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St Thomas Becket Catholic College

(Specialist in Humanities)




Numeracy Across the Curriculum Policy
November 2011
(Draft)
A whole school approach to Mathematics








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Numeracy across the Curriculum Policy
A whole school approach to mathematics




AIMS:

For each pupil to further develop mathematical skills through their application in all areas of the
curriculum in order to promote better learning and to raise standards.




OBJECTIVES:


- increasing pupils awareness and use of the different calculation strategies including
standard written methods and the appropriate use of a calculator


- helping pupils to develop their thinking and reasoning skills by providing greater
opportunities for problem solving


- supporting pupils with the handling, analysis and interpretation of information,
including numerical data


- promoting consistently high expectations of neatness and accuracy in drawing and
measurement work


- develop the skills that pupils need to cope confidently with the demands of further
education, employment and adult life




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Introduction:

The purposes of our whole-school numeracy policy:

I. to develop, maintain and improve standards in numeracy across the school;
II. to ensure consistency of practice including methods, vocabulary, notation, etc.;
III. to indicate areas for collaboration between subjects;
IV. to assist the transfer of pupils knowledge, skills and understanding between subjects.



Definition of numeracy:

Numeracy is a proficiency which is developed mainly in mathematics but also in other subjects. It is more than an
ability to do basic arithmetic. It involves developing confidence and competence with numbers and measures. It
requires understanding of the number system, a repertoire of mathematical techniques, and an inclination and ability
to solve quantitative or spatial problems in a range of contexts. Numeracy also demands understanding of the ways in
which data are gathered by counting and measuring, and presented in graphs, diagrams, charts and tables.
(Framework for Teaching Mathematics yrs 7 to 9 DfES)


I Raising Standards

Raising Standards in Numeracy across our school cannot be solely judged in increased test percentages. There is a
need to evaluate the pupils ability to transfer mathematical skills into other subject areas, applying techniques to
problem solving. Their confidence in attempting this is initially as important as achieving the correct solution


II Consistency of Practice

The Mathematical Association recommend that teachers of Mathematics and teachers of other subjects co-operate
on agreed strategies.
In particular that:


Teachers of mathematics should:

1. be aware of the mathematical techniques used in other subjects and provide assistance and advice to other
departments, so that a correct and consistent approach is used in all subjects.

2. provide information to other subject teachers on appropriate expectations of students and difficulties likely to be
experienced in various age and ability groups.

3. through liaison with other teachers, attempt to ensure that students have appropriate numeracy skills by the time
they are needed for work in other subject areas.

4. seek opportunities to use topics and examination questions from other subjects in mathematics lessons.






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Teachers of subjects other than mathematics should:

1. ensure that they are familiar with correct mathematical language, notation, conventions and techniques, relating
to their own subject, and encourage students to use these correctly.

2. be aware of appropriate expectations of students and difficulties that might be experienced with numeracy skills.

3. provide information for mathematics teachers on the stage at which specific numeracy skills will be required for
particular groups.





ROLE & USE OF CALCULATORS


In simple terms, each department needs to decide and then plan into each module of work whether calculators are
banned, ignored, allowed, encouraged or compulsory!


Whole school Policy on the use of calculators
The school expects all pupils to bring their own scientific calculator to lessons when required.
In deciding when pupils use a calculator in lessons we should ensure that:

- pupils first resort should be mental methods;
- pupils have sufficient understanding of the calculation to decide the most appropriate method: mental,
pencil and paper or calculator;
- pupils have the technical skills required to use the basic facilities of a calculator constructively and efficiently,
the order in which to use keys, how to enter numbers as money, measures, fractions, etc.;
- pupils understand the four arithmetical operations and recognise which to use to solve a particular problem;
- when using a calculator, pupils are aware of the processes required and are able to say whether their answer
is reasonable;
- pupils can interpret the calculator display in context (e.g. 5.3 is 5.30 in money calculations);
- we help pupils, where necessary, to use the correct order of operations especially in multi-step calculations,
such as (3.2 - 1.65) x (15.6 - 5.77).


Vocabulary

The following are all important aspects of helping pupils with the technical vocabulary of Mathematics:
- Use of Word walls
- Using a variety of words that have the same meaning e.g. add, plus, sum
- Encouraging pupils to be less dependent on simple words e.g. exposing them to the word multiply as a
replacement for times
- Discussion about words that have different meanings in Mathematics from everyday life e.g. take away, volume,
product etc
- Highlighting word sources e.g. quad means 4, lateral means side so that pupils can use them to help remember
meanings. This applies to both prefixes and suffixes to words.








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IV Transfer of Skills:

It is vital that as the skills are taught, the applications are mentioned and as the
applications are taught the skills are revisited.

The Mathematics team will deliver the National Curriculum knowledge, skills and understanding
through the Framework using direct interactive teaching, predominantly in 3 part lessons. They
will make references to the applications of Mathematics in other subject areas and give contexts
to many topics. Other curriculum teams will build on this knowledge and help pupils to apply them
in a variety of situations. Liaison between curriculum areas is vital to pupils being confident with
this transfer of skills and the Maths team willingly offers support to achieve this.

The transfer of skills is something that many pupils find difficult. It is essential to start from the
basis that pupils realise it is the same skill that is being used; sometimes approaches in subjects
differ so much that those basic connections are not made.


































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SECTION A: Number and calculation methods

Reading and writing numbers

Pupils should be encouraged to write figures simply and clearly. Zeros or sevens with a line
through should be discouraged.

Most pupils should be able to write numbers up to a thousand in words, but there are often
problems with bigger numbers. It is now common practice to use spaces between each group of
three figures in large numbers rather than commas

eg 56 000 rather than 56,000

In reading large numbers pupils should apply their knowledge of place value working from the right
in groups of three digits. So the first group contains hundreds, tens and units. This is repeated in
the next group as thousands and the next group as millions. The number is then read from left to
right.

So

4 024 132 is read as Four Million Twenty Four Thousand One Hundred and Thirty Two

Language of operations

All pupils should be able to understand and use different terms for the four basic operations but
some pupils will have difficulty in associating terms with symbols.

+ - x
add
increase
more
plus
sum
total

decrease
difference
less
minus
reduce
subtract
take

multiply
of
product
times
divide
share
quotient

Order of operations

When carrying out a series of operations pupils can often be confused about the order in which the
operations should be done

Eg Does 6 + 5 x 7 mean 11 x 7 or 6 + 35 ?

Some pupils will be familiar with the mnemonic BODMAS or BIDMAS

Brackets, power OF or Indices, Division, Multiplication, Addition, Subtraction

Hence,

6 + 5 x 7 = 6 + 35 = 41 whereas

(6 +5) x 7 = 11 x 7 = 77

Calculators
7

The school expects all pupils to bring their own scientific calculator to lessons when required.
In deciding when pupils use a calculator in lessons we should ensure that:

- pupils first resort should be mental methods;

- pupils have sufficient understanding of the calculation to decide the most appropriate
method: mental, pencil and paper or calculator;

- pupils have the technical skills required to use the basic facilities of a calculator
constructively and efficiently, the order in which to use keys, how to enter numbers as
money, measures, fractions, etc.;

- pupils understand the four arithmetical operations and recognise which to use to solve a
particular problem;

- when using a calculator, pupils are aware of the processes required and are able to say
whether their answer is reasonable;

- pupils can interpret the calculator display in context (e.g. 5.3 is 5.30 in money
calculations);

- we help pupils, where necessary, to use the correct order of operations especially in
multi-step calculations, such as (3.2 - 1.65) x (15.6 - 5.77).

Some pupils are over-dependent on the use of calculators for simple calculations. Wherever
possible pupils should be encouraged to use mental or pencil and paper methods.

It is, however, necessary to give consideration to the ability of the pupil and the objectives of the
task in hand. In order to complete a task successfully it may be necessary for pupils to use a
calculator for what you perceive to be a relatively simple calculation. This should be allowed if
progress within the subject area is to be made. Before completing the calculation pupils should be
encouraged to make an estimate of the answer.

Mental Calculations

Most pupils should be able to carry out the following processes mentally though the speed with
which they do it will vary considerably.

- recall addition and subtraction facts up to 20

- recall multiplication and division facts for tables up to 10 x 10.


Pupils should be encouraged to carry out other calculations mentally using a variety of strategies
but there will be significant differences in their ability to do so. It is helpful if teachers discuss with
pupils how they have made a calculation. Any method which produces the correct answer is
acceptable.







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Writing Calculations

Pupils have a tendency to use the = sign incorrectly and write mathematical expressions that do
not make sense

Eg 3 x 2 = 6 + 4 = 10 7 = 3

It is important that pupils are encouraged to write such calculations correctly

Eg 3 x 2 = 6
6 + 4 = 10
10 7 = 3

The = sign should only be used when both sides of the equation have the same value. There is
no problem with calculations such as

34 + 28 = 30 + 20 + 4 + 8 = 50 + 12 = 62

Decimal notation

All pupils should be familiar with decimal notation for money although the may use it incorrectly.

Correct Incorrect
2.35 2.35p
4.60 4.6
0.25 0.25p
32p 0.32p

Pupils should also be familiar with decimal notation in the context of measurement but will
sometimes misinterpret the decimal part of the number they may need to be reminded for
example that 1.5 metres is 150 cm and not 105cm. Simple problems may occur when interpreting
a calculator with respect to money.

Pupils often read decimal numbers incorrectly eg 8.72 is often read as eight point seventy two
instead of eight point seven two.

They may also have problems with comparing the size of decimal numbers and may believe
that 2.36 is bigger than 2.8 because 36 is bigger than 8. If they need to compare numbers it may
help to write them to the same number of decimal places eg 2.36 and 2.80


















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Calculation methods

Below, you will find examples of problems involving the four operators, how they are taught, and
approached by pupils at different stages in their school lives. It is important to remember that,
pupils on entry to secondary school, may still be using these earlier methods of calculation.

Pupils are encouraged to use mental calculations to support their written recordings.

Year Addition Subtraction
3/4 Example 1: 29 + 39 = 30 + 40 - 2
= 70 - 2
= 68
or
29 + 39 = 20 + 30 + 9 + 9
= 50 + 18
= 50 + 10 + 8
= 60 + 8
= 68
Example 1: 90 - 37 = 90 - 40 + 3
= 53
or
+3 +50



37 40 90
90 37 = 53

Example 2: 287 + 45
200 + 80 + 7
+ 40 + 5
200 + 120 + 12 = 332
or
287 287
+45 +45
200 12
120 120
12 200
332 332
Example 2: 567 243
500 + 60 + 7
200 + 40 + 3
300 + 20 + 4 = 324
or
767 619 By

50
exchanging
700 + 60 + 17 a ten for ten
600 + 10 + 9 units
100 + 40 + 8 = 48
5/6






7/8

Example: 8642 + 753
8000 + 600 + 40 + 2
700 + 50 + 3
8000 + 1300 + 90 + 5
= 9395
or
8000 + (600 + 700) +
(40 + 50) + (2 + 3)
= 8000 + 1300 + 90 + 5
= 9395
or
8642 By this time they
+753 understand
9395 carrying
1
Example: 2410 - 482

1000 1300 100 10
2000 + 400 + 10 + 0
400 + 80 + 2
1000 + 900 + 20 + 8
= 1928
or
2410
- 482 Using what they
-2 know about
-70 negative numbers
2000
1928
or
1 13 10 1
By now they
2410 understand
- 482 borrowing
1928
By Year 5/6 pupils will be able to extend their experience of addition and subtraction into
a range of contexts, including calculations with money and measurement with decimals.

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Multiplication and Division


Multiplication is usually associated with the idea of repeated addition, e.g.:

7 x 6 = 6 + 6 + 6 + 6 + 6 + 6 + 6 = 42

Division is associated with repeated subtraction or sharing, e.g.:

42 7 = 42 7 7 7 7 7 7 7 = 0 (42 shared equally 6 times)

Year Multiplication Division
3/4 Pupils will be taught multiplication tables
up to 10 x 10 and associated facts, e.g.:

If 7 x 9 = 63
then 9 x 7 = 63
63 9 = 7
63 7 = 9

4 + 4 + 4 + 4 + 4 + 4 = 6 x 4

8 + 8 + 8 = 8 x 3

6 x 4 = 24
8 x 3 = 24

7 x 29 = (7 x 30) (7 x 1)
= (7 x 3 x 10 ) (7 x 1)
= 210 7
= 203

20 x 30 = (2 x 10) x (3 x 10)
Using = 2 x 3 x 10 x 10
multiples = 6 x 10 x 10
of 10 = 600

Recognition that division is the inverse
of multiplication, e.g.:

63 9 = 7
became 7 x 9 = 63
5/6 Example: 275 x 8
(200 x 8) + (70 x 8) + (5 x 8)
1600 + 560 + 40
= 2200
or
275 x 2 = 550
275 x 4 = 1100 (doubled)
275 x 8 = 2200 (doubled)
or
Grid
method

= 1600 + 560 + 40
= 2200

Working on the idea that division is
repeated subtraction. e.g.:

458 3
Since 3 x 100 = 300 and
3 x 200 = 600
the answer must be between 100 and
200 (estimation).
3 x 100 = 300
2 x 50 = 150 (halving)
3 x 150 = 450
3 x 2 = 6
3 x 152 = 456
So: 458 3 = 152 remainder 2

x
8
200
1600
70
560
5
40
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Year Multiplication Division
5/6 Example: 24 x 16
24 x 10 = 240
24 x 16
24 x 6 = (20 x 6) + (4 x 6)
= 144
240 + 144 = 384
or
(24 x 20) (24 x 4)
=480 96
= 384
or
20 4
10 200 40
6 120 24


26 x 16 = 200 + 120 + 40 + 24
= 384

Note: This is a very popular method is
known as the box or grid method. This
is an algorithmic method that does require
understanding but is utilised very
effectively my many pupils.

Example: 432 15



1 5 4 3 2
- 1 5 0 1 0
2 8 2
- 1 5 0 1 0
1 3 2
- 6 0 4
7 2
- 6 0 4
1 2 2 8

432 15 = 28 remainder 12

The above method is referred to as
chunking, as they are subtracting
chunks of 15 at a time.
5/6 Example: 24
x 16
24 (6 x 4)
120 (6 x 20)
40 (10 x 4)
200 (10 x 20)
384

This comes direct from the grid method.



7/8

Standard method long multiplication
24
x 16
144 (6 x24)
240 (10 x 24)
384


Standard method long division
28 r 12
15 432
30
132
120
12

Many lower attaining pupils experience great difficulty in understanding some formal methods of
calculation. It is essential to build upon what the child knows, understands and can do. The
examples above are real examples of how pupils have approached the problems.


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Calculating with,
Fractions, Decimals and Percentages


Non-Calculator Methods

CALCULATING WITH FRACTIONS

Example: Calculate
5
6
of 48

Solution:

Now
5
6
= 5 x
1
6
, but before we can find
5
6
, we need to find the value of
1
6
, then multiply by 5.

To find
1
6
of 48 we need to divide 48 by 6.

So,
1
6
of 48 = 48 6 = 8

We can now replace
1
6
with 8.

So,
5
6
of 48 = 5 x
1
6
= 5 x 8 = 40.
















Final answer

5
6
of 48 = 40



1
6
is now replaced with the 8,
since
1
6
of 48 is 8
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CALCULATING WITH PERCENTAGES

Example: Calculate the VAT on 240 @ 17.5%

Solution:

Noting first that 17.5% = 10% + 5% + 2.5%

Now 10% of 240 = 240 10 = 24








Now, since 10% is equal to 24

and
of 10% is 5%
then
5% of 24
= of 24
=12

Similarly,
2.5% of 24 = 6.
We have then:

17.5% of 240
= [10% + 5% + 2.5%] of 240
= 24 + 12 + 6
= 42

Final answer:

17.5% of 240 = 42


Since 10% =
1
/
10
, to find 10% of
240 we divide 240 by 10.
14

We can of course use this method to calculate any percentage but this method is best used when
the numbers are nice. See the example below.

Example: Calculate 45% of 36

Solution: 45% of 36

= [4 x 10% + 5%] of 36

Now, 10% of 36

= 36 10 = 3.6

= 3.60,

and similarly

5% = 1.80

We then have

40% = 4 x 10%

= 4 x 3.6

= 14.4

= 14.40

So,

45% of 36

= [40% + 5%] of 36

= 14.40 + 1.80

= 16.20

Final answer: 45% of 36 = 16.20


Whilst it is possible, it would be inefficient to calculate 23.608% of 406.87kg using this method.
For this a calculator is best used!










Definitely worth reinforcing that 3.6
means 3.60 and not 3.06
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Calculator Methods
Calculator methods generally involve changing the fraction or percentages into a decimal first.
Decimals are often referred to as multiplying factors since, having turned the fraction or
percentage into a decimal, we use it to multiply.

Changing a fraction into a decimal

To change a fraction into a decimal, you divide the top number (numerator) by the bottom number
(denominator). To help pupils to remember this it is often useful to remind them that a fraction
looks like a divide sign:
numerator

denominator


Changing a percentage into a decimal

To change a percentage into a decimal we aim to remember that percentage means per-
hundred. Therefore 23% means 23 per 100. This is written as
23
/
100
, and to change this fraction
into a decimal we divide 23 by 100 , as above.





Note:
Most pupils simply need to remember that to change a percentage into a decimal; they should
divide the percentage by 100.

A starter to a lesson where this skill needs to be utilised might look like this, where the pupils
need to fill in the blank spaces with the appropriate value.













Fraction Decimal Percentage
4
/
5
? ?
? 0.125 ?
? ? 65%
8
/
13
? ?

This line means divide
Lower ability students will
still have a problem with this
skill area.

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Example: Calculate 5.35% of 23,456kg


Solution: 5.35% as a decimal?

5.35 100 = 0.0535

So,

0.0535 x 23,456 = 1,254.896

Final answer

5.35% of 23,456kg = 1,254.896kg


Depending upon the context, a suitable degree of accuracy would now be required.


This is the
multiplying factor
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SECTION B: Handling Data

Throughout the mathematics curriculum the clear message is that data handling is best taught in
the context of real statistical enquiries, in a coherent way so that teaching objectives arise naturally
from the whole cycle, as represented in the following diagram:

Data Handling Cycle Process











Other subjects within the national curriculum have similar descriptions for the role of data handling
within their subject-specific contexts:


The new GCSE Mathematics curriculum, first examined in 2003, in addition to the overall data
handling picture presented above, requires candidates to produce one piece of extended work that
demonstrates an ability to handle and compare data. This is worth 10% of the total marks. This
data handling project also offers opportunities for candidates to produce a piece of work that will
satisfy the vast majority of requirements for Key Skills.

1. Specifying the problem and planning

In order to specify a problem, pupils need to suggest a hypothesis that could be investigated.

A hypothesis is a statement about something youre going to investigate which clearly states a
point of view, eg:
+ taller people jump higher
+ more expensive cars are faster
+ girls are more intelligent than boys




Specify the
problem and plan
Collect data from a
variety of sources
Interpret and
discuss data
Process and
represent data
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2. Collecting Data

It is important that data are collected for a purpose. Data are found as either:
a) Primary data data you collect yourself using a survey or experiment; or
b) Secondary data data that is already collected for you. You can find secondary data in
books or on the internet.

Example: Survey/Questionnaire

To decide whether traffic outside school can be reduced, the Maypole High Governors want to ask
drivers:

+ How far is it to school? + How many people do you bring to school?
+ Do you drive in every day? + Do any other pupils live near you?
+ Why do you drive your children to school? + What do you think of the traffic outside school?
+ How long does your car journey take? + What buses go from near your house?

Some of the questions have
yes or no answers:

Others have numerical
answers:

These have many different
answers:
+ Do you drive in every day?
+ Do any other pupils live
near you?
+ How far is it to school?
+ How long does your car
journey take?
+ How many people do you
bring to school?
+ Why do you drive your
children to school?
+ What buses go from near
your house?
+ What is your opinion on the
traffic outside school?

These are closed questions. They have
particular answers. You could use tick boxes to
collect this data

These are open questions. They can include
answers you havent thought of.

The governors develop a questionnaire for their questions:

Traffic Questionnaire

1. Do you drive to school every
day of the week? Yes No

Yes/No answers give very limited information but
the data is easy to collect
2. How many people do you
bring to school? 1 2 3 4+
This question has an exact, or discrete, number
of answers
3. How far do you travel to school? _________

These questions have a range of numeric
answers. The data is easier to use if you collect
it in ranges in a frequency table
4. How long does your car journey take? _____

5. Why do you drive your children to school?


Why questions are very open so the responses
may not be easy to analyse
6. What do you think about the traffic outside
school? (1 = good, 5 = bad)

1 2 3 4 5
An open question can be closed down to specific
responses using a scale
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You can use a questionnaire to conduct a survey. Open questions invite any response. Closed
questions invite choice.

To understand how to collect data properly, it is necessary to consider different types of data, so
that collection and handling activities can take place. One key idea, important to the proper
collection of data, is that of sampling.


The Vocabulary of Sampling

Population: The entire group of people, animals, or things about which we want information

Sample: A part of the population from which we actually collect data/information, used to
draw conclusions about the whole




IMPORTANT:

In order for a sample to be suitable,
at least 30
pieces of information need to be collected.


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3. Representing data and interpretation

Representing data in an orderly and easy-to-read/understand form is paramount to Handling Data.
Charts and diagrams without headings, labels and an appropriate scale are useless.

The representations synthesise the raw data into summary information. We will be looking at how
to draw the most common charts: bar charts, pie charts and scatter diagrams. Also a brief look at
averages.

Bar Charts:

A bar chart uses bars to represent data. Each bar represents a category or class.

Title







Key if required













Both axes labelled clearly

These diagrams are most frequently used in areas of the curriculum other than mathematics. The
way in which the graph is drawn depends on the type of data to be processed.

Graphs should be drawn with gaps between the bars if the data categories are not numerical
(colours, makes of car, names of pop star, etc). There should also be gaps if the data is numeric
but can only take a particular value (shoe size, KS3 level, etc). In cases where there are gaps in
the graph the horizontal axis will be labelled beneath the columns.

The labels on the vertical axis should be on the lines.









Opinion about smoking in public places
66%
58%
52%
27%
38%
44%
0%
20%
40%
60%
80%
100%
Hotels & motels Workplaces Restaurants
Survey conducted during July 19-31, 2000
P
e
r
c
e
n
t
a
g
e

o
f

r
e
s
p
o
n
s
e
s
Set aside areas
Totally ban
21
eg.

Bar Chart to show representation of
non-numerical data
0
1
2
3
4
5
6
7
8
9
10
walk train car bus other
Mode of Transport
N
u
m
b
e
r

o
f

p
u
p
i
l
s



Where the data is continuous, eg. lengths, the horizontal scale should be like the scale used for a
graph on which points are plotted.

eg

0 10 20 30 40 50 60

NOT

0 1 2 3 4 5 x






"Bar Chart" to show representation of continuous
data
0
2
4
6
8
10
0
Height (cm)
F
r
e
q
u
e
n
c
y
0 10 20 30 40 50 60 70
22



Line Graphs

Line graphs should only be used with data in which the order in which the categories are written is
significant.
Points are joined if the graph shows a trend or when the data values between the plotted points
make sense to be included. For example the measure of a patients temperature at regular
intervals shows a pattern but not a definitive value.

Incorrect Use of Line Graph
0
2
4
6
8
10
walk train car bus other
Mode of Transport
N
u
m
b
e
r

o
f

p
u
p
i
l
s



USE OF COMPUTERS

Pupils throughout the school should be able to use Excel or other spreadsheets to draw graphs to
represent data. As it is easy to produce a wide variety of graphs there is a tendency to produce
diagrams which have little relevance. Pupils should be encouraged to write a comment explaining
their observations from the graph

PIE CHARTS:

A pie chart uses a circle to show data. Each class or category has a slice of the circle.
Example: Draw a pie chart to illustrate the following information.

Type of transport Train Coach Car Ship Plane
Frequency 48 28 125 22 27

We need to find the fraction of the total, which represents each type of transport, and express this
as a decimal. Many pupils prefer to remember that we simply divide each frequency by the total.
This decimal is called the multiplying factor. To find the angle we then multiply 360 degrees by the
multiplying factor.

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Type of transport Frequency Multiplying Factor Angle
Train 48
48 250 = 0.192
360 0.192 ~ 69
Coach 28
28 250 = 0.112

360 0.112 ~ 40
Car 125
125 250 = 0.5

360 0..5 ~ 180
Ship 22
22 250 = 0.088

360 0.088 ~ 32
Plane 27
27 250 = 0.108

360 0.108 ~ 39
Totals 250 1
360
o


Notice:
We use the total of 250 to calculate each fraction
We round off each angle to the nearest degree
We check that the sum of all the angles is 360
o


The pie chart can now be drawn. It is important to check that pupils know how to use the protractor
and are accurate with their measurement

INTERPRETATIONS

Most people travel to holiday by car
Less than a quarter go by train
If 1000 people went on holiday, about 160 would go by
coach
There is no information about who took part in the survey,
so is the pie chart representative of the population?


SCATTER DIAGRAMS
A scatter diagram is a method of comparing two sets of data, and discovering if there is a link
(relationship) between them, e.g.





25 pupils' Mathematics & English scores
0
20
40
60
80
100
0 50 100
Mathematics marks
E
n
g
l
i
s
h

m
a
r
k
s
24

Looking at relationships, scatter diagrams tell us whether there is a correlation (link) between the
two data sets. It is quite common when using scatter diagrams to include a line of best fit (a
straight line), which goes through the middle of the data, passing as close to as many points as
possible. This would allow us to make estimates for certain cases.

Here are three statements that may or may not be true.
The taller people are, the wider their arm span is likely to be.
The older a car is, the lower its value will be.
The distance you live from your place of work will affect how much you can earn.


Collecting data and plotting the data on a scatter diagram could test these
relationships. For example, the first statement may give a scatter
diagram like that on the right. This has a positive correlation because
the data has a clear trend and we can draw a line of best fit that passes
quite close to most of the points. From such a scatter diagram we could
say that the taller someone is, the wider the arm span.


Testing the second statement may give a scatter diagram like that on the
right. This has a negative correlation because the data has a clear
trend, and we can draw a line of best fit that passes quite close to most
of the points. From such a scatter diagram we could say that as a car
gets older, its value decreases.



Testing the third statement may give a scatter diagram like that on the
right. This scatter diagram has no correlation. It is not possible to
draw a line of best fit. It could therefore say that there is no relationship
between the distance a person lives from his or her work and how much
the person earns.









x x
x
x
x
x x
x x
x x

x
Height (cm)
A
r
m

s
p
a
n

(
c
m
)

x
x
x

x
x
x

x
Age (years)
V
a
l
u
e

(

)

x x
x
x
x

x
x
x
x

W
a
g
e

(

)

Distance from work

25
Averages

This is a number that is used to represent a set of data. There are three main averages used in
different circumstances. You have to choose the most appropriate average to use.

MEAN: The sum of all the values divided by the number of values, eg Find the mean of 6, 3, 1, 4

Mean = 6 + 3 + 1 + 4
4
= 14 4

= 3.5

MEDIAN: The value in the middle of the data after it has been arranged in size order. If we have
an even number of data, then we find the mean of the middle two values.

Example 1. Find the median of 4, 6, 3, 2, 1

6, 4, , 2, 1 Median is 3



Example 2. Find the median of 4, 6, 3, 2, 1, 2

6, 4, 3, 2, 2, 1 Median = 3 + 2
2
= 2.5

Mode: The value in the data that occurs most frequently, e.g.

Find the mode of : 3, 15, 0, 3, 1, 0, 4, 3 Mode = 3

If there is no number that occurs most often, there is no mode.

The Range is the spread of data, i.e. the largest value subtract the smallest value, e.g.:

7, 6, 8, 12, 9 Range = 12 6 = 6


The mean is a good average when the range is small. The median is a useful average when the
range is large.












26
SECTION C: Algebra

Algebra

Algebra is often referred to as the language of mathematics. When working with algebra it is important
that before attempting to perform any calculations pupils translate the algebra into English.

Example: 5x + 3 = 18 means five times a number plus three equals eighteen


Solving Equations

There are three main methods for solving equations.

METHOD ONE MACHINE/INVERSE METHOD

Example: Solve 5x + 3 = 18

Solution: First we look at what is happening to x, in the correct order, to get 18.


x 5 + 3 18


We then push the 18 back through the machine in the reverse order performing the inverse
operation e.g. + 3 becomes 3 and 5 becomes 5
We then get:

(15)
3 5 - 3 18
so
x = 3


This method can also be used effectively when rearranging simple equations.

Example

Rearrange the following equation, writing v in terms of u

14
2
u
v = +

First we look at what is happening to u, in the correct order, to get v. We then reverse the flow
diagram by putting the v back through the machine.

u 2 + 14 v





27
Something plus 3 equals 18.
That something must be 15.
So what I have covered up
must be equal to 15.
Performing the inverse operations e.g. +14 becomes 14 and 2 becomes 2

(V 14)
2(v 14) 2 14 v

so u = 2(v 14)


METHOD TWO COVER UP METHOD

Example

Solve: 5x + 3 = 18

We first cover up the 5x with something:

+ 3 = 18


The thinking then goes something like this:











We can then write down: 5x = 15
Five times something equals 15
So
x = 3













28
METHOD THREE BALANCING METHOD

Example

Solve: 5x + 3 = 18

The idea here is to consider the equals sign as a set of balancing scales, and therefore whatever
you do to one side of the equals sign you have to do to other if the scales are to remain balanced.
For example, if you add 3 to one side you must add 3 to the other; if you divide by 4 on one side,
you divide by 4 on the other. This is the mathematically conventional way of solving all equations
and thus the one least liked by middle/low attaining pupils.

So, to solve our equation: 5x + 3 = 18
subtract 3 from both sides
5x = 15
divide both sides by 5
x = 3

Pupils should check solutions by substituting answers back into the original equations

Substituting into formulae

Again, it is essential that pupils write out what the formula means in long hand, before replacing
the letters with numbers. Stressing the importance of method is essential to obtaining the correct
answer. It is expected that pupils show all of the following working out exactly as detailed below,
the equal signs all underneath each other.


Example: v = u + at means v = u + a x t (remembering to multiply first!)

So given u = 4, a = 5 , t = 10 , v = ?

We now literally replace the letters with the numbers and perform the calculation in
the normal way, not forgetting to multiply first!

v = 4 + (5) 10
v = 4 + (50)
v = 46

Note

Problems will occur if you provide the pupils with values for v, u and a and ask them to find the
value of t. This is quite a difficult question/concept for pupils and will need reminding of the
method.
29

Transforming formulae

Pupils are taught the balance method of transforming formulae (see equations) only pupils in
higher ability groups are likely to be able to do this

Eg V = IR Change the subject of the formula to R

V = IR

V = R both sides by I
I

Eg2 v
2
= u
2
+ 2as Make a the subject of the formula

v
2
= u
2
+ 2as

v
2
- u
2
= 2as - u
2
from both sides

v
2
- u
2
= a both sides by 2s
2s



Triangle method

Some pupils will be familiar with the triangle method which works for specific types of questions
such as speed or density calculations

eg Density = Mass
Volume

M M M

D V D V D V


Density = Mass , Mass = Density x Volume, Volume = Mass
Volume Density

Similarly with Distance, Speed and Time


D D D

S T T S T S T


Speed = Distance ,Distance = Speed x Time, Time = Distance
Time Speed







30

SECTION D: Accuracy in Measurement & Drawing

Pupils should be expected to draw and measure accurately. It is an essential requirement
in many subjects. For example:

- Reading scales in science and technology
- Measuring and cutting materials in textiles
- Plotting points on graphs in geography
- Measuring distances and times in physical education

Equipment:

Pupils should be actively encouraged to have with them at all times a ruler, protractor, a
pair of compasses, a sharp pencil and an eraser so that they can work accurately.

Estimation:

Estimation is an important aspect of measurement and drawing. Pupils should be
encouraged whenever possible to make sensible estimates before measurement.
Estimation can help pupils avoid careless mistakes in measurement. Estimation can also
be used to introduce discussion on appropriate and sensible degrees of accuracy.

Units:

The choice of units is also important particularly as many pupils confuse the units of
length, area and volume. (Note: in mathematics, cm
3
is called cubic centimetres rather
than centimetres cubed). Pupils also need to understand that in some contexts,
millimetres are used as the principle unit of length rather than centimetres. Note: pupils are
taught about commonly used imperial units and their metric conversions.

Checking accuracy:

Pupils involved in measurement tasks need to be clear about the level of accuracy
required so their work can be checked and marked fairly. Peer assessment is a very useful
strategy for improving accuracy and promotes self-evaluation.















31
Appendix One

Numeracy across the Curriculum

Below you will find the key mathematical skills that pupils develop throughout Key Stages 2 and 3.
This will also be a guide for teachers to see when certain key topics are taught.

Please note:
Pupils are expected to explain their methods and reasoning at every opportunity.


Years 5 and 6 Key Skills



- Use all four operations to solve simple word problems involving number and quantities
based on real life money and measures
- Multiply and divide positive whole numbers by 10, 100 and 1000
- Order positive and negative numbers
- Use decimal and negative numbers
- Use decimal notation for tenths and hundredths
- Find basic fractions of quantities, e.g. of, of,
1/
10
of
- Find simple percentages of quantities, e.g. 10%, 50%, 25%
- Basic calculator skills but NO scientific calculator skills taught at primary school
- Round a number with one or two decimal places to the nearest whole number
- Use, read and write standard metric units, including their abbreviations, and conversions
between them
- Suggest suitable units and measuring equipment to estimate or measure length, mass or
capacity
- Measure and draw lines to the nearest millimetre
- Calculate area and perimeter of simple shapes
- Record estimates and readings from scales to a suitable degree of accuracy
- Recognise perpendicular and parallel lines
- Recognise where a shape will be after reflection
- Read and plot co-ordinates in all four quadrants
- Use a protractor to measure angles up to 180
o

- Find the mode and range of a set of data and begin to calculate a mean of a set of data
- Able to extract and interpret data in tables and bar charts


32
Year 7 Key Skills


All of the above, plus

- Know and use the order of operations, including brackets, ie brackets, and , then +
and
- Mental methods to calculate simple decimals, fractions and percentages
- Check a result by considering whether it is of the right magnitude estimation
- Use a letter to represent unknown numbers
- Simplify algebraic expressions, e.g. x + 2y + 3x y = y + 4x
- Use simple formulae
- Calculate area, perimeter and volume for simple shapes
- Design a data collection sheet or questionnaire to use in a simple survey; construct
frequency tables
- Construct, on paper and using ICT, graphs and diagrams to represent data including bar-
line graphs, frequency diagrams
- Use ICT to generate pie charts
- Compare data using the range, mean, median and mode
- Interpret diagrams and graphs (including pie charts) and draw simple conclusions based
on the shape of graphs and simple statistics

Year 8 Key Skills

All of the above plus

- Add, subtract, multiply and divide positive and negative numbers
- Calculate any fraction of any quantity
- Use squares, square roots, cubes and cube roots
- Find any percentage of any quantity
- Reduce a ratio to its simplest form
- Use a scientific calculator to carry out more difficult calculations
- Solving simple algebraic equations, e.g. 2x + 3 = 15
- Plot graphs of simple algebraic equations, including interpretation of the gradient of a
straight line
- Use and read and write standard metric units to solve problems involving perimeter, area
and volume
- Calculate area, perimeter and volume of simple shapes including triangles
- Understand and use the language and notation associated with enlargement
33
- Collect data using a suitable method, including data logging using ICT
- Able to construct, extract and interpret data in tables, bar charts, pie charts, simple line
graphs and scatter graphs (NB both on paper and using ICT)
- Find the mean, median, mode and range of a set of data, both discrete and continuous,
and begin to calculate mean of a set of continuous data



Year 9 Key Skills

All of the above plus

- Begin to use numbers in standard form
- Add, subtract, multiply and divide fractions
- Make and justify estimates and approximations of calculations
- Use formulae from mathematics and other subjects including substitution of numbers into
those formulae and changing the subject of those formulae
- Construct graphs arising from real life problems, for example: distance time graphs,
conversion graphs, e.g. temperature, currency
- Circle facts - formulae for perimeter and area
- Use and interpret maps and scale drawings
- Suggest a problem to explore using statistical methods, frame questions and raise
conjectures/hypotheses