Auchinairn Primary

Level E Programme of Work

(2008/09)

Main Resource – Class Teacher

Level E Textbook 5 - 14 mathematics (TeeJay Publishers)
Extension Booklet (TeeJay)
Extension Puzzles (TeeJay)

Methodology – Approximately one half of each lesson should be teacher exposition,

demonstration, oral practice (i.e. question and answer, recall and more
importantly questions stimulating thinking and response by pupils).
Demonstrations on board by pupils. Games based Learning incorporated.
– As a rule of thumb, no more than one half of any lesson should be class practice.

Problem Solving – Generally Extension Booklet and Extension Puzzles should be attempted by pupils
as on-going problem-solving scheme, where possible linked to present topic,
previous topic studied or independent of any specific topic. They should be
developed along with games based learning, Glasgow Problem Solving and the
Problem Solving in Action intractive resource.
 Homework – Homework is provided through Teejay Publishing booklet “Level E Homework”.
Page 2 Most exercises in the textbook have a linked homework exercise. These should be
used for consolidation of class work or providing those pupils who have reason to
be absent from class lessons a means of covering missed work.
– The booklets provide an excellent resource for revision at home prior to class
tests and a means for parents to keep track of class work.
– Most homework exercises should be completed by all pupils during the course of
the session.
Checking H’Work Teachers need not mark homework, but should ensure that :-
(a) a quick check be made that h’work is recorded in diary
(b) a quick check to establish it has been attempted
(c) homework is corrected by pupil or neighbour each day
(d) difficulties arising are addressed promptly by teacher
(e) regular checks are made of setting/neatness/accuracy.

Time Allocation – The time allocation for each topic should be adhered to as closely as possible
(some flexibility built in)
– Assessments for ALL groups are required to be carried out.
– Whilst the specific needs of individual parents should always be taken into
account, pace and challenge should be central features in the planning process and
the delivery of quality learning and teaching.
 Assessments – Assessment procedures will be introduced in session 2008/9.
Page 3
These will incorporate an easy to use traffic light recording procedure.

Mental Calculations – Mental Calculations are now part of the 5-14 national Assessments and it is therefore
necessary to carry out mental calculation practice on a regular basis with all S1/2 classes.
In order to satisfy this requirement teachers should spend time at the a start or end of
almost every lesson on mental calculations or alternately a 20 mins block each week.
(Practice sheets are provided to support each mental test)
– 2 Mental Tests should be officially used during each “block” of work as specified.
– National Assessments have mental questions in each paper and should be assigned appropriate
teaching time.
– All mental test practices and National Tests should be carried out strictly as follows :-
(a) No written work should be allowed.
(b) Each question should be read twice only with a slight gap.
(c) Pupils given only 10 seconds to answer each question.
(d) In class mental assessments, answers should be entered into a mental test jotter
which the teacher or neighbour should mark during the period.
Teacher should then highlight problems and attempt to clear them up.
(e) Practice tests are of a cumulative nature as pupils progress throughout the course.
They should be at the level pupils are presently working at (with the exception of the
2 introductory tests set at the previous level).
National Asses’t – Level B should take approximately one year to complete for most pupils. Pupils will then be
Page 4
prepared to sit a national assessment, using a variety of revision materials.
– Pupils will only be presented for a national assessment when the teacher considers that
they are ready and well prepared.
– National assessment at level B should be carried out prior to Level C being started.
Level E - Page 1

Topic Ch Pgs Exer Comments H/W Extn/Assessment

BLOCK 1
Revision of Level D 0 1-8 Use for first 4 (5) lessons Yes Diagnostic Assessment Level D
(Ch 0 in booklet form - 4 lessons) for most (+ level C if struggling)
Level E diagnostic for level E
pupils to be done afterwards.

Whole Numbers 1 9-10 1 Place Values, order of numbers & notation Yes
11-12 2 Add and Subtract Yes
13-14 3/4 Multiplication / division by 10, 100, 1000 Yes
15 5 Multiplication by single digit Yes P16 Ex 6 Long multiplication
17-18 7 Division by single digit Qu 1-6 Yes P18 Qu 7-9
19-20 8 Multiplication / Division by 30, 200, 4000 etc Yes P20 Qu 7
Questions 1-6
21 9 Round to nearest 10, 100, 1000 Yes
22 10 Approximations Yes Extension Booklet Pg 1 - 4
23-24 Topic in a Nutshell

ASSESSMENT No. 1 - 1 per only

MENTAL TESTS Do 2 tests ( 1 and 2) from LEVEL D

Level E - Page 2

Topic Ch Pgs Exer Comments H/W Extn/Assessment

BLOCK 2
Symmetry 7 79-81 1 Define line of symmetry (use axis of symmetry Level E Mental tests 1-2 should
as well Qu 2 & 3 - select parts for pupils be completed during this section
to complete (Qu 3(f) has 4 lines of symmetry) Y Qu 6 - creating font set
(Rotational Symmetry) 82-84 2 Use terminology (1/3 turn sym and rotational
symmetry of order 3. You may wish to do some
of Qu 2 ORALLY Y
85-86 3 1/ turn symmetry - may require TRACING
2

PAPER for some pupils Y Page 83, Ex 3 Qu 5

87-89 4 Translational Symmetry (again tracing paper) Y page 89 Qu’s 8-10
Extension Booklet Pg 24 - 25

Topic in a nutshell at this stage

Decimals 2 25-27 1 Review of what a decimal is to 1-3 dec places Yes

28-29 2 Reading decimal scales Qu 1 to 1 dec./ place
Qu 2 (harder) to 2 dec places Yes
30-31 3 Rounding to 1 dec place Yes **Remember Mental Tests 3 & 4
32-34 4 Add and Subtract of decimals to 3 d.p.’s Yes done in this section and
35 5 Multiplication of decimals by 10, 100, 1000 Yes recorded in your marks book**
36 6 Division of decimals by 10, 100, 1000 Yes
37 7 Multiplication of decimals by single digit Yes
38 8 Division of decimals by single digit Yes Extension Booklet Pg 5 - 9

Topic in a nutshell at this stage

Level E - Page 3

Topic Ch Pgs Exer Comments H/W Extn/Assessment

Time 3 43 1 Revision of Level D time - (possibly orally) Yes

44-45 2 Time duration (use method as per top page 44) Yes
46-47 3 Minutes, seconds, decimals do all - stopwatches Yes Extension Booklet Pg 10 - 13

Revision of Chapters 7, 2 and 3 - Symmetry,

Decimals and Time.
TOPIC in a NUTSHELLS

ASSESSMENT No. 2

BLOCK 3
Statistics 9 104-107 1 Mean and range - Possibly too many questions Level E Mental tests 3-4 should
be completed during this section
Select reasonable number for class Y Use rest as extension
108-110 2 Frequency Tables - Possibly too many questions
Select reasonable number for class Y Use rest as extension
111-112 3 Line Graphs - Try all questions Y
113-115 1 Mean and range - Try all - all based on %ages Y Extension Booklet Pg 29 - 37
Topic in a nutshell
Page 4

Topic Ch Pgs Exer Comments H/W Extn/Assessment

Ratio 15 175-176 1 Understanding what a Ratio is Y

177-179 2 Simplifying a Ratio Y Pge 179, Qu 14-15
179-181 3 Ratio Calculations Y Pge 181, Qu 14-16
Extension Booklet Pge 61-62
Topic in a nutshell

Algebra 8 92 1 Collecting like terms. Check pupils know the **Remember Mental Tests 3 & 4
meaning of 2x, 5a etc Y done in this section and
93 2 Use of Number machines Y recorded in your marks book**
94-95 3 Substitution - Check pupils know the meaning
of xy, ab, etc Y P95 Ex 3 Qu 8, 9, 10
96 4 Solve equations - USE COVER UP METHOD
only at this stage in S1 Y
97-98 5 Equations of form 2x – 1 = 9. Use cover-up
method twice when solving. Y Pge 98, Ex 5, Qu 6
98-100 6 Inequalities - define, >, <, ≥, ≤ (use inequalities
or inequations - both o.k.) Y
100-101 7 Solving harder inequalities Y Pge 101 Ex 7, Qu 3
Extension Booklet Pg 26 - 28

TOPIC in a NUTSHELLS ASSESSMENT No. 3

Level E - Page 5

Topic Ch Pgs Exer Comments H/W Extn/Assessment

BLOCK 4
Angles 12 146-147 1 Types of Angles Y Level E Mental tests 5-6 should
147-148 2 Naming Angles (Ensure pupils are familiar Y be completed during this section
with –BAC and BÂC
149-150 3 Calculate missing angles -
Define Supplementary and Complementary Y
151-153 4 Angles in a Triangle Y Extension Booklet P43-46
Angles in Polygon & Clock Faces
154-156 5 Corresponding Angles Y
157-159 6 Alternate Angles Y
Topic in a nutshell

Money 4 49-52 1 Problems on money - good practice - allow Yes

children to use a calculator - encourage/
establish good setting down
53-54 2 Foreign Currency - establish setting down Yes
using column headings as per example
“Unitary method”
55-56 3 Converting back from euros to £’s - use column Yes Extension Booklet Pg 14 - 15
Topic in a nutshell
Level E - Page 6

Topic Ch Pgs Exer Comments H/W Extn/Assessment

Drawing Triangles 14 168-169 1 Two sides and included angle Y *Remember Mental Tests 5 & 6
done in this section and
170-171 2 Two angles and one side Y recorded in your marks book**
172-173 3 Three sides Y Extension Booklet Pge 54-58

TOPIC in a NUTSHELL

ASSESSMENT No. 4

BLOCK 5
Quadrilaterals 18 208-209 1 The Square Y Level E Mental tests 7-8 should
be completed during this section
210-212 2 The Rectangle Y
213 3 The Other Four Quadrilaterals Y
214-217 4 The Rhombus Y
218-220 5 The Kite Y
221-224 6 The Parallelogram Y
224-225 7 The Trapezium Y Extension Booklet Pg 70-75
Topic in a nutshell
Level E - Page 7

Topic Ch Pgs Exer Comments H/W Extn/Assessment

Fractions & %ages 6 72-73 4 Use ratio method shown - if appropriate, show
class (also) method of multiplying Y
(i.e. 5% means x 0·05) etc.
Simple Percentages 74-75 5 Pupils should learn & memorise simple %age
using simple fractions and equivalent fractions as per Qu 1 P74 Y
76 6 Extension of Ex 5 to include further
equivalent fractions Y Extension Booklet Pg 20 - 23

Topic in a nutshell

Negative Numbers 5 59-60 1 Define Integer as +ve or -ve whole number *Remember Mental Tests 7 & 8
whole number including 0 Y done in this section and
(3-4 periods) 61-62 2 Use of thermometers for neg no. work Y recorded in your marks book**
62-63 3 Add/Subtract negatives (use the thermometer
or a number line. Y
63-65 4 Note - wrong point plotted Pge 63.
P(2,4) is P(2,3).
Show pupils how to plot/read points correctly Y Extension Booklet Pg 17 - 19

TOPIC in a NUTSHELLS

ASSESSMENT No. 5
Level E - Page 8

Topic Ch Pgs Exer Comments H/W Extn/Assessment

BLOCK 6
Special Numbers 13 162-163 1 Multiples Y Level E Mental tests 9-10 should
be completed during this section
163-164 2 Factors (H.C.F.) and (L.C.M.) Y
165-166 3 Prime Numbers Y Page 166, Qu 8-9
Extension Booklet, Pges 47-53
Topic in a nutshell

Length and Area 10 118-120 1 Revise mm, cm, m and km and conversions Y Pge 120 Ex 1 Qu 13, 14
121-122 2 Perimeter - Define and show how to find Y
123-124 3 Area of shapes by counting squares -
define cm2 Y
125-127 4 Area by using A = L x B (units of area) Y Pge 127, Ex 4, Qu 8
128 5 Composite Area - Demonstrate how you are
insisting on proper setting-down Y
129-130 6 Area of Right Angled Triangle - by considering
area of surrounding triangle. Y Pge 130, Ex 6 Qu 5
Extension Booklet Pg 38 - 42
Topic in a nutshell
Page 9

Topic Ch Pgs Exer Comments H/W Extn/Assessment

Patterns 11 132-133 1 Simple Arithmetic Sequences Y **Remember Mental Tests 9 & 10

done in this section and
133-134 2 Square and Triangular Numbers Y recorded in your marks book**
(Pupils should learn square numbers 12 to 152
& be able to recognise patterns of square no.’s Page 134 Qu 5-9
135-138 3 Simple Linear Patterns (y = mx) Y
139-143 4 harder Linear Patterns (y = mx + c) Y Pge 143, Qu 9 - 12
No Extn for Ch 11 in Extn Book

TOPIC in a NUTSHELL

ASSESSMENT No. 4

BLOCK 7
Volumes 16 183-186 1 Volume by counting cubes Y Optional Level E mental Tests
186-188 2 V = l x b x h (Question 7 - composite solids Y 11, 12 may be done this block.
should be done by ALL pupils)
189-191 3 Liquid Volumes (Capacity) Y Pge 191, Qu 11-13
Extension Booklet, Pge 64-66
Topic in a nutshell
Page 10

Topic Ch Pgs Exer Comments H/W Extn/Assessment

Scale Drawing 17 194-196 1 Using Scales (avoid using 1 cm = 5 km X Y

use 1 cm to 5 km or 1 cm represents 5 km)
197-198 2 Making a Scale Drawing using a ruler Y
199-201 3 Scale Drawing using a ruler & protractor Y
202 4 Compass Points and Scale Drawings Y
203-205 5 3 Figure Bearings and Scale Drawings Y Extension Booklet, Pge 67-69
Topic in a nutshell

Circles 19 228 1 Parts of the Circle Y

229 Practical Exercise
230-232 2 Y Extension - Circum = πD (level F)
Extension Booklet Pg 76-77
Topic in a nutshell

3D Work 20 234 1 Nets of solids - cubes Y

235 2 Surface Area of the cube Y
236-238 3 Net of a cuboid y
239 4 Net of a prism Y Extension - Further Net
TOPIC in a NUTSHELL ASSESSMENT No. 4
END OF BOOK