St. Benedict's High School: Mathematics & Numeracy

Maths Feed

This week, I put together 10 worksheets for basic fractions. The fraction is given and the student is to shade the area to show the correct fraction. Lots of authentic learning experiences are needed when fractions are involved. Remember, fractions represent both parts of a whole and parts of a set. Consider a dozen eggs and what half of a dozen eggs would be? Eggs are part of a set, however, if I ask for a half of a rectangle, this fraction represents part of the whole.

...Effective Method to Study for Math

It's that time of year where tests and exams are plentiful in order to determine those year end marks. Many of you will be studying by cramming, burning the midnight oil, going over various concepts, working through equations and memorizing formulas to name a few. However, I would like to suggest a method to study that can be used all year long, it's called taking effective notes in math. If you've wondered how taking notes in math works, this article will get you started. After all, note taking is an effective strategy in other subjects and just needs a different approach in math.

Fraction Worksheets and Printables

Any teacher will tell you that: "They just don't get Fractions and Integers". These two concepts tend to give our younger learners grief. However, keep the learning concrete and authentic and be sure to follow up with lots of practice. Here is the index to numerous worksheets for fractions which include, common denominators, fractions and the four operations, simplifying fractions, equivalent fractions, improper fractions and much more.

What do kindergarten students need to learn about Geometry according to the Common Core math standards? They need to know about both 2-dimensional and 3-dimensional shapes and solids, they need some understanding of what it means to decompose and compose shapes and solids, they need to know the names of a variety of polygons and how to describe them just to name a few. This week, you'll find some helpful hints about teaching geometry to young kindergarten students.

Parents Speak Out About Common Core

*"Makes my blood boil"* They rage over word problems, "
*Too much to ask a first grader*."
*"Incredibly frustrating for parent and student".* These are
the comments that come from the parents of students taking Common
Core math. We know that it's extremely important to have strong
parent/school relationships but is the Common Core driving a wedge
between this useful relationship?

*
See full story in the Yahoo news.
*

Most of us take counting for granted. We learned how to count so long ago that we likely don't remember how we learned it or what our struggles were as we learned to count. Counting is much more than simply saying 1,2,3,4.... there is so much more to understand that just the rote learning of numbers. To better understand the principles behind counting and become your child's best teacher yet, take a look at the principles of counting.

At this time on this special day, I would like to wish all of the mothers a very Happy Mother's Day. For additional information about the History of Mother's Day, check out what our About Expert has to say.

I wish I had a dollar for every time I was asked if kids should know their times tables by memory. The answer is YES, absolutely. Sure, calculators and plentiful and even available on phones and iPods but bottom line, it's important to know your facts. It's efficient and the research is pretty clear that those who commit the facts to memory tend to have better achievement in math.

...Gender Gap or Cultural Biases?

The gender gap between males and females is something I've observed for over 25 years in education. My own thoughts were more that attitude was the barrier to math achievement among females. However, this study suggests that it may be cultural biases rather than biology may be the root cause of the the math gender gap.

...Here's what you need to help you commit Trig's functions to memory. It's called Alison's Triangle and was found in the book 'Twenty Years Before the Blackboard' which was written by who else of course? A math teacher!

...Course Information

S1/2 Maths

*Information coming soon! *

S3 Mathematics

In S3 Maths pupils will continue to be divided into 5 different ability sections, which cater for the learning needs of each pupil. Sets 1, 2 and 3 will follow a course which delivers the outcomes and experiences in Level 4 of Mathematics & Numeracy, with Set 1 progressing at a faster pace in order to also cover part of level 5. Sets 4 & 5 will follow the level 3 Course.

In all Maths classes we try to use a variety of learning & teaching styles to engage pupils. We regularly use I.C.T. to support learning and we encourage pupils to make use of Maths websites for home study. In particular www.mathsrevision.com and www.bbc.co.uk/bitesize provide excellent resources.

Homework is vital in ensuring our pupils reach their full potential in Maths. The amount of homework issued varies according to levels of ability and will be a mixture of informal homework to finish or continue the work of the class and formal homework to assess pupil learning and revise previous work.

Each of the CfE levels in Maths is divided into units of study with a formal assessment after each unit. In Level 3 there are four units and level 4 has five units. On completion of a Level there is a Level assessment to determine whether pupils are secure at that level before proceeding to the next level.

We encourage our pupils to participate in local, national and international Maths competitions throughout the year. All pupils will be entered in the Four Nations Maths Challenge and World Maths Day competitions and pupils from set 1 will be entered in the UK Intermediate Maths Challenge and the Scottish Mathematical Challenge. These competitions encourage the pupils to enrich their numeracy and problem solving skills whilst providing an opportunity to celebrate their success.

S4/5/6 Mathematics

**Mathematics: Higher**

**Purpose**

The aim of this course is to build upon and extend students’ mathematical learning in the areas of algebra, geometry and trigonometry and to introduce students to elementary calculus. Mathematics 1(H), Mathematics 2 (H) and Mathematics 3 (H) are progressive units. The course which contains the Statistics (H) unit aims to provide students with further mathematics and statistical applications which are more suited to the needs of those students who will apply mathematical techniques within disciplines other than mathematics.

**Recommended Entry**

While entry is at the discretion of the centre, students would normally be expected to have attained:

- A Standard Grade Credit award overall and have performed at Credit level in all Standard Grade elements.
- An Int 2 Grade A/B.

**Course Details**

Two mandatory 40 hour units and one optional 40 hour unit plus 40 hours flexible time.

**UNITS**

**Mathematics 1 (H) 40 hours**

This unit includes the gradient and equation of the straight line, sketching and identifying related functions and graphs, composite functions, solution of trigonometric equations, basic differentiation and recurrence relationships.

**Mathematics 2 (H) 40 hours**

The content of this unit covers quadratic theory and the Remainder Theorem, basic integration, use of the addition formulae in trigonometry and the equation of a circle and tangency.

**Mathematics 3 (H) 40 hours**

Mathematics 3(H) contains vectors in three dimension and the scalar product, further differentiation and integration, properties of exponential and logarithmic functions and further trigonometric relationships.

**Progression**

Students may progress to:

- Advanced Higher Mathematics
- Exit to higher or further education, using either the qualification as a general or specific entry requirement for mathematics, engineering, or science HNC/D or degree courses.

**Mathematics: Intermediate 2**

**Purpose**

For those pupils who achieved a general award at S4 (having followed the credit course), completion of units 1, 2 and 3 at Intermediate 2 will provide an experience broadly equivalent to Standard Grade Credit level in terms of algebra, trigonometry and geometry. Increasingly, employers view a pass at Intermediate 2 (units 1, 2 and 3) as equivalent to a pass at Standard Grade (Credit) for recruitment purposes.

For those students who achieved a General award at Standard Grade, the opportunity to study the first two units of Intermediate 2 will be available, usually completing the course with the optional unit “Applications of Maths” (Intermediate 2).

**Recommended Entry**

While entry is at the discretion of the centre, students would normally be expected to have attained:

- A Standard Grade General award (from C/G or G/F presentation).
- An Int 1 award at grade A/B.

**Course Details**

Two mandatory 40 hour units and one optional 40 hour unit plus 40 hours flexible time.

**UNITS**

**Mathematics 1(Int 2) 40 hours**

The content of this unit includes calculations involving percentages, using formulae to find volumes of spheres, cones and prisms, linear relationships in the form of sketches and finding the equations of straight lines, multiplication and factorisation of algebraic expressions, finding the length of an arc and the area of a sector of a circle and solution of problems involving circles.

**Mathematics 2 (Int 2) 40 hours**

This unit contains both mathematical and statistical content. The mathematics content is further trigonometry using the area of a triangle formula and the Sine and Cosine rules, and simultaneous linear equations. The statistics is an extension of the statistics contained in Mathematics 2 (Int 1). It includes the use of graphs, charts and tables and the use of simple statistics, such as standard deviation, semi-interquartile range, finding the equation of a regression line and assigning probability to an event.

**One option selected from:**

**Mathematics 3 (Int 2) 40 hours**

This unit contains operations on algebraic fractions, surds, indices and change of subject formulae, graphs of quadratic functions and solutions of quadratic equations, and the graphs of trigonometric functions and solutions of trigonometric equations.

**Applications of Mathematics (Int 2) 40 hours**

This unit concentrates on social arithmetic, the application of mathematics to logic diagrams and spreadsheets, and the use of formulae in application. The final outcome is a statistical assignment requiring the collection and analysis of data and the communication of conclusions.

**Progression**

The course may also serve as a general or specific entry requirement to HNC or HND courses or as a general entry requirement for other higher education courses which do not have a specific mathematical content.

This mathematics course or its component units may form part of one or more Scottish Group Awards.

**Mathematics: Intermediate 1**

**Purpose**

The aim of this course is to enable students to build upon their previous mathematical experience, to extend their learning by introducing them to simple abstract mathematical concepts or broaden their learning with mathematical techniques which will be useful in everyday life.

**Recommended Entry**

While entry is at the discretion of the centre, students would normally be expected to have attained:

- A Standard Grade Foundation.
- These students would be encouraged to complete Intermediate I, through Units 1, 2 and 3.

**Course Details**

Two mandatory 40 hour units and one optional unit plus 40 hours flexible time.

**Mathematics 1 (Int 1) 40 hours**

The content of this unit includes calculations in everyday contexts, basic geometric properties and evaluation of expressions and formulae.

**Mathematics 2 (Int 1) 40 hours**

This unit contains both mathematical and statistical content. The mathematical content covers integers, speed, distance and time, and the Theorem of Pythagoras. The statistical content includes the interpretation and construction of graphs, charts and tables, the calculation and use of the statistical measures mean, median, mode and range, and the probability of a simple outcome.

**One option selected from:**

**Mathematics 3 (Int 1) 40 hours**

This unit contains the basic algebraic operations of evaluation of formulae, manipulation and factorisation of expressions and solution of equations and inequalities. Drawing straight lines with equations of the form y = ax + b, solving right angled triangles by trigonometry and using standard forms complete the content.

**Applications of Mathematics (Int 1) 40 hours**

This unit focuses on social arithmetic and the application of mathematics to logic diagrams, scale drawings and nets of solids. The final outcome is a statistical assignment requiring the collection and analysis of data and the communication of conclusions.

**Progression**

The Intermediate I course on its component units may form part of one or more Scottish Group Awards.

This mathematics course or its component units may form part of one or more Scottish Group Awards.