criteria: 1.2: Card order

Assessment Criteria: 1.2/2.1c/5.1/6.1/6.2: Weight order

Assessment Criteria: 3.2: Multipack shopping. Assessment Criteria: 4.2: Multipacks display

Assessment Criteria: Criterion 6.3: Concert Tickets Assessment Criteria: 6.4: Split the bill

Assessment Criteria: Criterion 7.1, 7.2: Jug half full…?

Title: Practical Ideas

(Level 3)

Practical Activity for Entry 3 Unit 1 Assessment Criteria: 1.1: Cash for cars.

Give students 9 each of:

£1 “coins”;£10 “notes”Bundles of 10 x £10 “notes” to represent £100.Bags of 10 x bundles of £10 “notes” to represent £1000.

Ask students to research costs of used cars via websites such as Gumtree (if available in school) or Usedcarsni.

Students should set aside enough cash to buy the car. One student can then play the seller and the other the vendor, and role play haggling over the price. The seller can then pay the vendor the agreed price and the vendor can check it.

Evidence can be e.g. a written receipt from the vendor, witness statement from the tutor, or photographs of the cash transaction.


2

Practical Activity for Entry 3 Unit 1 Assessment Criteria: 1.2: Card order.

Use 20 small cards. – Ask students to write the numbers 235 to 254 on the cards, one number per card. – When they have finished writing the numbers ask them to scramble all the cards on the floor or a table. – When you say 'GO' each student arranges their cards in the right order. – Give them one minute. Can they do it or do they need longer? – Use different numbers if you like.

Practical Activity for Entry 3 Unit 1 Assessment Criteria: 1.2, 2.1c, 5.1, 6.1 and 6.2: Weight order.

You will need electronic scales and a number of items weighing under a kilogram each, e.g. books, small water bottles, pack of pencils and crayons.

– Weigh each of items in grams. – Students write a list of the items and their weights, smallest to largest and / or largest to smallest. – Students write the weights in both digit and written word form (AC2.1c). – Students round the weights to the nearest 10g or 100 g (AC5.1). – Students work out the combined weight of e.g. the water bottle and the book (AC6.1). – Students work out e.g. how much more the book weighs than the pack of pencils (AC6.2). – Evidence can be e.g. a student’s written report on the findings.

(Level 3)

Entry 2 Unit 1 Assessment Criteria: 3.2: Multipack shopping.

Students go to e.g. the B&Q or Homebase websites. The idea is to find items that are sold in 2s, 5s or 10s, e.g. plastic plant pots, saucers for same, packs of hinges, packs of screws…

Students write a report / make a poster / make a powerpoint to show they can calculate how many of each item they would need to buy to have e.g. 30 plant pots, 12 hinges &c.

Extension to Entry 3, AC 4.1: search also for items sold in packs of 3 and 4.


3

(Level 3)

Practical Activity for Entry 3 Unit 1 Assessment Criteria: 4.2: Multipacks display.

Collect / ask students to bring in multipacks e.g. egg boxes, bottled water, or photographs of e.g. multipack cat food, plants in trays.

Discuss how to calculate the totals of items in the multipacks by multiplication.

Students can then make a display to demonstrate how the orientation of the multipack does not affect its total and hence how multiplication is commutative.

Practical Activity for Entry 3 Unit 1 Assessment Criteria: 6.3: Concert Tickets.

Students use the internet to research and come up with the prices of tickets to approximately ten local events, concerts &c.

Students use multiplication to work out how much it would cost in total for various numbers of friends to go to these events.

Evidence could be a report, a poster, or a piece of writing by the students in the form of a quote from a ticket agency on how much it would cost for parties of various sizes to buy tickets for these events.

Practical Activity for Entry 3 Unit 1 Assessment Criteria: 6.4: Split the bill.

Preparation: teacher will need to gather restaurant menus or download these from online.

Students work in groups. One student is the waiter and the others place orders for meals. The waiter works out the total bill. The other group members round it up to the next whole £1 (or £10) and split the bill by dividing. Students discuss what to do if there is any remainder.

Each student in the group should take turns being the waiter.

Evidence could be teacher witness statements, or a summary written by the students explaining how they used their maths skills in this context, or calculation notes made by the students.

This activity also could provide evidence towards Entry 3, Unit 3, Assessment Criterion 2.2, and possible 1.2.


4

Practical Activity for Entry 3 Unit 1 Assessment Criteria: 7.1, 7.2: Jug half full…?

Hand students two, one litre jugs, one jug containing 1 litre of water, the other jug empty. Ask them if they can fill the jug: 1/2, 1/4, 3/4, 1/3, 2/3, 1/5, 2/5, 3/5, 4/5, 1/10, 2/10, 3/10 &c full. You may want to use board marker pens on the jugs.

Ask which fraction remains in the other jug each time.

For evidence, video or photograph results, or ask students to draw diagrams to show results.

Variations: – Cut up apples or oranges instead of using jugs of water as above. – Count chairs and ask the children to remove 1/3 or 3/4 of the chairs. – Have your students raise their hands and ask them to lower them 1/4 of the way down.

Use a stopwatch (or egg-timer) to time how long certain tasks or exercises take, e.g. tie shoelaces, skip twenty times, run around the yard, pass a ball around without dropping it etc., and work out how long 1/2, 1/4, 3/4, 1/3… of the time would be.

(Level 3)


1

Name:

Resource for Unit 1

Can be used to meet

Assessment Criteria: 1.1:

Title: Cash for CarsYour teacher will give you 9 each of:

£1 “coins”;£10 “notes”Bundles of 10 x £10 “notes” to represent £100.Bags of 10 x bundles of £10 “notes” to represent £1000.

Research the costs of used cars on websites such as Gumtree (if available in school) or Usedcarsni.

Work in pairs. Pick one car from the website. One of you be the seller, and the other the buyer.

See if you can agree on a price for the used car.

The buyer can then pay the seller the agreed price from your cash, and the seller can check it.

The seller can write a receipt for the money.

How can you record your work? A written report? Photographs of the money being counted out? Any other ideas?

(Level 3)


1

(Level 3)

Name:

Resource for Unit 1

Can be used to meet

Assessment Criteria: 1.2/2.1c/5.1/6.1/6.2: Weight order.

Title: Cash for CarsYou will need electronic scales.

Gather a number of items weighing under a kilogram each, e.g. books, small water bottles, pack of pencils &c.

Weigh each of the items in grams.

Can you write a list of the items and their weights, smallest to largest? Write the weights both as digits and in words, e.g. four hundred and fifty grams.

How about largest to smallest?

Can you round the weights to the nearest 10g?

How about to the nearest 100g?

How would you work out how much two of the items weighed together? Can you work this out?

How would you work out how much more the heaviest item weighs than the lightest item? Can you work this out?


2

(Level 3)

Teacher Notes:

Students write the weights in both digit and written word form (AC2.1c).

Students round the weights to the nearest 10g or 100 g (AC5.1).

Students work out the combined weight of e.g. the water bottle and the book (AC6.1).

Students work out e.g. how much more the book weighs than the pack of pencils (AC6.2).

Evidence can be e.g. a student’s written report on the findings.


1

Name:

Resource for Unit 1

Can be used to meet

Assessment Criteria: 1.2/2.1c/5.1/6.1/6.2

Title: Weight OrderWeight order.

You will need electronic scales.

Gather a number of items weighing under a kilogram each, e.g. books, small water bottles, pack of pencils &c.

Weigh each of the items in grams.

Can you write a list of the items and their weights, smallest to largest? Write the weights both as digits and in words, e.g. four hundred and fifty grams.

How about largest to smallest?

Can you round the weights to the nearest 10g?

How about to the nearest 100g?

How would you work out how much two of the items weighed together? Can you work this out?

How would you work out how much more the heaviest item weighs than the lightest item? Can you work this out?

(Level 3)


2

Teacher Notes:

– Students write the weights in both digit and written word form (AC2.1c). – Students round the weights to the nearest 10g or 100 g (AC5.1). – Students work out the combined weight of e.g. the water bottle and the book (AC6.1). – Students work out e.g. how much more the book weighs than the pack of pencils (AC6.2). – Evidence can be e.g. a student’s written report on the findings.


1

Name:

Resource for Unit 1

Can be used to meet

Assessment Criteria: 1.2:

Title: Card orderYour teacher will give you 20 small blank cards.

Write the numbers 345 to 364 on the cards, one number per card.

When you have finished writing the numbers, scramble all the cards on your table.

When the teacher says go, arrange them in the right order.

How long does it take you?

(Level 3)


2

Teacher Notes:

Variations: use different numbers.

Use post-it notes on the wall / board.

Use larger cards on the classroom floor.


1

Name:

Resource for Unit 1

Can be used to meet

Assessment Criteria: 2.1

(Level 3)

Title: Mileage ChartAine makes deliveries in her van.Look at this mileage chart.

12

12 23

45 45 55

46 43 58 16

Which town is forty-five miles from Ballymena?

Antrim

Ballymena

Belfast

Omagh

Strabane

A:


2

Which two towns are closest together? A:

Which two towns are furthest apart? A:

Which town is nearest to Strabane? A:

Which town is furthest from Antrim? A:


3

Teacher Notes:

Ensure students know how to read the chart.For evidence for Entry 2 1.2: Can the student make a road sign from e.g. Belfast that ranks the towns in order of distance?Extension to Entry 3 1.2: Use IT to research distances of e.g. aeroplane flights from Belfast International and rank them in order.


1

(Level 3)

Title: Roman NumeralsIn Connor’s History lesson some sources have dates in Roman numerals. He has got the list jumbled. Can you draw lines to match them up?

Number Roman Numeral

890 DCCCXC

550 DL

977 CMLXXVII

707 DCCVII

638 DCXXXVIII

327 CCCXXVII

324 CCCXXIV

272 CCLXXII

How it is said in English

Nine hundred and seventy-seven

Six hundred and thirty-eight

Three hundred and twenty-four

Three hundred and twenty seven

Eight hundred and ninety

Two hundredand seventy-two

Five hundredand fifty

Seven hundred and seven

Name:

Resource for Unit 1

Can be used to meet

Assessment Criteria: 2.1a


1

(Level 3)

Name:

Resource for Unit 1

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Assessment Criteria: 2.1b

Title: ChequesCan you write the numbers by the £ signs on these cheques?

Pay:

The sum of:

24th March 2015

Robert Harvey

Mr. R. Harvey

Polly O’Connor

Seven Hundred and fifty two pounds

Pay:

The sum of:

25th March 2015

David Smith

Mr. D. Smith

Bob Harvey

The sum of Three hundred and six pounds

The First Bank

Best Bank

Pay:

The sum of:

26th March 2015

Sinead Byrne

Ms. S. Byrne

David Smith

Nine hundred and eighty pounds

Pay:

The sum of:

25th March 2015

PJO Connor

P. J. O’Connor

Sinead Byrne

The sum of Three hundred and six pounds

The First Bank

Best Bank


2

Teacher Notes:

This activity provides evidence towards Entry 3, Unit 1, Assessment Criterion 2.1b. It could be supported by e.g. getting students to sign cheques for e.g. laptop computers on a computer retailer’s website, which would provide evidence for AC 2.1c.


1

(Level 3)

Name:

Resource for Unit 1

Can be used to meet

Assessment Criteria: 2.1d

Title: The 100 square100 Square

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

This is always a move of +2.Match the moves to the robots.

-2

Can you show some other moves with arrows and + or - on a 100 square?


2

+21

+10

-10

+1

Can you show some other moves with arrows and + or – on a 100 square?

(Level 3)


1

(Level 3)

18 - 17 10 - 8 9 ÷ 3 12 ÷ 3

9 - 4 18 - 12 14 ÷ 2 16 ÷ 2

Name:

Resource for Unit 1

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Title: Matching Pairs


2

9 + 8 3 x 6 8 + 11 4 x 5

1 2 3 4

6 + 3 20 ÷ 2 7 + 4 6 x 2

17 - 4 5 + 9 3 x 5 4 x 4

(Level 3)


3

13 14 15 16

17 18 19 20

5 6 7 8

9 10 11 12

(Level 3)


1

(Level 3)

Name:

Resource for Unit 1

Can be used to meet


Title: The Bingo Game

44 - 43 57 - 55 68 - 65 33 - 29 27 - 22

94 - 83 74 - 62 57 - 44 34 - 20 86 - 71

75 - 54 58 - 36 35 - 12 83 - 59 69 - 44

58 - 27 39 - 7 84 - 51 64 - 30 48 - 13

38 + 3 82 - 40 63 - 20 49 - 5 29 + 16

84 - 33 64 - 12 42 + 11 26 + 28 18 + 37

67 - 6 43 + 19 29 + 34 15 + 49 76 - 11

47 + 24 25 + 47 17 + 56 79 - 5 95 - 20

27 + 54 18 + 64 73 + 10 93 - 9 28 + 57

19 + 72 74 + 18 98 - 5 52 + 43 24 + 70


2

74 - 68 89 - 82 94 - 86 21 - 12

64 - 48 43 - 26 26 - 8 83 - 64

43 - 17 23 + 4 85 - 57 74 - 45

28 + 8 13 + 24 74 - 36 93 - 54

17 + 29 73 - 26 92 - 44 74 - 25

76 - 20 98 - 41 71 - 13 52 + 7

93 - 27 73 - 6 54 + 14 36 + 33

24 + 52 58 + 19 34 + 44 83 - 4

56 + 30 32 + 55 82 + 6 63 + 26

38 + 58 83 + 14 67 + 31 46 + 53

55 - 45 70 - 50 95 - 65 73 - 33

57 - 7 34 + 26 83 - 13 64 + 16

48 + 42 23 + 77

(Level 3)


3

1 11

30 40 48

59 67 68

77 86

2 15

31 41 49 50

69

78 87 88

3 16

29 42 47

58 67 68

85 90

4 12

43 32 50

60 70

79 88 100

(Level 3)


4

5 14

26 28 37 46

66

80 84 86

6 13

38 33

51 57 69 71

89 90

7 17 25

27 45 49

65 66

83 91

8 9

34 39

51 52 72

87 89 92

(Level 3)


5

9 10 21

26 44 48

64 65

82 99

10 18 23

35

52 53 70 73

91 93

11 19 24 25

43 47

63

76 81 94

12 20 22

27 36

54 64 74

92 98

(Level 3)


6

1 13 24

28 42

53 62 71

97 100

6 14

29 36 37

55 76 75

85 93

7 15 23

34 41 46

61 63

84 99

2 16

35 38

54 56 72 75

94 96

(Level 3)


7

3 17 22

30

55 60 73

80 95 98

5 18

31 39

56 57 74

77 83 95

8 19 21

32 44

59 62

79 81 97

4 20

33 40 45

58 61

78 82 96

(Level 3)


8

Teacher Notes:

– Photocopy the sums onto cards, cut out and laminate. – Use coloured counters to cover the numbers on the bingo cards.


1

(Level 3)

Name:

Resource for Unit 1

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Title: Doubling Machines

1 2

3

5

7

4

6

8

X2

X2

X2

X2

X2

X2

X2

X2


2

9 10

8

14

18

12

4

6

X2

X2

X2

X2

X2

X2

X2

X2

(Level 3)


1

Name:

Resource for Unit 1

Can be used to meet


Title: Matching Pairs with x3

1 x 3 2 x 3 3 x 3 4 x 3

5 x 3 6 x 3 7 x 3 8 x 3

(Level 3)


2

9 x 3 10 x 3 3 6

9 12 15 18

21 24 27 30

(Level 3)


1

(Level 3)

Name:

Resource for Unit 1

Can be used to meet


Title: Multipack ShoppingGo to a DIY store’s website, e.g. B&Q or Homebase.

How many different items can you find that are sold in 2s, 3s, 4s, 5s or 10s? e.g. plastic plant pots, saucers for under plant pots, packs of hinges…

– How many hinges would you get in 7 packs? – How many plant pots would you get in 6 packs? – How many packs would you need to buy to have 30 plant pots? – How many packs would you need to buy to have 12 hinges?

Can you write a report / make a poster / make a PowerPoint to show you can work these out?


2

Teacher Notes:

If restricted to 2s, 5s and 10s, this would provide evidence toward Entry 3, Unit 1, Assessment Criterion 3.2.

How many packs… involves division in practical situations and so could be used towards evidence for Entry 3, Unit 1, Assessment Criterion 6.4.


1

(Level 3)

Name:

Resource for Unit 1

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Title: Multipack displayHomework: bring in multipacks e.g. egg boxes, bottled water, or photographs of e.g. multipack cat food, plants in trays.

– How can you use multiplication to calculate the totals of items in the multipacks? – Try drawing or photographing the multipack. – Turn it through a right angle. Can you draw it or photograph it again? – Does this affect the multiplication? Does it affect the number of items in the pack? – Make a poster to show your findings.


1

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Title: Concert ticketsUse the internet to research the prices of tickets to local events and concerts.

– How much would it cost for four friends to go? – How much would it cost for seven friends to go? – Imagine you are working at a ticket agency, and you have to tell people how much it would cost for different

groups to go to these events. – Work out how much it would cost for different events and different sizes of groups. – Make a leaflet or a poster to show your findings.

(Level 3)


1

Name:

Resource for Unit 1

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Title: Split the billWork in groups. Your teacher will give you some menus.

– One of you is the waiter. – The others give the waiter your orders. – The waiter writes the orders down. – The waiter works out the total bill. – The others check if it is right. – The others round the bill up to the next £10. – Then split the bill between you by dividing. – What if there is a remainder? – Now someone else take a turn being the waiter.

(Level 3)


2

Teacher Notes:

Preparation: teacher will need to invent / gather restaurant menus or download these from online.

This activity also could provide evidence towards Entry 3, Unit 3, Assessment Criterion 2.2, and possible 1.2.

Evidence could be teacher witness statements, or a summary written by the students explaining how they used their maths skills in this context, or calculation notes made by the students.


1

Name:

Resource for Unit 1

Can be used to meet

Assessment Criteria: 7.1/7.2

Title: Jug half fullYou will need 2 one-litre measuring jugs.

– Fill one jug with 1 litre of water. – Can you pour 1/2 the water into the other jug, so the other jug is 1/2 full? – What fraction full is the first jug? – How about if the second jug is 1/4 full? – Can you try some other fractions? – For example 3⁄4,1/3, 2/3, 1/5, 2/5, 3/5, 4/5, 1/10, 2/10, 3/10 full. – You may want to use board marker pens on the jugs to mark the levels. – Make a poster to show your results.

(Level 3)


2

Teacher Notes:

Variations:

Cut up apples or oranges instead of using jugs of water as above.

Count chairs and ask the children to remove 1/3 or 3/4 of the chairs.

Have your students raise their hands and ask them to lower them 1/4 of the way down.

Use a stopwatch (or egg-timer) to time how long certain tasks or exercises take, e.g. tie shoelaces, skip twenty times, run around the yard, pass a ball around without dropping it etc., and work out how long 1/2, 1/4, 3/4, 1/3… of the time would be.

task sheet - ccea · task sheet entry level maths: unit 1 practical activities 1 name: resource for...

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