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Contents

We have designed these booklets to support the teaching and learning of the minimum statutory content for Mathematics and Numeracy at Key Stage 3.

Number Systems 2

Operations 8

Prime Numbers 14

Working with Numbers 20

Value for Money 26

2] Number

Number Systems

Suggested Learning IntentionsPupils will learn to:

• recognise and know the decimal number system;

• use place value within the decimal number system, and other number systems;

• identify and use divisibility rules when dividing by numbers 1 to 10; and

• investigate what other number systems are like and how they can be used.

Pupils should be able to:

• understand place value within the decimal number system;

• make calculations using the four common operators; and

• know how to identify different kinds of numbers like negatives, fractions, percentages and decimals.

Success CriteriaPupils will:

• know how to use place value to read and write numbers;

• use divisibility rules when dividing numbers;

• identify how other number systems were written;

• determine how other number systems were used for calculating; and

• compare place value in different number systems.

Effective QuestioningTeachers and pupils can:

• discuss the powers of 10 that are involved with place value;

• talk about the divisor properties for numbers 1 to 10;

• help identify different number systems with different civilisations; and

• discuss how different number systems could be used for calculating.

The purpose of this unit is to provide pupils with an opportunity to develop their understanding of the number system and place value. It will also provide pupils with the opportunities to develop an understanding of how different cultures throughout history have used their own number systems, and make comparisons with the decimal number system.

Number [3

Reference to Key Stage 3 Northern Ireland CurriculumThis unit is mapped to the minimum content for Mathematics and Numeracy: Mathematics with Financial Capability as follows.

Knowledge, Understanding and SkillsPupils will have an opportunity to develop their knowledge and understanding of Number and apply mathematical skills to real life and work situations by demonstrating:

• creative thinking in their approach to solving mathematical problems;

• increasing competence in pencil and paper methods;

• increasing confidence in the use of mathematical language and notation.

Objective • Work collaboratively in problem solving,

taking account of others’ viewpoints to reach consensus

• Demonstrate an ability and willingness to develop logical arguments

Objective • Explore issues related to Cultural

Understanding

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Learning OutcomesPupils will have opportunities to:

• decide on the appropriate method and equipment to solve problems–mental, written, calculator, mathematical instruments or a combination of these;

• research and manage information effectively to investigate and solve mathematical problems, including Using ICT where appropriate;

• show deeper mathematical understanding by thinking critically and flexibly, solving problems and making informed decisions, demonstrating Using ICT where appropriate;

• demonstrate creativity and initiative when developing ideas and following them through;

• work effectively with others;

• demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance.

4] Number

Reference to Using Mathematics RequirementsThis unit will also give pupils an opportunity to acquire and develop Using Mathematics Requirements and be enabled to:

• use mathematical knowledge and concepts accurately;

• use mathematics to solve problems and make decisions;

• develop methods and strategies, including mental mathematics;

• use mathematical understanding and language to ask and answer questions, talk about and discuss ideas and explain ways of working.

Reference to Thinking Skills and Personal Capabilities

Managing Information

• Ask focused questions

• Use their own and others’ ideas to locate sources of information

• Select the most appropriate method for a task

Thinking, Problem-Solving and Decision-Making

• Sequence, order, classify and make comparisons

• Justify methods, opinions and conclusions

• Make predictions, examine evidence and distinguish fact from opinion

• Generate possible solutions, try out alternative approaches, and evaluate outcomes

Being Creative

• Seek out questions to explore and problems to solve

• Experiment with ideas and questions

• Make ideas real by experimenting with different designs, actions and outcomes

• Challenge the routine method

Working with Others

• Listen actively and share opinions

• Suggest ways of improving their approach and working collaboratively

• Respect the views and opinions of others and reach agreements using negotiation and compromise

Self-Management

• Seek advice when necessary

• Compare their own approach with others’ and in different contexts

• Organise and plan how to go about a task

• Focus, sustain attention and persist with tasks

Classroom Activities

Discuss with your pupils:

• how the number system we use today is based on the cardinal number system for measuring the size of sets;

• how the numbers we are familiar with for counting are natural numbers, which are simply positive whole numbers;

• how and why these numbers evolved;

• where the notation came from; and

• why we use the decimal (base 10) system for counting.

Decimal Number System

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Number [5

6] Number6] Number

have 2 digits. Hundreds which have place value 102 have 3 digits, and so on. Discuss how this is very important when writing and calculating with numbers as using place value allows us to manage very large (and very small) numbers.

For example, when we use the decimal number system we write the number 1 million using 7 digits.

The Egyptian number system only had 1 character for writing 1 million:

It might seem that the Egyptian number system was more efficient; however, when we use the decimal number system we only need 6 digits to write 1 less than 1 million, compared to the 54 characters needed for the Egyptian number system. Therefore the decimal number system makes writing and calculating much easier.

You can give your pupils problems and questions using place value, writing numbers as figures and words and also calculating numbers using different operations.

Discuss with the pupils the properties associated with the digits 1 to 10 that allow us to determine whether they can be divided into other numbers. For example:

• if a number can be halved then it can be divided by 2, if it can be halved again then it can be divided by 4, and if it can be halved a third time then it can be divided by 8;

• if all the digits of a number can be added together to give a multiple of 3 then that number can be divided by 3;

• if all the digits of an even number can be added together to give a multiple of 3 then that number can be divided by 6;

• if all the digits of a number can be added together, again and again, to give an answer of 9 then it can be divided by 9;

• any number that ends with a zero or 5 digit can be divided by 5; and

• any number that ends in a zero digit can be divided by 10.

Give the pupils questions that require them to use the divisibility rules of the given numbers.

Place Value

Number Properties

Discuss the importance of place value within the decimal number system. Explain how each power of ten provides us with units, tens, hundreds, thousands, and so on. Discuss how place value and the powers of ten are related. For example, units which have place value 100 have 1 digit. Tens which have place value 101

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Number [7

Number Systems

Number [7

You can give the pupils the following activities.

• Look at how numbers have been recorded and used throughout history by other civilisations (Babylonian, Egyptian, Greek, Roman and Chinese).

• Discuss the base systems these civilisations used and how they would have performed operations using these numbers.

• Look at how other civilisations may have calculated multiples and factors using their number systems.

• Investigate whether divisibility rules can be applied to other number systems.

• Compare how calculations were made then with how we make them today.

• Investigate whether or not these civilisations would have understood and used numbers such as zero, negatives, fractions, decimals and percentages.

• Discuss time and why we have 24 hours in a day, 60 minutes in an hour and so on.

• Split into groups to research different number systems, and report back to the other groups.

Discuss with the pupils how the decimal number system is not the only one being used today. Explain how our computers and technology all use the binary numbers system. Discuss how there are only ever 2 digits, zero and 1, as opposed to the 10 digits used for the decimal system. Also discuss how the place value used for binary uses powers of 2, instead of powers of 10.

You can give the pupils opportunities to write numbers as binary numbers, and vice versa. You can also give them problems involving calculations. This will allow the pupils to demonstrate their understanding of place value beyond the decimal number system.

The following website gives an insight into ancient number systems and mathematicshttp://www.math.wichita.edu/history/topics/num-sys.html

The following activity investigates ancient calendarshttp://nrich.maths.org/2494

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You can provide your pupils with different activities in which they can:

• investigate the history of numbers, which will help them to strengthen their understanding of numbers by exploring symbols, place value and base; and

• allow them to look at the strategies they need to perform operations involving numbers.

8] Number

Operations


• use the 4 common operators to make calculations;

• understand BIDMAS;

• recognise when to use order of precedence when performing calculations; and

• use order of precedence, including brackets and indices, in a number of different activities.


• add, subtract, multiply and divide;

• make calculations involving up to all 4 common operators; and

• make calculations involving brackets and indices.


• know how to perform calculations in the correct order when different operators are involved;

• use brackets to identify when a particular operator must be performed first;

• know how to find the correct answer to a given operation; and

• apply their understanding of BIDMAS in different activities.


• discuss why particular operations don’t produce the expected answer;

• ask which operator must be performed first to obtain the expected answer;

• help identify different ways to complete operations; and

• discuss what operators can be used and what operations can be made.

The purpose of this unit is to provide pupils with an opportunity to develop their understanding of the order of precedence when using operators. It will also provide pupils with the opportunities to develop an understanding of how to use order of precedence in different ways to make calculations and arrive at answers.

Number [9




• increasing competence in mental mathematics skills;






Objective • Examine the role of mathematics as a

‘key’ to entry for future education, training and employment. Explore how the skills developed through mathematics will be useful to a range of careers.

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• demonstrate mental mathematical capability with simple problems;






10] Number

Reference to Using Mathematics RequirementsThe unit will also give pupils an opportunity to acquire and develop Using Mathematics Requirements and be enabled to:


• work systematically and check their work;











• Use different types of questions


Being Creative



• Challenge the routine method

• See opportunities in mistakes and failures

Working with Others



Self-Management


• Review learning and some aspect that might be improved



Discuss with your pupils how important it is to have strong arithmetic skills. Explain to them how strong arithmetic skills can:

• help them to further their understanding of mathematics, for example in algebra, shape, space and measures, handling data; and

• give them the ability to apply this understanding to other subjects and situations.

Discuss with your pupils the 4 common operators that they use for calculating:

• addition;

• subtraction;

• multiplication; and

• division.

Give them questions that require them to use more than 1 of the operators to calculate. Start with questions that lead them to find the right answer by using each operator in the order you give them. Then give them a question that will not provide the right answer if they use each operator in the order you have given them. For example, ask the pupils what the answer to the following calculation is, and discuss their answers and which one is the correct answer: 6 + 4 x 5 – 8 ÷ 2

Calculating

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BIDMASDiscuss with the pupils why precedence is so important when they are using operators. Make sure that they know that multiplication and division must come first, before addition and subtraction. Introduce the pupils to brackets and indices and tell them how they also affect the order of precedence when calculating.

Give the pupils questions that have numbers and that already have an answer, so that they must use the correct operator to find their way from the numbers to the answer. You can extend this to questions that require the pupils to include brackets and indices.

Discuss with your pupils why the precedence of the operating numbers is so important. Ask them to describe real-life contexts and careers where it is essential to make sure that they calculate correctly.

Ask the pupils if they know of any other operators that they could use when calculating. For example, do they see fractions or roots as operators? How do they think they would be used in the order of precedence?

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12] Number

Class ActivitiesBy focusing on operators, you can challenge the pupils to calculate using restrictions on the numbers they can use or on the operations they can make.

You can give the pupils activities such as the following.

• Using only addition, find the solutions to certain problems that would usually require multiplication.

• Using only subtraction, find the solutions to certain problems that would usually require division.

• Using different base systems, find the solutions to standard calculations.

• Every time a pupil performs an addition, they also must make a multiplication of half the number they added.

• Calculate the first 10 numbers using only the number 4 four times with each calculation.

• Use the ‘Make 24’ card game or use the website http://www.mathplayground.com/make_24.html to practise order of operations.

• Use a particular category of digits – for example even numbers only or numbers between 6 and 9 – with the four common operators to calculate a given total.

• Play the numbers game from the ‘Countdown’ TV program.

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Number [13

14] Number


• understand what a prime number is;

• investigate prime numbers;

• recognise the importance of prime numbers; and

• use prime numbers to assist in factorising and finding highest common factors.


• multiply and divide;

• understand and find factors; and

• know what a highest common factor is.


• know how to identify prime numbers;

• be able to respond to questions regarding prime numbers; and

• apply their understanding of prime numbers to answer questions within a variety of contexts.


• discuss the definition of a prime number;

• ask questions about small and large prime numbers;

• discuss why prime numbers are important; and

• help to identify how to use prime numbers.

The purpose of this unit is to provide pupils with an opportunity to develop their understanding of prime numbers. It will also provide pupils with opportunities to investigate prime numbers and complete activities involving prime numbers.

Prime Numbers

Number [15










1







16] Number


• use mathematical knowledge and concepts accurately:



• develop methods and strategies, including mental mathematics.





• Make links between cause and effect




Being Creative



• Make new connections between ideas/information


Working with Others



Self-Management





Number [17

Prime NumbersDiscuss with your pupils what a multiple is and what a factor is. Give examples of each.

Give the pupils questions that require them to find the factors of given numbers. Make sure that some numbers only have 2 factors. Highlight the numbers that only have 2 factors and ask the pupils what they think the numbers are called. Ask the pupils to come up with a definition for prime numbers, then confirm with them what the definition is.

Give the pupils opportunities to investigate prime numbers with activities such as the following.

• Find the prime numbers between 1 and 20.

• Use the Sieve of Eratosthenes to find the primes between 1 and 100.

• Ask the pupils to consider and discuss the following questions:

− Are there likely to be more or less primes between 101 and 200 as there are between

1 and 100?

− What about between 1 and 1000 and 1001 and 2000?

− What do you think happens to the frequency of prime numbers as numbers get bigger? Explain why.

− Is there a largest prime number?

− How could you investigate whether a number is prime or not?

• Ask the pupils to investigate whether a formula can be used to generate prime numbers. They could try 2n + 1, 2n - 1, 4n + 1, 4n - 1, 2n + 1, 2n - 1.

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Importance ofPrime Numbers

Ask the pupils whether they think prime numbers are important or not. Discuss:

• how important prime numbers are in the field of mathematics;

• how they have played a vital part in our understanding of numbers; and

• how prime numbers are used for coding and encrypting, which plays a key part in security passwords and secure communications.

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18] Number

Prime FactorisationAsk your pupils what they think a semiprime is. Discuss how a semiprime is any number which is the product of 2 prime numbers. Also explain how the square of any prime number must be a semiprime. Give the pupils some numbers and ask them to decide whether they are semiprime or not.

Discuss with the pupils how every positive number, which is not prime and bigger then 2, can be written as the product of two or more prime numbers. Give examples of how numbers can be written as theproduct of prime numbers. Explain how the pupils can use prime factor trees to identify all the prime factors of a number. Give the pupils questions requiring them to use prime factorisation.

Discuss highest common factor with your pupils. Explain to them:

• how to find the highest common factor for 2 or more different numbers; and

• how to use prime factorisation to find the highest common factor for 2 or more numbers.

Give the pupils practical questions that require them to find the highest common factor.

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Number [19

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20] Number


• understand the importance of zero;

• complete and create magic squares;

• identify and use different types of number; and

• understand and complete sequences.


• add, subtract, multiply and divide;

• use positive and negative whole numbers, as well as fractions and decimals; and

• work with sequences.


• understand the importance of zero as a numeral;

• apply their understanding of addition and subtraction to complete magic squares;

• use positive and negative numbers;

• apply their understanding of triangle, square, cube and prime numbers to varied problems; and

• use and discuss sequences.


• discuss why zero is important and why it is needed;

• explore how to create magic squares when given certain conditions;

• discuss the language used to describe numbers;

• identify different types of numbers; and

• ask questions about sequences.

The purpose of this unit is to provide pupils with an opportunity to develop their understanding in working with numbers. It will also provide pupils with opportunities to investigate different types of numbers and complete activities involving numbers.

Working with Numbers

Number [21


Knowledge, Understanding and SkillsPupils will have an opportunity to develop their knowledge and understanding of Number and apply mathematical skills to real life and work situations by demonstrating;








• Explore issues related to Social Awareness

Objective • Explore issues related to Cultural

Understanding

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22] Number





• develop methods and strategies, including mental mathematics.






• Make links between cause and effect



Being Creative




• Make ideas real by experimenting with different designs, actions and outcomes


Working with Others



Self-Management

• Be aware of their personal strengths, limitations and interests





Origin of Modern Day Numerals

Discuss with your pupils the origin of how we write numbers based on Arabic numerals. Explain how there are only 10 numerals that are used to write any size of number. Provide the pupils with a brief overview of how and when Arabic numerals first became the most conventional way of writing numbers. Discuss how other civilisations may have written their numbers previous to this.

Discuss with the pupils when they think the number zero was first introduced as a numeral. Ask them why they think it was important to have a zero numeral and what its main purpose is. Also discuss:

• how other civilisations may have dealt with not having a zero; and

• what that meant for counting and calculating.

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Number [23

Interesting Numbers

1 5 3 4 3 5 1

Give the pupils examples of how the numerals we use can lead to interesting facts about numbers.

Ask the pupils to think of a 3-digit number in which the first digit is bigger than the third digit by more than 2. Then ask them to reverse the number and subtract the smaller 3-digit number from the bigger one. Now ask them to reverse their answer and add that new number to their answer. Discuss with the pupils what final answer they got. They should all get 1089.

Show how the number 142 857 is interesting. Ask them what happens to the number when they multiply it by 3, 2, 6, 4 and 5. Also ask them to multiply it by 7.

Also explain how the product:111 111 111 x 111 111 111 = 12 345 678 987 654 321.Discuss how this answer is a palindrome.

Magic SquaresFigure 2:

4 5 16 9

14 11 2 7

1 8 13 12

15 10 3 6

Sum = 34

Discuss with the pupils how this time 4 numbers can be added together in many different ways to get the same sum. For example, the 4 numbers that make a 2 by 2 square in the middle of the magic square add up to 34.

Discuss with the pupils how many different ways they think there are of obtaining the sum 34.

Ask the pupils if they can create a 2 by 2 magic square. Explain to them that this is only possible if all the numbers are the same.

Give your pupils magic squares activities. These can vary based on their ability.

• 3 by 3 magic squares using any numbers. You can also provide a target sum, with most smaller squares already filled. The pupils will then have to come up with the numbers for 2, 3 or 4 empty squares.

• 4 by 4 squares using any numbers. You can also provide a target sum, with most smaller squares already filled. The pupils will then have to come up with the numbers for the remaining empty squares.

• 3 by 3 magic squares using fractions, decimals and/or negative numbers to obtain a sum.

• Ask the pupils to create their own magic square.

• Ask the pupils if they can complete a 5 by 5 magic square that uses all the numbers up to 25. The target sum is 65.

Ask your pupils what they think a magic square is. Explain how they have been used for thousands of years, dating back to ancient China. Discuss their properties with the pupils. Give the pupils an example of a 3 by 3 square where each of the positive whole numbers (1 – 9) are used to create the same sum, whether the numbers are added horizontally, vertically or diagonally.

Figure 1:

2 9 4

7 5 3

6 1 8

Sum = 15

Provide your pupils with another example, this time a 4 by 4 square where all of the positive whole numbers (1 – 16) are used to create the same sum.

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24] Number

Types of Numbers

Sequences

Discuss with the pupils the connection between the total number of smaller squares within a magic square and the number of smaller squares in each row and column.

Explain that these are square numbers. Discuss how the sum of all the distinct numbers used in Figure 1 also provide us with a triangle number.

Provide your pupils with different types of numbers, for example triangle numbers, square numbers, cube numbers, prime numbers, perfect numbers. Discuss with the pupils what they understand about these number types. Give the pupils opportunities to work with them as well.

For example, ask the pupils to list 3 consecutive numbers. Then ask them to multiply the first number by the third number. Also ask them to square the middle number. Get your pupils to repeat this using other examples of 3 consecutive numbers. Discuss with them if they have found a connection between the product of the first and third number and the square of the middle number.

Another example is to ask the pupils to think of any prime number bigger than 5. Ask them to square the prime number, then add 17 and finally divide by 12. Ask them to repeat for other prime numbers bigger than 5 and discuss with them what they have found out.

Discuss with your pupils how number sequences play an important part in mathematics. Give the pupils examples of sequences. Ask them to answer questions about sequences involving positive and negative numbers.

Discuss how sequences can also be generated by number types such as triangle, square and cube numbers. The pupils can investigate the differences between each number in the sequences and comment on them.

Discuss how sequences can be applied to many different contexts and how they can also be seen in nature. Explain the Fibonacci sequence and how the numbers in the sequence are generated. Discuss how Fibonacci numbers are present in nature, for example the arrangement of leaves on a stem to help each leaf get the same amount of sunshine.

Explain the golden ratio and how it can also be seen in nature. Also explain to the pupils how its application can be found in architecture, art and finance. Show them how the golden ratio is connected to the Fibonacci sequence.

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Number [25

26] Number


• make money calculations;

• recognise which options are best value for money when spending;

• understand and use finance options; and

• plan and make decisions regarding spending and budgeting.


• understand how to calculate using money;

• use fractions and percentages;

• understand and use time; and

• calculate and use area and units of measurement.


• know how to identify best value for money;

• compare deals and make decisions;

• calculate costs involving finance options; and

• apply their understanding of value for money to a variety of contexts.


• discuss how to make decisions with regard to costs, spending and value for money;

• talk about the conditions applied with regard to managing a budget;

• discuss the different kinds of finance options and how to calculate using them; and

• ask questions as to how best to make planning decisions.

The purpose of this unit is to provide pupils with an opportunity to develop their understanding of working with money. Pupils will also have opportunities to develop an understanding of how to make decisions with regard to value for money, personal spending and managing a budget.

Value for Money

Number [27









Objective • Apply mathematical skills in everyday

financial planning and decision-making

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• demonstrate financial capability in a range of everyday contexts;

• research and manage information effectively to investigate and solve mathematical problems, including Using ICT where appropriate;




• demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance;

• communicate effectively in oral, visual, written, mathematical and ICT formats, showing clear awareness of audience and purpose.

28] Number


• choose the appropriate materials, equipment and mathematics to use in a particular situation;









• Plan and set goals and break task into sub-tasks




• Make predictions, examine evidence and distinguish fact from opinion

• Examine options and weigh up pros and cons

• Make connections between learning in different contexts


Being Creative




• Value the unexpected or surprising


Working with Others



• Respect the views and opinions of others and reach agreements using negotiation and compromise

Self-Management

• Be aware of their personal strengths, limitations and interests



• Compare their own approach with others’ and in different contexts

• Organise and plan how to go about a task



Talk to your pupils about how being aware of what they buy in shops and supermarkets can help save them money. Discuss how shops and supermarkets can provide standard prices and also offer deals that suggest the customer is saving money.

Provide activities which challenge the pupils to find the best price or deal. For example, you can give your pupils problems to decide whether buying in bulk is better than buying in single units. You can also give them conditions such as size (capacity or weight) and then ask them to decide which product is better value for money. They can look at deals and compare them; some offers may be half price, or buy 3 get 1 free. You can also give the pupils offers such as fractions or percentages, for example 1⁄3 off or 40% free.

You could also give the pupils a shopping list you have written along with prices and deals you have created for a selection of shops/supermarkets. You could then ask them to buy everything on the shopping list without spending more than their given budget. This will help the pupils use money in a given context, identify value for money, and make choices regarding spending and budgets.

Shopping

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Number [29

Talk to your pupils about value for money and what it means to them. Discuss whether or not they think value for money is important, and how they can determine whether a price is good value for money.

Give the pupils activities that highlight issues surrounding value for money andidentify when deals are not quite what they seem.

Mobile Phones

Finance Options

Discuss with the pupils how mobile phone companies provide varied usage tariffs and how they could identify how to get a better deal.

Give your pupils a selection of mobile phone companies and a list of the tariffs that they offer. These can include both monthly contracts and pay-as-you-go. Ask the pupils to work out the best option for one or more customers based on the customer’s usage and needs.

You can also provide the pupils with deals on the prices and tariffs offered by the mobile phone companies. These can consist of percentages and fractions.

Discuss with the pupils what they know about finance options, for example credit cards, store credit, loans or company finance deals. Discuss why finance options are important for providing people with ways of paying for products that they couldn’t otherwise afford.

Give your pupils activities that allow them to investigate value for money using finance options. For example, provide a question that asks your pupils to consider the best option for paying for a particular product by either:

• saving up first and buying it outright;

• paying a deposit and then paying over a particular period of time, including a simple interest rate; or

• taking out a loan with another simple interest rate.

The pupils can then compare the total and monthly cost and discuss and make decisions with regard to the options based on given conditions.

You can also give the pupils questions that allow them to manage a budget when buying multiple and varied products from a list of different finance options.

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30] Number

Planning a Holiday

Decorating

Discuss with the pupils how they need to plan in advance of making decisions about personal spending and budgeting. Ask them to give examples of when that would be the case.

Discuss with your pupils what they may need to consider when planning a holiday. Talk about the decisions that they need to make, for example the number of people going on holiday, the destination, travel type and timings, accommodation, spending money, exchanging money, and day-to-day activities when on holiday.

You can give the pupils an activity that requires them to plan a holiday with a given budget based on the considerations given above. They can make decisions on value for money and personal spending based on the destination, when to travel, where to stay, and so on. They can also compare options provided by different travel companies.

Discuss with your pupils what they may need to consider if they were to redecorate their bedroom with new furniture, new paint and carpet. Talk about the decisions they need to make regarding the size of the room, as this can affect the size of bed, wardrobes, desk, etc. that they can buy. Also talk about the need to measure the area of the walls and ceiling to ensure that they buy the correct amount of paint, as well as measuring the area of the floor that needs to be carpeted.

You can provide your pupils with an activity that requires them to plan how to redecorate a room with given dimensions and requirements. The shape of the room can vary based on how difficult you wish the task to be. You should expect them to calculate areas using given measurement units. They could also use a scale drawing to help work out areas if required. You can then give the pupils a list of options regarding buying paint, carpet, furniture etc. They can then make decisions on personal spending and budgeting.

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Number [31

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