### Lunchtime Crunchtime worksheet 7-11

- 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

Download (218 kb)**England **

**Geography**

Human and physical geography

Pupils should be taught to describe and understand key aspects of:

- human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

**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

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**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

- 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)
- Having analysed how lifestyle can impact on the environment and Earth’s resources, I can make suggestions about how to live in a more sustainable way. (TCH 2-02a)

**Numeracy and mathematics**

Number, money and measure

- 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
- I have investigated the everyday contexts in which simple fractions, percentages or decimal fractions are used and can carry out the necessary calculations to solve related problems. MNU 2-07a

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

- Having determined which calculations are needed, I can solve problems involving whole numbers using a range of methods, sharing my approaches and solutions with others. MNU 2-03a
- I have investigated the everyday contexts in which simple fractions, percentages or decimal fractions are used and can carry out the necessary calculations to solve related problems. MNU 2-07a
- I can show the equivalent forms of simple fractions, decimal fractions and percentages, and can choose my preferred form when solving a problem, explaining my choice of method. MNU 2-07b
- I have investigated how a set of equivalent fractions can be created, understanding the meaning of simplest form, and can apply my knowledge to compare and order the most commonly used fractions. MTH 2-07c

Measurement

- 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
- I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems. MNU 2-11b

Data and analysis

- Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading. MNU 2-20a
- 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 display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology. MTH 2-21a / MTH 3-21a

**Wales**

**Geography**

Skills Investigating

Students should be given opportunities to:

- observe and ask questions about a place, environment or a geographical issue
- organise and analyse evidence, develop ideas to find answers and draw conclusions, e.g. use a data spreadsheet, compare weather data

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:

- form personal opinions and make informed decisions

Range

Active citizenship

Learners should be given opportunities to:

- participate in school life
- Sustainable development and global citizenship
- Learners should be given opportunities to understand:
- how the environment can be affected by the decisions we make individually and collectively

**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;