ttrriinniittyy hhiigghh sscchhooooll ccuurrrriiccuulluumm ... · wouu lld d ahhavvee ttoo rdrra ww...
TRANSCRIPT
TTrriinniittyy HHiigghh
SScchhooooll
CCuurrrriiccuulluumm ffoorr
EExxcceelllleennccee
WWhhoollee SScchhooooll
NNuummeerraaccyy PPoolliiccyy
LLeevveell 33
Trinity High School Curriculum for Excellence Numeracy Policy
Page 1
MNU 3-20a – Bar graphs
Months Sales (£000's)
May 2.5
June 3
July 4.5
August 4.2
MNU 3-20a
I can work
collaboratively, making
use
of technology, to source
information presented
in a range of
ways…………
Ice Cream Sales 2009
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
May June July August
Months
Ice c
ream
sale
s (
000's
)
Trinity High School Curriculum for Excellence Numeracy Policy
Page 2
MMNNUU 33--2200aa –– LLiinnee GGrraapphhss
MMNNUU 33--2200aa -- PPiiee CChhaarrttss
Preferred Ice Cream flavours
21%
36%
37%
6%
Chocolate
Strawberry
Vanilla
Lemon
Ice Cream sales
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
May June July August
Months
Ice C
ream
sale
s (
£000's
)
• Interpretation of pie charts may be used in several subject areas e.g Geography, History and Maths
Trinity High School Curriculum for Excellence Numeracy Policy
Page 3
NNootteess –– ppaarreennttaall hheellpp
• Statistical information permeates through many subjects within the school.
• Pupils may be asked to interpret bar graphs and line graphs in many different areas of the curriculum eg Science, Maths, History, Geography
Uses and contexts
• Use a pencil and a ruler
• Label axes accordingly, including units
• Give graph a title
• Always put spaces between bars (only on bar graphs)
• Use an appropriate scale – equal intervals
• Numbers always marked on the lines
Trinity High School Curriculum for Excellence Numeracy Policy
Page 4
FFrraaccttiioonn ooff aa qquuaannttiittyy
TToo ccaallccuullaattee 4
3 ooff ssoommeetthhiinngg wwee wwoouulldd 4 aanndd tthheenn 3
eegg 4
3 ooff 3322 KKgg
== 3322 4 3 ((÷÷ ddeennoommiinnaattoorr,, ×× nnuummeerraattoorr))
== 2244 KKgg
MNU 3-07a
I can solve problems by
carrying out calculations
with a wide range of
fractions, decimals and
percentages, using my
answers to make
comparisons and
informed choices for real
life situations…………
3-07 (a) – Percentages/Fractions
What is a fraction? A fraction contains a numerator (top line) and a denominator (bottom line). It is a way of representing a split or a share of a quantity.
Trinity High School Curriculum for Excellence Numeracy Policy
Page 5
PPeerrcceennttaaggeess ttoo FFrraaccttiioonnss –– CCoonnvveerrssiioonn ttaabbllee
Percentage Fraction 25%
41
50% 2
1
75% 4
3
Percentage Fraction
20% 5
1
40% 5
2
60% 5
3
80% 5
4
Percentage Fraction 30%
103
70% 10
7
90% 10
9
Percentage Fraction
%3
133 3
1
%3
266 3
2
Percentage Fraction 10%
101
1% 100
1
Trinity High School Curriculum for Excellence Numeracy Policy
Page 6
% Of An Amount (Non-Calculator) e.g.
66 3
2 % of 24
= 3
2 of 24 (Change % into fraction)
= 24 ÷ 3 x 2 (Divide by denominator, multiply by numerator) = 16
If asked for 15% (or similar) without a calculator, use the following methodology; e.g. 15% of £220 10% of £220 = £22 (emphasise ÷ 10) 5% = 22 ÷ 2 = £11 => 15% = £33 (22 + 11)
% Of An Amount (Calculator)
• 32% of £400
• 100
32 of £400
• = 400 ÷ 100 × 32 (Building on previous knowledge)
• = £128
Trinity High School Curriculum for Excellence Numeracy Policy
Page 7
TThhiiss ppaarrttiiccuullaarr tteecchhnniiqquuee mmaayy bbee uusseedd aaccrroossss tthhee ccuurrrriiccuulluumm ffoorr
ppuuppiillss ttoo ccoonnvveerrtt aannyy tteesstt mmaarrkkss ttoo ppeerrcceennttaaggeess..
Uses and Contexts
Percentages are everywhere in life. Pupils should be able to interpret what a Percentage actually means.
Various contexts can be used across the curriculum as well as throughout our day to day life
NNootteess –– ppaarreennttaall hheellpp
Pupils should be encouraged to LEARN the basic percentage to fraction conversions
Remember that Percentages are always ‘out of 100’
Encourage pupils to show steps in working rather than jumping straight to answers
Converting to a %age (calculator) eg Charlie made a £12 profit from a bicycle that cost him £50. Express
this profit as a percentage of the cost of the bicycle.
10050
12 %
= 24 %
Trinity High School Curriculum for Excellence Numeracy Policy
Page 8
33--0088((aa)) RRaattiioo aanndd PPrrooppoorrttiioonn
RRaattiiooss ccaann bbee uusseedd iinn TTeecchhnniiccaall aanndd GGeeooggrraapphhyy ttoo ccoonnvveerrtt ssccaalleess..
HHoommee EEccoonnoommiiccss mmaayy aallssoo uussee rraattiiooss ttoo ccaallccuullaattee tthhee aammoouunntt ooff
iinnggrreeddiieennttss rreeqquuiirreedd iinn aa rreecciippee..
WWhheenn wwoorrkkiinngg wwiitthh rraattiiooss ((eegg 11::33)) ccoonnvveerrssiioonn iiss ppeerrffoorrmmeedd iinn oonnee
ooff ttwwoo wwaayyss..
CCoonnvveerrttiinngg mmeeaassuurreemmeennttss iinnttoo rreeaall lliiffee
UUssiinngg tthhee ssccaallee 11 ccmm:: 44 mm,, hhooww hhiigghh iiss aa ttrreeee tthhaatt iiss rreepprreesseenntteedd
bbyy 33..99 ccmm iinn mmyy SSccaallee ddrraawwiinngg????
11 ccmm:: 44 mm
33..99 ccmm:: 33..99××44 == 1155..66 mmeettrreess..
MNU 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
Convert to real life by
MULTIPLYING
BY THE SCALE
Trinity High School Curriculum for Excellence Numeracy Policy
Page 9
SSccaalliinngg DDoowwnn
IIff ttrryyiinngg ttoo ccaallccuullaattee hhooww ttoo ccoonnvveerrtt aa
mmeeaassuurreemmeenntt ttoo hheellpp uuss wwiitthh aa ssccaallee
ddrraawwiinngg,, wwee sshhoouulldd ddiivviiddee bbyy tthhee ssccaallee..
ee..gg..
AA sshhiipp ssaaiillss 330000 mmiilleess.. UUssiinngg tthhee ssccaallee
11 ccmm:: 2200 mmiilleess,, ccaallccuullaattee wwhhaatt ssiizzee ooff lliinnee wwee
wwoouulldd hhaavvee ttoo ddrraaww oonn oouurr ssccaallee ddrraawwiinngg..
330000 2200 == 1155 ccmm..
TThheessee ccaallccuullaattiioonnss ddeemmoonnssttrraattee hhooww ttoo ccoonnvveerrtt uussiinngg ssccaalleess..
RRaattiioo aanndd PPrrooppoorrttiioonn ccaann bbee uusseedd ttoo ppeerrffoorrmm ccaallccuullaattiioonnss iinn mmaannyy
ssuubbjjeecctt aarreeaass..
ee..gg.. CCaarrppeett WWoorrlldd aarree sseelllliinngg ccaarrppeettss aatt ££2244 ffoorr 44 mm 2 ..
IIff II ddeecciiddee ttoo bbuuyy tthhee ssaammee ccaarrppeett,, ccaallccuullaattee hhooww mmuucchh iitt wwoouulldd
ccoosstt ffoorr 1133 mm 2 ..
TThheerree aarree sseevveerraall vvaalliidd tteecchhnniiqquueess ffoorr ssoollvviinngg tthhiiss pprroobblleemm..
HHoowweevveerr,, iitt iiss eeaassiieesstt ttoo ccaallccuullaattee tthhee ccoosstt ooff 11 mm 2 aanndd tthheenn
mmuullttiippllyy ttoo ffiinndd tthhee ddeessiirreedd aammoouunntt..
44 mm 2 ££2244
11 mm 2 2244 44 == ££66//mm 2
1133 mm 2 66 ×× 1133 == ££7788..
QQuuaannttiittiieess ooff iinnggrreeddiieennttss ccaann bbee ccaallccuullaatteedd iinn aa
ssiimmiillaarr mmaannnneerr..
Convert to scale drawing measurements by DIVIDING BY
THE SCALE
Always find
UNIT cost first
ie cost of 1.
Trinity High School Curriculum for Excellence Numeracy Policy
Page 10
RRuullee iiss ffaaiirrllyy ssiimmppllee ffoorr rroouunnddiinngg.. 55 oorr aabboovvee mmeeaannss RROOUUNNDD UUPP,,
bbeellooww 55 mmeeaannss RROOUUNNDD DDOOWWNN..
TTeecchhnniiqquuee::
WWhhiicchh ddiiggiitt iiss iimmppoorrttaanntt wwhheenn rroouunnddiinngg??
TThhee iimmppoorrttaanntt ddiiggiitt iiss tthhee oonnee tthhaatt ssiittss iimmmmeeddiiaatteellyy ttoo tthhee rriigghhtt ooff
yyoouurr ddeessiirreedd aaccccuurraaccyy..
RReemmeemmbbeerr PPLLAACCEE VVAALLUUEE..
HHuunnddrreeddss TTeennss UUnniittss .. TTeenntthhss HHuunnddrreeddtthhss
rroouunndd ttoo tthhee nneeaarreesstt tteenn,, llooookk aatt tthhee UUNNIITTSS
rroouunndd ttoo tthhee nneeaarreesstt HHUUNNDDRREEDDTTHH,, llooookk aatt tthhee
TTHHOOUUSSAANNDDTTHHSS.. eettcc
RRoouunndd 447733 ttoo tthhee nneeaarreesstt TTEENN –– llooookk aatt tthhee uunniittss ((tthhee 33))
LLeessss tthhaann 55 447733 == 447700 ((nneeaarreesstt tteenn))
MNU 3-01a
I can round a number
using an appropriate
degree of accuracy,
having taken into account
the context of the
problem
Trinity High School Curriculum for Excellence Numeracy Policy
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RRoouunndd 99..9988 ttoo 11 ddeecciimmaall ppllaaccee..
AAnnsswweerr:: LLooookk aatt 22nndd
nnuummbbeerr aafftteerr ddeecciimmaall ppooiinntt,,
1100..00 –– qquueessttiioonn ssppeecciiffiiccaallllyy aasskkss ffoorr 11 ddpp..
CCoonntteexxttuuaall pprroobblleemmss –– aa ttwwiisstt!!
TThheerree aarree qquueessttiioonnss wwhheerree rroouunnddiinngg rreeqquuiirreess aa ccoommmmoonn sseennssee
aapppprrooaacchh..
eegg AA ttiinn ooff ppaaiinntt ccoovveerrss 1100 mm 2 ooff wwaallll.. IInn mmyy lliivviinngg rroooomm tthhee wwaallllss
ccoovveerr aann aarreeaa ooff 9944 mm 2 .. HHooww mmaannyy ttiinnss ooff ppaaiinntt wwiillll bbee nneeeeddeedd ttoo
ccoommpplleetteellyy ccoovveerr tthhiiss aarreeaa??
9944 1100 == 99..44 ttiinnss..
FFoolllloowwiinngg rruulleess ooff rroouunnddiinngg tthhaatt sshhoouulldd bbee 99 ttiinnss
GGiivveenn tthhee ccoonntteexxtt ooff tthhee qquueessttiioonn,, 1100 ttiinnss ooff ppaaiinntt wwiillll bbee nneeeeddeedd
If important
digit is 5 or
greater,
ROUND UP,
below 5,
ROUND
DOWN
Trinity High School Curriculum for Excellence Numeracy Policy
Page 12
OOnnee ooff tthhee bbaassiicc nnuummeerriiccaall mmeetthhooddss iiss bbeeiinngg aabbllee ttoo mmuullttiippllyy wwhhoollee
nnuummbbeerrss ((aanndd ddeecciimmaallss)) bbyy 1100,, 110000 eettcc..
ee..gg 11)) 4455 ×× 110000 == 44550000
22)) 665588 ×× 1100000000 == 66558800000000
AAss yyoouu wwoouulldd eexxppeecctt,, ddiivviissiioonn iiss
tthhee rreevveerrssee pprroocceessss.. iiee rreemmoovvee
zzeerrooss iinn aaccccoorrddaannccee wwiitthh wwhhaatt yyoouu
aarree ddiivviiddiinngg bbyy..
ee..gg 33)) 4455000000 ÷÷ 110000 == 445500
MNU 3-03a,
MNU 3-03b
I can use a variety of
methods to solve number
problems AND recall
number facts quickly and
use them accurately when
making calculations
To multiply a whole
number by 10, 100 etc,
simply ADD the
corresponding number of
zeros on to the number
Trinity High School Curriculum for Excellence Numeracy Policy
Page 13
DDeecciimmaall MMuullttiipplliiccaattiioonn//DDiivviissiioonn
Multiplying/Dividing A Decimal By 10, 100, 1000(or a multiple of)
Ex.1 2.75 x 10 Explanation should take place on how the
= 27.5 digits will move ONE place to the LEFT
which builds on previous work done with
whole numbers.
3.89 x 10 However, as with whole numbers, a
= 38.9 quicker alternative can be shown by
moving the decimal point ONE place to
the RIGHT.
As before, rules to multiply/divide depend on multiple of 10.
X 10 Move decimal point ONE place to the RIGHT X 100 Move decimal point TWO places to the RIGHT X 1000 Move decimal point THREE places to the RIGHT ÷ 10 Move decimal point ONE place to the LEFT ÷ 100 Move decimal point TWO places to the LEFT
÷ 1000 Move decimal point THREE places to the LEFT
Trinity High School Curriculum for Excellence Numeracy Policy
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Additional examples:
x 30 Multiply by 3 then multiply by 10 (or reverse)
x 600 Multiply by 6 then multiply by 100 (or reverse)
÷ 8000 Divide by 8 then divide by 1000 (or reverse)
If pupils struggle to remember LEFT or RIGHT it could be helpful to
emphasise if the number should be getting bigger or smaller before they
start the calculation.
Subtraction Subtraction is carried out using the ‘decomposition’ method – best illustrated via a few examples!
44
5566
114455
1122
--11 33 99 88
33 22 55 44
TThhiiss mmeetthhoodd aalllloowwss uuss ttoo ‘‘bboorrrrooww’’ ffrroomm tthhee ccoolluummnn ddiirreeccttllyy ttoo tthhee
lleefftt –– iiff ppoossssiibbllee..
HHoowweevveerr,, wwiitthh tthhee ffoolllloowwiinngg eexxaammppllee,, wwee hhaavvee ttoo ggoo ttwwoo ccoolluummnnss
lleefftt ttoo ffiinndd ssoommeetthhiinngg wwee ccaann ‘‘bboorrrrooww’’ ffrroomm..
11 9911
00 1100
-- 66 77
33 33
TThheessee ttyyppeess ooff eexxaammpplleess rreeqquuiirree MMUUCCHH ccaarree!!
Trinity High School Curriculum for Excellence Numeracy Policy
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33--0044 ((aa)) -- NNeeggaattiivvee NNuummbbeerrss
NNeeggaattiivvee NNuummbbeerrss ccaann bbee uusseedd iinn sseevveerraall ccoonntteexxttss..
HHiissttoorryy:: UUssee ooff AADD//BBCC
AAccccoouunnttss:: nneeggaattiivvee mmoonneeyy rreepprreesseennttss ‘‘aaccccoouunntt iinn oovveerrddrraafftt’’
SScciieennccee:: TTeemmppeerraattuurree
TThhee aaccttuuaall ccaallccuullaattiioonn ssiiddee ooff NNeeggaattiivvee NNuummbbeerrss iiss rreellaattiivveellyy
ssttrraaiigghhtt ffoorrwwaarrdd..
MNU 3-04a
I can use my
understanding of
numbers less than zero
to solve simple
problems in context
(+) (-) means SUBTRACT.
(-) (-) means ADD.
Add means increase in
value, Subtract means
decrease.
Trinity High School Curriculum for Excellence Numeracy Policy
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ee..gg
11)) )5(4
== 54
== 1
22)) )7(3
== 73
== 4
33)) 56
== 30
44)) )6(42
== 7
When Multiplying and
Dividing:
(-) × (+) = (-)
(-) ÷ (-) = (+)
Trinity High School Curriculum for Excellence Numeracy Policy
Page 17
33--1111 ((aa)) CCoonnvveerrssiioonn aanndd FFoorrmmuullaaee
TThhee ttaabblleess,, aatt tthhee bbaacckk ooff tthhee ddooccuummeenntt,, ccaann bbee uusseedd ttoo ccoonnvveerrtt
bbeettwweeeenn uunniittss ooff mmeeaassuurree,, vvoolluummee aanndd wweeiigghhtt..
ee..gg.. CChhaannggee 55335500mm iinnttoo kkmm..
55335500 ÷÷ 11000000** == 55..3355kkmm ** 11kkmm == 11000000mm
TThheerree aarree mmaannyy ddiiffffeerreenntt ffoorrmmuullaass ffoorr AArreeaa.. TThhee bbaassiicc pprroocceedduurree,,
ffoorr aallll ffoorrmmuullaass,, sshhoouulldd rreemmaaiinn tthhee ssaammee..
MNU 3-11a
I can solve practical
problems by applying
my knowledge of
measure, choosing the
appropriate units and
degree of accuracy for
the task and using a
formula to calculate area
and volume.
Write down formula
Substitute numbers into
formula
Calculate answer
Trinity High School Curriculum for Excellence Numeracy Policy
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ee..gg.. CCaallccuullaattee tthhee aarreeaa ooff tthhee ttrriiaannggllee
AArreeaa == heightbase
2
1
== 672
1
== 221cm
7 cm
6 cm
Trinity High School Curriculum for Excellence Numeracy Policy
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33--2222((aa)) PPrroobbaabbiilliittyy
PPrroobbaabbiilliittyy wwoouulldd aallwwaayyss bbee eexxpprreesssseedd aass aa ffrraaccttiioonn,, rraattiioo oorr
ddeecciimmaall..
PPrroobbaabbiilliittyy wwoouulldd aallwwaayyss bbee mmeeaassuurreedd oonn aa ssccaallee ooff 00 ttoo 11,, wwhheerree
00 iiss iimmppoossssiibbllee aanndd 11 iiss cceerrttaaiinn..
MNU 3-22a
I can find the probability
of a simple event
happening and explain
why the consequences of
the event, as well as its
probability, should be
considered when making
choices.
Probability = Number of positive outcomes
Total number of outcomes
Trinity High School Curriculum for Excellence Numeracy Policy
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ee..gg NNiinnee wwooooddeenn bbaallllss,, nnuummbbeerreedd 11 ttoo 99,, aarree ppllaacceedd iinn aa bbaagg..
WWhhaatt iiss tthhee pprroobbaabbiilliittyy tthhaatt II ppiicckk oouutt aa bbaallll wwhhiicchh iiss ggrreeaatteerr
tthhaann 77??
PPrroobb((>> 77)) == 9
2
NNoottee:: OOnnllyy 22 ppoossiittiivvee oouuttccoommeess ((88 oorr 99)) aanndd 99 ttoottaall
oouuttccoommeess..
Trinity High School Curriculum for Excellence Numeracy Policy
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33--1100((aa)) TTiimmee,, DDiissttaannccee,, SSppeeeedd
TThhee ffoolllloowwiinngg ccoonnvveerrssiioonn iiss vviittaallllyy iimmppoorrttaanntt wwhheenn ccaallccuullaattiinngg uussiinngg
tthhee ttiimmee,, ddiissttaannccee ssppeeeedd ttrriiaannggllee..
TTiimmee mmuusstt aallwwaayyss bbee ccoonnvveerrtteedd ttoo aa ddeecciimmaall..
ee..gg 33 hhoouurrss aanndd 1155 mmiinnuutteess == 33..2255 hhrrss
TToo ccoonnvveerrtt mmiinnuutteess,, 1155 ÷÷ 6600 == 00..2255 hhrrss ==>> 33..2255 hhrrss
HHoouurrss MMiinnuutteess
× 60
÷ 60
MNU 3-10a
Using simple time
periods, I can work out
how long a journey will
take, the speed travelled
at or the distance
covered, using my
knowledge of the link
between time, distance
and speed.
Always remember to convert
time to a decimal when
calculating using time,
distance, speed.
Trinity High School Curriculum for Excellence Numeracy Policy
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WWhheenn ccaallccuullaattiinngg,, uussiinngg ss//dd//tt,, rreemmeemmbbeerr tthhiiss ttrriiaannggllee ttoo hheellpp wwiitthh
tthhee ffoorrmmuullaass..
FFoorrmmuullaass::
time
cedisspeed
tan ,,
speed
cedistime
tan ,, timespeedcedis tan
ee..gg..
CCaallccuullaattee tthhee ddiissttaannccee ffrroomm
GGllaassggooww ttoo CCaarrlliissllee iiff II ttrraavveelllleedd
aatt aann aavveerraaggee ssppeeeedd ooff 6600mmpphh
ffoorr 11 hhoouurr 4455 mmiinnuutteess..
TTiimmee == 11..7755 hhoouurrss
DD == ss ×× tt
== 6600 ×× 11..7755
== 110055 mmiilleess
NNBB RReemmeemmbbeerr ttoo ccoonnvveerrtt ttiimmee iinnttoo ddeecciimmaallss..
d
s t
Simply cover up the quantity
you require and the formula is
constructed with the other two
letters.
Trinity High School Curriculum for Excellence Numeracy Policy
Page 23
33--0099((aa)),, ((bb)) MMoonneeyy
MMaannyy aassppeeccttss ooff mmoonneeyy rreeqquuiirree aa lliittttllee kknnoowwlleeddggee ccoouupplleedd wwiitthh
ccoommmmoonn sseennssee..
KKnnoowwlleeddggee ooff tthhee pphhrraasseess aanndd ppuuttttiinngg tthheemm iinnttoo tthhee rreeaall lliiffee
pprraaccttiiccee iiss wwhhaatt iiss rreeqquuiirreedd ffoorr llaatteerr lliiffee..
MMoosstt ccaallccuullaattiioonnss iinnvvoollvviinngg mmoonneeyy rreevvoollvvee aarroouunndd aa ssoouunndd
kknnoowwlleeddggee ooff aarriitthhmmeettiicc sskkiillllss –– sseeee 33..0011((aa)),, 33..0033((aa)),, ((bb))..
MNU 3-09a, b
When considering how
to spend money, I can
source, compare and
contrast different
contracts and
services…….
I can budget
effectively, making use
of technology to
manage money and
plan for future
expenses.
Trinity High School Curriculum for Excellence Numeracy Policy
Page 24
AAddddiittiioonnaall tteecchhnniiqquueess::
11)) AAvveerraaggeess//MMeeaann::
CCaallccuullaattee tthhee aavveerraaggee ooff 44,, 99,, 1133,, 1122,, 77
AAvveerraaggee == 95
45
5
7121394
To calculate average:
• Add together all the
digits
• Divide total by number
of data.
Trinity High School Curriculum for Excellence Numeracy Policy
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22)) BBOODDMMAASS
EEaacchh ooff tthhee lleetttteerrss ooff BBOODDMMAASS ssttaannddss ffoorr aa ppaarrttiiccuullaarr MMaatthheemmaattiiccaall
ooppeerraattiioonn..
BB –– BBrraacckkeettss
OO –– OOtthheerrss ((ee..gg.. ppoowweerrss,, ssqquuaarree rroooottss,, ooff))
DD –– DDiivviissiioonn
MM –– MMuullttiipplliiccaattiioonn
AA –– AAddddiittiioonn
SS –– SSuubbttrraaccttiioonn
e.g.
1) 735
215
26
2) 274
211 5.5
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