Measurement MATHEMATICS
ENGLAND Estimate, compare and calculate different measures including money in pounds and pence.
WALES Use the relationships between the four operations, including inverses; recognise situations to which the different operations apply. Use fractions and percentages to estimate, describe and compare proportions of a whole; calculate fractions and percentages of quantities.
SCOTLAND Students can use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed. Show the equivalent forms of simple fractions and decimal fractions and can choose the preferred form when solving a problem, explaining their choice of method.
NORTHERN IRELAND Pupils should be enabled to engage in a range of activities to develop understanding of the four operations of number; add and subtract with up to two decimal places; multiply and divide decimals by whole numbers; use these operations to solve problems. Understand and use vulgar fractions, decimal fractions and percentages and explore the relationships between them.
Work out the following problems regarding money. Tell the children that they should write down how they reached their answer and which process they used. Also ask them to tell you how to check their answer. Can they decide whether or not they need to use a calculator to find the answer?
• Jack bought some salmon which cost £1.52, some yoghurt which cost 56p, and some mixed herbs which cost 95p. How much did he spend all together? [£3.03]
• What change would he get from a £5 note? [£1.97 – to check add £3.03 to £1.97]
• Sarah bought some flour which cost £1.25, some yoghurt which cost 60p and some salmon which cost £1.83. How much did she spend all together? [£3.68]
• What change would she get from a £10 note? [£6.32 – to check add £3.68 to £6.32]
• Sam has £4. He needs to buy some salmon which is £1.83, some curry powder which is 99p, some herbs which are 43p, and some breadcrumbs which are 80p. Does he have enough money? If not, how much more does he need? If he does, how much change is he left with? [he’s short of 5p: start with £4 and subtract each item, you are left with – 5; or add each of the items up and then subtract the total from £4]
• Ali buys a 60ml pot of yoghurt which costs £1.10. He is going to share it with Tasneem so they both have the same amount. How much does she need to pay him for her share? [55p]
• A packet of breadcrumbs contains 180ml and costs £1.60. How many children can share the packet to have enough for the recipe, and how much would they each need to pay? [each child needs 45ml, so it would be 4 children, each paying 40p]
Allow the children to do some practical measurement activities – these are the sort of thing that cooks have to work out on a daily basis when working out cooking in large quantities.
You may organise the class into groups or work together on these. Here are some examples:
• Measure the length and width of one of the fingers when it is ready to be put on to the baking tray (if this compromises food hygiene procedures, give an approximate standard measure). What is the area of the fish finger? If you prefer not to use the real item you could use a brick to represent the ideal fish finger size.
• Find out the area of the baking tray by multiplying the width by the length. • What is the maximum number of fingers you could fit on the tray? • How many would fit on the tray if you allowed a space of one extra finger between each pair of fingers? • How many trays would you need to have enough to feed the school?
If you are working in groups you could allocate a different baking tray to each so that the same questions generate different answers and each group has to justify their calculations.
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