Lunchtime Crunchtime worksheet 7-11
- Waste
This worksheet accompanies the Lunchtime Crunchtime lesson plan
Great news - packs are being sent this week to UK schools signed up to take part in Switch Off Fortnight 2019!
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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Geography
Human and physical geography
Pupils should be taught to describe and understand key aspects of:
Mathematics
Number – number and place value
· recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
· compare and order numbers up to 1000
· identify, represent and estimate numbers using different representations
· read and write numbers up to 1000 in numerals and in words
· solve number problems and practical problems involving these ideas
· round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000
· identify common factors, common multiples and prime numbers
· recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.
Number – fractions (including decimals and percentages)
Pupils should be taught to:
· round decimals with two decimal places to the nearest whole number and to one decimal place
· recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal
· use common factors to simplify fractions; use common multiples to express fractions in the same denomination
Ratio and proportion
Pupils should be taught to:
§ solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison
Algebra
Pupils should be taught to:
§ use simple formulae
§ express missing number problems algebraically
Measurement
Pupils should be taught to:
§ convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)
§ understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints
Statistics
Pupils should be taught to:
· interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.
· interpret and construct pie charts and line graphs and use these to solve problems
Science
Working scientifically
· Asking relevant questions and using different types of scientific enquiries to answer them
· Setting up simple practical enquiries, comparative and fair tests
· Making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers
· Gathering, recording, classifying and presenting data in a variety of ways to help in answering questions
· Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables
· Using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions
· Identifying differences, similarities or changes related to simple scientific ideas and processes
· Using straightforward scientific evidence to answer questions or to support their findings.
Scotland
Social Studies
People, place & environment
I can consider ways of looking after my school or community and can encourage others to care for their environment. (SOC 1-08a)
I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally responsible way. (SOC 2-08a)
Health and wellbeing
Mental, emotional, social and physical wellbeing
Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society. (HWB 1-12a / HWB 2-12a)
Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. (HWB 1-13a / HWB 2-13a)
Technologies
Technological developments in society
Numeracy and mathematics
Number, money and measure
Information handling
I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way. MNU 2-20b
I can use my knowledge of the sizes of familiar objects or places to assist me when making an estimate of measure. MNU 2-11a
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. MNU 2-01a
Number and number processes
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. MNU 2-02a
Measurement
Data and analysis
Wales
Geography
Skills Investigating
Students should be given opportunities to:
Communicating
Students should be given opportunities to:
express their own opinions and be aware that people have different points of view about places, environments and geographical issues
Range
Students should be given opportunities to study:
living in my world: caring for places and environments and the importance of being a global citizen
PSE - Personal and Social Education
Skills Developing thinking
Learners should be given opportunities to:
Range
Active citizenship
Learners should be given opportunities to:
Science
Skills
Enquiry
Students should be given opportunities to carry out different types of enquiry by:
Planning
where and how to find relevant information and ideas
Developing
form considered opinions and make informed decisions
Reflecting
linking the learning to similar situations, within and outside school
Range
The sustainable Earth
Students should be given opportunities to study:
a consideration of what waste is and what happens to local waste that can be recycled and that which cannot be recycled
Mathematics
Developing numerical reasoning
Identify processes and connections, learners are able to:
• Transfer mathematical skills to a variety of contexts and everyday situations
• Identify the appropriate steps and information needed to complete the task or reach a solution
• Select appropriate mathematics and techniques to use
• Select and use suitable instruments and units of measurement
• Choose an appropriate mental or written strategy and know when it is appropriate to use a calculator
• Estimate and visualise size when measuring and use the correct units
Represent and communicate
• Explain results and procedures clearly using mathematical language
• Refine informal methods of recording written calculations, moving to formal methods of calculation when developmentally ready
• Use appropriate notation, symbols and units of measurement
• Select and construct appropriate charts, diagrams and graphs with suitable scales
• Recognise, and generalise in words, patterns that arise in numerical, spatial or practical situations
• Visualise and describe shapes, movements and transformations
Review
• Select from an increasing range of checking strategies to decide if answers are reasonable
• Interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible
• Draw conclusions from data and recognise that some conclusions may be misleading or uncertain
Using number skills
Fractions, decimals, percentages and ratio
· Calculate fractional quantities
· Calculate percentage quantities based on 10%
· Use simple ratio and proportion
Using number skills
Calculate using mental and written methods
· Find differences between numbers with 1 decimal place
Using measuring skills
Length, weight/mass, capacity
· Select and use appropriate standard units to estimate and measure length, weight/mass and capacity
· Record measurements in different ways
Using algebra skills
Functions and graphs
· Refer to the y axis and x axis
Using data skills
Collect and record data
Present and analyse data
Interpret results
· Represent data using
o Lists, tally charts, tables, diagrams and frequency tables
o Bar charts, grouped data charts, line graphs and conversion graphs
· Extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts)
Science
Skills: Communication
Pupils should be given opportunities to:
2. Communicate clearly by speech, writing, drawings, diagrams, charts, tables, bar charts, line graphs, videos, and ICT packages, using relevant scientific vocabulary
Developing
Pupils follow the planned approach/method, revise it where necessary, and where appropriate:
2. Make careful observations and accurate measurements, using digital and ICT equipment at times
3. Check observations and measurements by repeating them in order to collect reliable data
5. Use some prior knowledge to explain links between cause and effect when concluding
Reflecting
Pupils think about what they have done in order to consolidate learning and transfer skills, knowledge and understanding to other contexts by:
1. Beginning to evaluate outcomes against success criteria
2. Deciding whether the approach/method was successful
3. Describing any amendments made to the planned approach/method
4. Suggesting how the approach/method could have been improved
5. Describing how they have learned and identifying the ways that worked the best
6. Linking the learning to similar situations, within and outside school.
Northern Ireland
The World Around Us
Interdependence
Students should be enabled to explore:
the effect of people on the natural and built environment over time
Change over Time
Students should be enabled to explore:
the effects of positive and negative changes globally and how we contribute to some of these changes
PDMU - Personal Development and Mutual Understanding
Mutual understanding in the local and wider community
playing an active and meaningful part in the life of the community and being concerned about the wider environment
Mathematics and numeracy
PROCESSES IN MATHEMATICS
Making and Monitoring Decisions
Pupils should be enabled to:
• Take increasing responsibility for selecting and using the materials and the mathematics required for their work;
• identify and obtain the information required for a task, suggesting appropriate sources to find the
information;
• plan and organise their work, learning to work systematically;
• develop a range of strategies for problem solving, looking for ways to overcome difficulties.
Communicating Mathematically
Pupils should be enabled to:
• understand mathematical language and use it to discuss their work and explain their thinking;
• compare their ideas and methods of working with others;
• interpret situations mathematically using appropriate symbols or diagrams;
• present information and results clearly.
Number
Understanding Number and Number Notation
Pupils should be enabled to:
• Count, read, write and order whole numbers;
• develop an understanding of place value up to two decimal places; use this to multiply and divide
numbers by 10 and 100;
• estimate and approximate to gain an indication of the size of a solution to a calculation or
problem;
• understand and use vulgar fractions, decimal fractions and percentages and explore the
relationships between them;
• understand and use negative numbers in context.
Measures
Pupils should be enabled to:
• develop skills in estimation of length, ‘weight’, volume/capacity, time, area and temperature
Handling data
Collecting, Representing and Interpreting Data
Pupils should be enabled to:
• collect, classify, record and present data drawn from a range of meaningful situations, using graphs, tables, diagrams and ICT software;
• explain their work orally and/or through writing and draw conclusions;
• Interpret a wide range of tables, lists, graphs and diagrams; create and interpret frequency tables, including those for grouped data;