### Lunchtime Crunchtime worksheet 4-7

- 4-7s
- Waste

This worksheet accompanies the Lunchtime Crunchtime lesson plan

Get students involved and interested in waste reduction and sustainability. Get into the habit of reducing, reusing and recycling waste. Make a difference to the amount of food waste that your school produces and you could help save on food waste related costs and carbon.

Now with NEW maths challenges

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**ENGLAND**

**Geography**

Place knowledge

Geographical skills and fieldwork

Pupils should be taught to:

- use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment

**Mathematics**

Statistics

Pupils should be taught to:

- interpret and construct simple pictograms, tally charts, block diagrams and tables
- ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity

Pupils should be taught to:

• count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens

• read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs

• add and subtract one-digit and two-digit numbers to 20, including zero

• solve one-step problems that involve addition and subtraction, using missing number problems

• count in steps of 2, 3, and 5 from 0, and in tens from any number

• compare and order numbers from 0 up to 100; use <, > and = signs

• add and subtract numbers including: a two-digit number and ones; a two-digit number and tens; two two-digit numbers; adding three one-digit numbers

• recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables

• recognise, find, name and write fractions , , and of a length, shape, set of objects or quantity.

**SCOTLAND**

**Social Studies**

People, place & environment

I explore and appreciate the wonder of nature within different environments and have played a part in caring for the environment. (SOC 0-08a)

I can consider ways of looking after my school or community and can encourage others to care for their environment.

(SOC 1-08a)

**Mathematics**

Information handling

I can collect objects and ask questions to gather information, organising and displaying my findings in different ways. (MNU 0-20a)

I have explored a variety of ways in which data is presented and can ask and answer questions about the information it contains. (MNU 1-20a)

Pupils should be enabled to:

• use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills they have developed

• show an understanding of how a single item can be shared equally, and the notation and vocabulary associated with fractions

• find a fraction of an amount by applying their knowledge of division

• compare, describe and show number relationships, using the symbols for equals, not equal to, less than and greater than.

**Health and wellbeing**

Mental, emotional, social and physical wellbeing Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. (HWB 0-13a / HWB 1-13a)

**Technologies**

Technological developments in society

Within and beyond my place of learning, I can reduce, re-use and recycle resources I use, to help care for the environment.

(TCH 0-02a)

Throughout all my learning, I take appropriate action to ensure conservation of materials and resources, considering the impact of my actions on the environment.

(TCH 1-02a)

**WALES**

** ****Geography**

1. Geographical Enquiry and Skills

When studying places, pupils should be given opportunities to:

2. Collect and record information

3. Communicate ideas, information and their opinions, e.g. in pictures, speaking, writing.

**Mathematics**

Number 4. Classifying, Representing and Interpreting Data

Pupils should be taught to:

2. Collect, record and interpret data arising from an area of interest for identified purposes, using an increasing range of charts, diagrams, tables and graphs

**Mathematical Development**

Pupils are able to:

• read and write numbers to at least 100

• compare and order 2-digit numbers

• use mental recall of number facts to 10 to derive other facts, e.g derive 60 + 40 from knowing 6 + 4

• count in 2s, 10s and 5s to 100

• find halves and quarters in practical situations

• mentally add 10 or 20 to a given number up to 100

• mentally subtract 10 or 20 from a given number up to 100

• solve one- and two-step problems that involve addition and subtraction, multiplication and simple division including missing number problems

• understand and use the different mathematical terms for addition, subtraction, multiplication, division and equals, e.g. find the total, share, goes into

• understand and use mathematical symbols for addition, subtraction, multiplication, division and equals.

**NORTHERN IRELAND**

**The World Around Us**

Interdependence

Pupils should be enabled to explore:

interdependence of people and the environment

the effect of people on the natural environment over time

interdependence of people, plants, animals and place

Place

Pupils should be enabled to explore:

positive and negative effects of people on places

Change over Time

Pupils should be enabled to explore:

positive change and how we have a responsibility to make an active contribution

Personal Development and Mutual Understanding - PDMU

Mutual understanding in the local and wider community

Teachers should enable pupils to develop knowledge, understanding and skills in:

developing themselves as members

of a community

**Mathematics and Numeracy**

Handling data

Collecting, Representing and Interpreting Data

Pupils should be enabled to:

collect data, record and present it using real objects, drawings, tables, mapping diagrams,simple graphs and ICT software

discuss and interpret the data

extract information from a range of charts, diagrams and tables

Pupils should be enabled to:

• count, read, write and order whole numbers, initially to 10, progressing to at least 1000

• recognise and use simple everyday fractions

• understand the operations of addition, subtraction, multiplication and division (without remainders) and use them to solve problems

• know addition and subtraction facts to 20

• develop strategies for adding and subtracting mentally up to the addition of two two-digit numbers within 100.