Super Sleuth key features
Weekly structure: Weekly arrangement of work (30 units) and provides four days of work with three to four questions per day.
Worked example: A worked example using the CLUES framework is provided at the start of new strands to demonstrate a strategy that pupils can follow, allowing them to work independently.
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WALT: Clear learning outcomes are provided at the beginning of each new strand.
15 Length
We are learning to: Rename measures of length. and irregular shapes.
Complete investigations involving the perimeter of regular Use and interpret scales on plans. Day One Study the steps used to solve the problem in the example below.
Sarah cycled 12 km in 45 minutes. How far could she cycle in 2 hours if she maintained the same speed throughout?
Circle the numbers and keywords: 12 km, 45 minutes, 2 hours Link with operation needed (+, −, × or ÷): ÷, ×, +. Use a strategy: Visualise. This bar model represents one hour:
12 km Top tip:
Sarah can cycle more than 12 km in one hour. I doubled this to find my estimate.
4 km 4 km
Estimate and calculate: My estimate: over 24 km
4 km
3 4 of an hour = 12 km
One hour = 16 km
Answer: 32 km
Summarise and check how you got your answer: I worked out how far Sarah could cycle in 1 full hour. I doubled this to find the distance she could cycle in 2 hours.
Try these. 1
If Olivia can run 2 km 500 m in 40 minutes, how far could she run in 1 hour and 40 minutes?
2
Olivia’s friend Shane can run 3.6 km in one hour. What is the difference between how far he and Olivia run in 1 hour and 40 minutes?
3
Zach and Fred ran a combined distance of 285 m in one minute. The difference between the distances that they ran was 11 m. If Zach ran farther, what distance did each boy run?
Strand: Measures Strand Unit: Length
Day Two Try these. 1
The average length of a basketball court is 29 m. What is the length of 14 courts?
Answer: 2 Rory runs an average of 4 1 10 km during a full basketball game. He
played four games. He was taken off after one quarter in one game, two quarters in another, three quarters in another and he played one full game. How far did he run in these four games?
Marks: /2
Answer: 3
Marks:
Rory’s family were travelling to Fota Island Wildlife Park on their holidays. Rory’s uncle drove at an average speed of 87 km per hour for the first hour and a half of the trip, and an average speed of 95 km per hour for the next two hours. What distance did Rory’s family travel to reach Fota Island Wildlife Park?
Answer: Marks: /2
Answer: 4
Answer: Marks: /2 Marks: /2
The tallest animal that Rory saw in Fota Island Wildlife Park was a giraffe. The smallest animal that he saw was a meerkat, which was 1
16 the height
of the giraffe. His favourite animal was the red panda, which, at 120 cm, was 4 times longer than the height of the meerkat. What was the height of the giraffe?
Ask permission from your teacher or a parent to use Google Maps to investigate what area of the country Rory’s family might have travelled from.
/2
Answers: Zach: Fred:
Marks: Today’s Marks:
/2 /6
Answer:
Marks: Today’s Marks:
/2 /8 65
Clear differentiation: Each page is differentiated using bronze, silver and gold medals to show the level of difficulty and give pupils an incentive to progress. The bronze medal indicates a question that the majority of the class should work on independently. The silver medal poses more of a challenge, while the gold medal may require collaborative work in order for the pupils to reach a solution.
Day Four Try these.
Day Four Try these. 1
2
Nine consecutive coin tosses have resulted in heads winning. What are the chances of the 10th coin toss revealing heads?
Answer: Marks:
Write three questions linked to chance that you could ask about the image below. Write the answer to each of your questions.
Progress recording: Each question and week has a score tracker to help pupils self-assess.
/1
(a) Answer: (b) Answer: (c) 1
2 3
Look at the map. Write the co-ordinates where you would find the following: (a) a pirate ship
(b) Skull Island (c) a treasure chest
Draw the following items in the co-ordinates written next to them: (a) an anchor (8, 7) (b) a compass (9, 1) (c) a shark (3, 4)
Marks: Marks:
Draw a route between the pirate ship and the treasure chest on the map. You must avoid the sharks and Skull Island. Write the co-ordinates of the boxes that you travelled through and compare your route with that of a partner.
Answer: Marks: Today’s Marks: Super Sleuth challenge
In your copy, draw a grid with 8 rows and 8 columns. Choose one of the following 2-D shapes to draw in your grid: pentagon, rhombus, trapezium; hexagon. Write the co-ordinates of your shape.
Puzzle power
In groups, play ‘Who Am I?’. One pupil in each group wears a post-it note with the name of a mystery 2-D shape on it. They must ask 10 questions using specific maths language to help them work out the shape. The answers must be ‘yes’ or ‘no’.
Total Marks: /32 79
/2 /8
/3 3 /3 Answer: Marks: /3
Write a question that could only be answered with the following: (a) likely or unlikely, (b) never or definitely.
(a) (b)
Marks:
Duties Reader
Calculator Checker Reporter Total Marks: /24 I can make a frequency chart. | Outcome Tally
Yes No
I now fully understand what chance means in maths.
Yes Yes
No No
Super Sleuth investigates Today’s Marks:
/2 /6
Think of a question that people can only give a ‘yes’ or ‘no’ answer to. Predict how you think your classmates would answer. Survey your classmates and record the results in a frequency chart.
Frequency Chart Total
Pair work/group work: Opportunities are provided for pair and group work. Group work can be applied to activities and these specific questions are highlighted throughout the book, where different roles can be assigned to up to four pupils.
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Puzzles and challenges: ‘Super Sleuth challenge’ is an open-ended question based on the maths skills and strand covered in the unit. ‘Super Sleuth investigates’ is an activity for applying the maths skills/ strand of the unit to a situation that could be encountered in real life.
Self-assessment: The self- assessment section for each strand offers pupils an opportunity to reflect on their learning, as well as providing very valuable information to the teacher.
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How to Use this Book Week 15 | Length
Week 26 | Chance
Week 18 | Revision 3
Week 15
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