Sample booklet

Contains material from:

● Student Book (pages 3–11)

BGE S1-S3 ● Planning & Assessment Pack (pages 12–15)

Mathematics
& Numeracy

Third Level

Dr Helen Kelly
Dr Alan Taylor
Kathleen McQuillan
New resources for BGE Mathematics and Numeracy (Third Level) Contents
BGE Mathematics and Numeracy Student Book – available in three different formats Introduction 4 Ratio and proportion
Textbook Whiteboard eTextbook Expressing a ratio in its simplest form
Price: £14.99 1-year subscription:
1 Number skills
Using ratio
Available: March 2020 £50 + VAT for small school* Addition and subtraction of decimals
Sharing in a given ratio
ISBN: 9781510471184 £75 + VAT for large school* Single digit multiplication and division
Direct proportion
Student eTextbook Available: March 2020 Rounding
Check-up
1-year subscription: £3.75 + VAT ISBN: 9781510471580 Estimation
2-year subscription: £6.00 + VAT Multiplication and division by multiples of 10 5 Time
3-year subscription: £8.99 + VAT Long multiplication Time intervals
Available: April 2020 *A small school is up to 900 students. A large school is 901+ students. Addition and subtraction of integers Calculating speed
ISBN: 9781510483972 Multiplication and division of integers Calculating distance
Order of operations Calculating time
Planning & Assessment Pack – downloadable PDF for teachers Check-up A mixture!
Reduce planning time, assess progress more easily and deliver BGE Maths with confidence. Distance – time graphs
2 Multiples, factors, powers and roots
This downloadable teacher pack provides invaluable support for experienced teachers, probationers, Check-up
Lowest common multiple
cover teachers and non-specialists. 6 Measurement
Highest common factor
For planning: Digital download (PDF)
Prime numbers Units of measurement
● A scheme of work with teaching notes, an Price: £85.00
Powers and roots Area of a rectangle
overview of the relevant CfE Es & Os and Available: March 2020
Benchmarks, and assessment opportunities for ISBN: 9781510471559 Fundamental theorem of arithmetic Area of a triangle
each lesson Check-up Area of a parallelogram
3 Fractions, decimals and percentages Area of a rhombus and kite
For assessment:
Area of a trapezium
● Homework questions, 14 end-of-unit Simplifying fractions
assessments, 4 block assessments (covering Area of compound shapes
Decimals to fractions and percentages
3–5 units) and a final end-of-level assessment Perimeter and area
Percentages to fractions and decimals
Compound volume
Fractions to decimals and percentages
Volume of a prism
Try before you buy Fractions of an amount
Check-up
To request Inspection Copies and free, no-obligation 30-day eTextbook trials, Percentages of an amount: without a
contact Karen Howatt, sales consultant for Scotland. calculator 7 Expressions and equations
Telephone: 07841 815971 • Email: karen.howatt@hodder.co.uk Percentages of an amount: with a calculator Gathering like terms
Receive a bespoke quote Whole and mixed numbers to improper Evaluating expressions
fractions
Karen would be delighted to prepare a bespoke quote for your school. Balancing equations
Improper fractions to whole and mixed
Contact her today on 07841 815971 or karen.howatt@hodder.co.uk numbers
Evaluating formulae
Check-up
Addition and subtraction of fractions:
common denominators 8 Money
A whole-school approach to BGE from Scotland’s No. 1 educational publisher Addition and subtraction of fractions: Best value
different denominators Budgeting
Multiplication of fractions Budgeting using technology
Division of fractions Contracts and services
Check-up Borrowing money
Saving money
Foreign currency
Check-up
   9 Patterns and relationships
Sequences
13 Data and analysis
Grouped bar graphs
u Introduction
Linear patterns Line graphs with groups
Check-up Reading pie charts › Boost attainment in mathematics
10 Impact of mathematics Drawing pie charts Third Level Mathematics and Numeracy offers one key resource to deliver mathematics and numeracy
Stem and leaf diagrams to all students at this stage of their Broad General Education. The book provides user-friendly, rigorous
Mathematics: past, present and future and comprehensive coverage of all Experiences and Outcomes, and arms students and staff with
Scatter graphs and correlation
11 Coordinates, symmetry and scale Misleading statistics the material they need to assess progress against the Numeracy and Mathematics Benchmarks. The
factor Using technology Third Level textbook with Planning and Assessment Pack delivers a comprehensive course which will
Check-up boost young people’s attainment in mathematics.
Coordinates
Lines of symmetry 14 Probability Using the textbook
Creating symmetrical pictures Probability scale and likelihood The textbook takes students through the Experiences and Outcomes in a planned and progressive
Enlargement Calculating probability manner. The course content is delivered through spreads which each introduce a manageable new
Reduction Using probability chunk of learning. These spreads flow from rigorous worked examples, through plenty of accessible
Scale Drawing Check-up practice to higher-order thinking skills that will challenge and extend students. Each spread includes
Check-up relevant, real-life examples to activate learning power and engage imaginations.
Answers
12 Angles The spreads stand alone and build upon one another to develop key proficiencies and concepts.
Naming angles Students’ knowledge, skills and confidence will grow as they work through the course. There is an
Vertically opposite angles emphasis on mathematical rigour throughout. New learning is clear and accessible, but students
Corresponding angles are also encouraged to practise, test and explore each new skill before moving on. The emphasis on
Alternate angles mathematical rigour and developing mathematical understanding will give learners the best possible
foundation for their further study of mathematics. This textbook will arm young people with the
Angles in a triangle
learning they need to succeed in the Senior Phase.
A mixture!
Angles in polygons Planning and assessment
Constructions
The Third Level textbook is designed as a complete course, streamlining all planning and assessment
Bearings
tasks. Each chapter includes a double-page check-up exercise to consolidate learning and boost
Check-up retention. The Planning and Assessment Pack contains topic homework which can be delivered
traditionally, electronically or as live online assessments through the Dynamic Learning platform.
A series of holistic assessments is also included to support teacher judgement: four block tests and
one whole course assessment with marking schemes are included. These will provide ideal tracking
and monitoring data to inform student progress, target support and activate learners on their Third
Level journey.
The Third Level textbook is designed to free up teachers as the most important and invaluable resource
© Dr Helen Kelly, Kathleen McQuillan and Dr Alan Taylor system, without permission in writing from the publisher or under in the class. A fully cross-referenced planning document is included to demonstrate course coverage.
licence from the Copyright Licensing Agency Limited. Further details of
First published in 2019 by Hodder Gibson, an imprint of
Hodder Education, an Hachette UK Company, 211 St Vincent Street,
such licences (for reprographic reproduction) may be obtained from the
Copyright Licensing Agency Limited, www.cla.co.uk.
Aim high and work hard
Glasgow G2 5QY.
Cover photo © Throughout the book the responsibility for all to contribute to Health and Wellbeing and Literacy
All rights reserved. Apart from any use permitted under UK copyright
law, no part of this publication may be reproduced or transmitted in any Typeset and illustrations by Aptara. Printed in the UK by Ashford. education has been a welcome consideration. In fact, interdisciplinary learning is at the forefront of
form or by any means, electronic or mechanical, including photocopying the textbook, which seeks to place Third Level Mathematics in the full landscape of a young person’s
and recording, or held within any information storage and retrieval
learning. The textbook is ambitious for young people. We encourage them to aim high, work hard and
grasp the mathematics that will prepare them to meet the challenges of the twenty-first century. The
textbook paves the way to exam success and delivers the rich mathematics education which Scotland’s
young people deserve.

iv 5
The content
covers all CfE
Third Level
Sharing in a given ratio
Experiences &
Outcomes and
4 Ratio and proportion 8 A businesswoman keeps and reinvests her profits in the ratio 4 : 3. Her company made a total
Benchmarks profit of £47 250 last year. Calculate the amount of money that was reinvested.
for Numeracy u Sharing in a given ratio 9 Share each amount in the given ratios. Begin by adding all three parts of the ratio.
& Mathematics a) 121 m in the ratio 2 : 4 : 5 b) 360 g in the ratio 3 : 1 : 4 c) £24 in the ratio 9 : 1 : 10
In these questions we share a total into amounts which fit the required ratio. d) 8 kg in the ratio 5 : 3 : 2 e) 1 hour in the ratio 8 : 3 : 1 f) 3 hours in the ratio 4 : 3 : 8
● Add the parts of the ratio. 10 A scone mix weighs 1720 g and contains flour, butter and sugar in the ratio 5 : 2 : 1. Calculate how
Mathematical ● Divide the total by the sum of the parts to find the value of one share. much of each ingredient the mix contains.
concepts are 11 A manufacturer sells to Scotland, Wales and England in the ratio 19 : 1 : 20. The total value of sales
● Multiply each part by the value of one share.
introduced one year was £216 000. Calculate the value of sales in each part of the UK.
through In the following questions think carefully about the information you have been asked for.
step-by-step Worked examples
explanations 12 In a school with 570 students, the ratio of junior to senior students is 10 : 9. How many more
1 A man wants to share his savings between two charities, Wildlife UK and Animal Rescue. He has juniors than seniors are there?
£4000 to donate and wants to share the money in the ratio 3 : 2.
13 A building brick castle contains 1440 bricks. The bricks are grey, black and white in the ratio 4 : 3 : 5.
800 800 Wildlife UK : Animal Rescue
Calculate the total number of grey and black bricks used.
Worked 800 × 3 × 2 3: 2
examples × 800 × 800 14 A shopping centre has a total of 800 parking spaces. The ratio of standard, disability and family
3 + 2 = 5 5 44000 2400 1600 £2400 : £1600 spaces is 15 : 3 : 2. How many more standard than family spaces are there?
show Check : 2400 + 1600 = £4000
mathematical 15 The tables below show the basic ratios used to make different kinds of coffee and the sizes available.
375
concepts 2 White, yellow and blue paint is mixed in the ratio 43: 36: 1.4 The mixed paint is green and is sold in
4+3+1=8 8 3 0 0 0 Coffee Milk Water Foam
in action, 3 litre tins. How much white, yellow and blue paint is needed to make one tin of green? Small 180 ml
Americano 1 0 4 hot 0
increasing 375 375 375 375 white : yellow : blue Regular 330 ml
Cappuccino 2 1 hot 0 2
pupils' 4 + 3 + 1 = 8 8 3306040 × 4 ×2 13 × 1 4: 3: 1 × 375 Latte 2 3 hot 0 1 Large 450 ml
32
understanding 1500 ml :1125 ml : 375 ml
375 1500 1125 375 Frappe 1 2 cold 2 cold 1
and 375 375 Check: 1500 + 1125 + 375 = 3000 ml
confidence ×3 24 ×2 13 × 1 a) Calculate the volume of coffee and water in a small americano.
1500 1125 375 b) Write out the recipe for a large frappe. Calculate the volume of each ingredient.
c) How much coffee is needed for an order of three regular lattes?
Exercise 4C
d) Which contains more foam: a regular cappuccino or a large frappe?
1 Share the following amounts in the given ratio: e) Which regular drink will contain the most coffee: americano, cappuccino, latte or frappe?
a) 50 in the ratio 2 : 3 b) 54 in the ratio 2 : 7 c) 63 in the ratio 5 : 2 Explain your answer.
d) 720 in the ratio 4 : 5 e) 270 in the ratio 7 : 2 f) 121 in the ratio 6 : 5 16 An air steward spends time at home and abroad in the ratio 2 : 7. What fraction of his time does he The exercises
g) 260 in the ratio 7 : 3 h) 1080 in the ratio 5 : 1 spend at home? gradually build
2 Two friends share £49 in the ratio 2:5. How much will each receive? 17 A copper rod is divided in the ratio 3 : 2. The larger part is used for plumbing. What fraction is left? in difficulty,
working up
3 A 360 ml smoothie contains orange and mango juice in the ratio 5 : 4. Calculate the volume of 18 A primary school teacher has three groups in his class. He shares a total of 248 gold stars among
Exercises them one week. He works out the ratio in which the stars were shared and notices that all three
to higher
orange and mango juice in the smoothie.
enable pupils parts of the ratio are unique prime numbers and the sum of the parts is also prime. Determine two order thinking
4 Two friends split a 280 g treat bar in the ratio 3 : 4. How much did each receive? skills that will
to apply their different ways the stars could have been shared.
knowledge of 5 An athlete splits her time into training and rest days in the ratio 3 : 2. Calculate how many training challenge
days she will have over a 365-day year. 19 A mother shares £1655 among her three daughters. She gives the middle daughter 10% more
mathematical more able
than the youngest and the oldest 10% more than the middle daughter. How much money did
concepts and 6 Two farmers split 108 kg of animal feed in the ratio 7 : 5. How much feed will each farmer have? each daughter receive?
pupils
practise their 7 An oil worker works for 13 days in a row and then has 5 days off. Calculate how many working
skills and holiday days she will have over a contract lasting 180 days. ➜

6 7

479876_BGE_Series_Maths_Sample_01–16.indd 6 23/08/19 9:22 AM 479876_BGE_Series_Maths_Sample_01–16.indd 7 23/08/19 9:22 AM

 Calculating time
5 Time u A mixture!
The skills, u Calculating time You may find this memory aid helpful.
knowledge and To find the correct formula, cover the letter you need to calculate. If you are asked to D
understanding We can calculate the time taken for any journey using the formula Time = Distance calculate the distance, for example, cover the ‘D’ with your finger to leave S × T. S T
Speed
established D Remember to:
We abbreviate the formula to T = . Time Decimal Hour Minutes
through the S ● show all working
You should already be familiar with Half an hour 0.5 30
course will .
● make sure units are consistent and include them in your final answer.
set pupils up the following time conversions: Quarter of an hour 0 25 15
Three quarters of an hour 0.75 45
for success at Exercise 5E
National 5 and Answers for
1 Calculate the missing entry for each question.
beyond Worked examples all exercises
a) b) c) d) e) f) g)
1 A train travels 475 km at a speed of 100 km/h. 3 Qasim competes in open-water swimming are provided in
Distance 60 metres 360 km 728 km 1470 km 30 km the back of the
How long does the train journey take? competitions. In his last competition, he had
an average speed of 2.5 km/h. How long will Speed 14 mph 90 km/h 2·8 m/s 12 km/h Student Book
T = D
S it take Qasim to complete a 10 000-metre Time 6 seconds 3 hours 8 hours 40 seconds 5 hours
= 475 race if he can maintain the same average
100 2 The speed limit on a motorway is 70 mph. Caleb has 3 hours to drive 189 miles.
speed?
= 4·75 hours = 4 hours and 45 minutes Can he make the journey without exceeding the speed limit? Justify your answer.

T = D
2 A snake slithers at 8 mph. S 3 Louise rode her horse at an average speed of 7·5 mph. How far did she travel in 2 hours?
How long did the snake take to slither 12 miles? = . 10 4 A small plane flies at an average speed of 200 km/h.
25
T = D = 4 hours Calculate the time taken to fly 650 km. Give your

S
12 answer in hours and minutes.
= Note that distance has to be in kilometres to
8 be consistent with the unit for speed: 5 At a fixed temperature, the speed of sound in air is 343
= 1·5 hours = 1 hour 30 minutes 10 000 metres = 10 km. metres per second. Thunder can be heard 15 seconds
after seeing the lightning strikes. How far away is the
lightning? Give your answer in kilometres.
Plenty of Exercise 5D 6 A train left the station at 17:00 and was due to arrive at its destination at 18:50. Unfortunately,
the train was 10 minutes late in arriving due to a fault on the line.
accessible 1 Calculate the time taken for each of these journeys. Make sure to include units with your answer.
exercises are Convert any answers which include a decimal part of an hour to hours and minutes. I
f the train travelled 184 000 metres, what was its average speed in kilometres per hour?
included to 7 At football training, the team are told to run around the perimeter of the pitch three times. James
a) b) c) d) e) f) g)
ensure that has an average speed of 4 m/s and completes the run in 2 minutes.
Distance 250 miles 78 metres 420 km 1170 m 8778 km 370 miles 4175 km
all pupils can Speed 10 mph 6 m/s 5 km/h 9 m/s 7 km/h 40 mph 50 km/h Calculate the length of the perimeter of the pitch.
learn, progress 8 Kitty competed in a triathlon. She:
and achieve 2 Jo has a hoverboard. She completed a 35-metre obstacle course at an average speed of 5 m/s. ● swam 1500 metres at 20 metres per minute
How long did it take Jo to complete the course? ● cycled 40 km at 16 km/h
3 A satellite with a high Earth orbit travels at 10 000 mph. ● ran 10 km at 8 km per hour
Calculate the time taken for the satellite to travel 5000 miles. Give your answer in minutes. ● took 2 minutes to transition from swimming to cycling
4 A delivery driver has to make two deliveries. She starts in Stirling and drives 120 miles to Carlisle ● took 1 minute to transition from cycling to running. All exercises
at 40 mph. She then stays in Carlisle for 45 minutes before driving 125 miles to Port Glasgow at a) If Kitty started the race at 11 a.m., when did she finish it? and examples
50 mph. If the driver left Stirling at 10:50 a.m. when did she reach Port Glasgow? b) She aims to compete in another triathlon in two months. She thinks she can reduce her are set within
5 John cycles at 8 m/s. How long will it take him to cycle 1.8 kilometres? Give your answer in swimming time to 50 minutes and maintain all her other times. How much faster will she real life
minutes and seconds. have to swim to achieve this? contexts

8 9

479876_BGE_Series_Maths_Sample_01–16.indd 8 29/08/19 1:18 PM 479876_BGE_Series_Maths_Sample_01–16.indd 9 29/08/19 1:19 PM

 Sequences
9 Patterns and relationships ›› Square numbers
u Sequences Exercise 9B
1 Copy and complete the table below to list the first ten square numbers.
A particular number in a sequence is called a term. In the sequence 4, 7, 10, 13, ..., the first term is 4, n 1 2 3 4 5 6 7 8 9 10
the second term is 7, the third term is 10 and so on.
nth square number 1 4 9
To describe a sequence:
● state the first term ●  write down the rule that connects one term to the next. 2 Underneath your table, note the difference between each pair of consecutive numbers. What
pattern can you spot?
Worked examples 3 Draw a second table that lists the 11th to 20th square numbers. Knowing these can be a big
1 These sequences involve addition or subtraction. Write down the next three terms and write down advantage in mathematics.
a rule that describes the sequence. 4 Sharon says that the square of an odd number will always be odd. Rebecca disagrees. Who is
a) 12, 19, 26, 33 … b) 45, 41, 37, 33 … correct and why?
12, 19, 26, 33, 40, 47, 54 … 45, 41, 37, 33, 29, 25, 21 … 5 Look at your table and you will notice that 9 + 16 = 25, i.e. 32 + 42 = 52. We say that 3, 4 and 5
Start at 12 and add 7 each time. Start at 45 and subtract 4 each time. are a ‘Pythagorean triple’. Find five more Pythagorean triples in your tables and write them in the
form a2 + b2 = c2.
2 These sequences involve multiplication or division. Write down the next three terms and write
down a rule that describes the sequence.
a) 4, 8, 16, 32 … b) 2187, 729, 243, 81 …
4, 8, 16, 32, 64, 128, 256 … 2187, 729, 243, 81, 27, 9, 3 … ›› Triangular numbers
Start at 4 and multiply by 2 each time. Start at 2187 and divide by 3 each time.
The pattern below shows the first four triangular numbers.
3 A sequence has first term 12 and rule ‘add 7 each time’. What is the fourth term in the sequence? 1 3 6 10
2nd term: 12 + 7 = 19 3rd term: 19 + 7 = 26 4th term: 26 + 7 = 33.
Exercise 9C
Exercise 9A 1 Copy the diagrams above and continue them up to the sixth triangular number.

1 These sequences are formed using addition or subtraction. For each one write the next three terms 2 Copy and complete the table below to list the first ten triangular numbers.
and the rule. n 1 2 3 4 5 6 7 8 9 10
a) 2, 5, 8, 11 … b)   9, 15, 21, 27 … c)  1, 14, 27, 40 … d)  25, 23, 21, 19 … nth triangular number 1 3 6
e) 63, 55, 47, 39 … f)   86, 72, 58 … g)   14, 8, 2, −4 … h)   −19, −7, 5 …
3 What is the difference between:
i) 113, 94, 75 … j)   −3, −11, −19 … k)   13, 27, 41 … l)   7, 8·3, 9·6 …
a) the 3rd and 4th triangular numbers b) the 7th and 8th triangular numbers
2 These sequences are formed using multiplication or division. For each one write the next three
terms and the rule. c) the 9th and 10th triangular numbers d) the 53rd and 54th triangular numbers?
a) 2, 4, 8, 16 … b)   1, 3, 9, 27 … c)   2, 10, 50 … d)  400, 200, 100 … 4 Add together pairs of consecutive triangular numbers and note the answers. What do you notice?
Can you demonstrate why this result is true by using your diagrams from Question 1? Two colours
e)  288, 144, 72 … f)  7, 21, 63 … g)  3125, 625, 125 … h)  5120, 1280, 320 … of pen may be helpful!
3 A sequence has first term 19 and rule ‘add 18 each time’. What is the fourth term in this sequence?
5 Using what you observed in Question 4, write down the sum of
4 A sequence has first term 23 and rule ‘subtract 4·5 each time’. What is the third term in this sequence?
5 The first and third terms of a particular sequence are 5 and 45, respectively. The rule for this sequence a) the 11th and 12th triangular numbers b) the 19th and 20th triangular numbers.
involves multiplying by a positive number. What is the second term in the sequence? 6 James tries adding together the first square and triangular numbers, then the second and so on. He
6 The fourth and fifth terms of a sequence that involves subtraction are 97 and 78. What is the first thinks that this will always result in a prime number. Is he correct? Give a reason for your answer.
term of the sequence?

10 11
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Name Class Date Name Class Date
Pl Patterns Speed, distance and time assessment

Pa
Patterns Speed, distance and time assessment
1 For each of the following sequences: 1 Calculate the time interval, in hours and minutes, from
1 For each of the following sequences: 1 Calculate the to
a) 3:10 p.m. time interval,
11:52 p.m.inb)
hours and
06:34 tominutes,
11:50 c)from
8:41 p.m. to 3:06 a.m. d) 13:55 to 01:19.
(i) write down the next three terms (ii) describe in words a rule for the sequence.
a) 3:10 p.m. to 11:52 p.m. b) 06:34 to 11:50 c) 8:41 p.m. to 3:06 a.m. d) 13:55 to 01:19.
(i) write down the next three terms (ii) describe in words a rule for the sequence.
a) 5, 12, 19 … b) 5, 20, 80 … c) 5, 2, –1 … d) –13, –6, 1 … 2 Enrico started studying at 6:50 p.m. and stopped studying at 9:08 p.m.
a) 5, 12, 19 … b) 5, 20, 80 … c) 5, 2, –1 … d) –13, –6, 1 … For how
2 Enrico long,studying
started in hoursatand minutes,
6:50 was
p.m. and he studying?
stopped studying at 9:08 p.m.
2 Which two positive numbers less than one hundred are both square and triangular
For how long, in hours and minutes, was he studying?
numbers?
2 Which two positive numbers less than one hundred are both square and triangular 3 Richard plants seeds in a small pot at 08:20 on 7 July. He moves them to a bigger pot at
numbers? 3 Richard
16:15 onplants seeds in a small pot at 08:20 on 7 July. He moves them to a bigger pot at
20 July.
3 Draw the following grid. Cross off every square number, every Fibonacci number, 16:15 on 20 July.
For how long were the seeds in the small pot?
every
3 Draw thetriangular
following number andoff
grid. Cross every prime
every number.
square What
number, is the
every sum of the
Fibonacci remaining
number, every For how long were the seeds in the small pot?
numbers?
triangular number and every prime number. What is the sum of the remaining numbers? 4 Calculate the missing entry for each question
4 Calculate the missing entry for each question
1 12 23 34 45 5 a) b) c) d) e) f)
a) b) c) d) e) f)
Distance 460 km 265 m 2500 km 6270 miles
6 6 7 7 8 8 9 9 10 10 Distance 460 km 265 m 2500 km 6270 miles
Speed 43 mph 5 m/s 68 m/s 30 mph
Speed 43 mph 5 m/s 68 m/s 30 mph
Time
Time 77hours
hours 2 2hours
hours 4 hours
4 hours 23 s23 s
11 1112 1213 1314 1415 15

16 1617 1718 1819 1920 20 55 Ben

Ben jogs
jogs560
560mmatatan
anaverage
average speed
speed of of 2 m/s.
2 m/s. HowHow many
many seconds
seconds waswas
BenBen jogging
jogging for? for?

21 2122 2223 2324 2425 25 66 A

A plane
planeflies
flies2000
2000km
kminin4 4hours.
hours. What
What was
was thethe average
average speed
speed of the
of the plane?
plane?

7 Meredith
Meredithdrives
drivesatatan
anaverage
average speed
speed of of
4545 mph
mph for for 3 hours.
3 hours. HowHow far Meredith
far did did Meredith travel?
travel?
4 Calculate the first term of the sequences with the following general terms.
4 Calculate the first term of the sequences with the following general terms. A train
8 A traindeparts
departsaastation
stationatat14:10
14:10 and
and arrives
arrives at its
at its destination
destination at 20:10.
at 20:10.
a) 5n + 6 b) 12n – 13 c) –7n – 6 d) –4n + 8 IfIf the
thejourney
journeywas
was300
300miles,
miles,what was
what thethe
was average
average speed of the
speed train?
of the train?
a) 5n + 6 b) 12n – 13 c) –7n – 6 d) –4n + 8
5 For each of the general terms in Question 4, calculate the 7th term and the 15th term.
99 Xiao
Xiao cycles
cycles7575miles
milesatatananaverage
averagespeed of 20
speed mph.
of 20 mph.
5 For each of the general terms in Question 4, calculate the 7th term and the 15th term.
6 Copy and complete the tables and find a general rule for each sequence. How
How long
longdid
didXiao’s
Xiao’sjourney
journeytake? Give
take? your
Give answer
your in hours
answer andand
in hours minutes.
minutes.

a) Copy and complete the tables and find a general

b) 10
10 a)
a) AA cat
cathas
hasan
anaverage
averagespeed
speedof of
1111
m/s. How
m/s. far far
How cancan
thethe
cat cat
run run
in one minute?
in one minute?
6 rule for each sequence.
n 1 2 3 4 5 6 n 1 2 3 4 5 6 b)
a) b) b) AA dog
dogcan
canrun
runatat1414m/s.
m/s.How
Howmuch
muchfurther cancan
further thethe
dogdog
run run
thanthan
the cat
the in one
cat minute?
in one minute?
n nth 1 1 2 53 94 5 6 n nth 1 122 26 3 404 5 6
term term 11 A cruise ship sails 280 000 metres in 7 hours. Calculate the average speed of the ship in
11 A cruise ship sails 280 000 metres in 7 hours. Calculate the average speed of the ship in
nth 1 5 9 nth 12 26 40 km/h.
c) d) km/h.
term
n 1 2 3 4 5 6 termn 1 2 3 4 5 6 300
12 A bus journey is shown in the graph opposite. 300
c) d) 12 A bus journey is shown in the graph opposite.
n nth 1 132 203 274 5 6 n nth 1 1 2 3 3 5 4 5 6 a) Calculate the average speed of the first part of
term term a) Calculate
the journey. the average speed of the first part of

Distance (miles)
e) nth 13 20 27 f) nth 1 3 5 the journey. 200
b) How long did the bus stop for?

Distance (miles)
term
n 1 2 3 4 5 6 termn 1 2 3 4 5 6 b) How long did the bus stop for? 200
c) How much faster did the bus travel on the
e) f)
c) How part
second much of faster did the
the journey bus travel
compared on the
to the first?
n nth 1 5 2 3 3 1 4 5 6 n nth 1 -6 2 -103 -144 5 6
term term second
d) part
The bus of the
took journey
another compared
50 minutes to the first?
to complete its 100
nth 5 3 1 nth -6 -10 -14 journey.
d) The bus took another 50 minutes to complete its 100
term term journey.
At what time did the bus arrive at its destination?
Write your
At what answer
time using
did the bus12-hour notation.
arrive at its destination? 0 14:00 16:00 18:00
Write your answer using 12-hour notation. noon
0
noon Time (hours)
14:00 16:00 18:00
12 BGE Mathematics and Numeracy: Third Level © Hodder & Stoughton 2020 1 BGE Mathematics and Numeracy: Third Level © Hodder & Stoughton 2020 Time (hours) 1 13
BGE Mathematics and Numeracy: Third Level © Hodder & Stoughton 2020 1

479876_BGE_Series_Maths_Sample_01–16.indd 12 23/08/19 10:03 AM BGE Mathematics and13Numeracy:

479876_BGE_Series_Maths_Sample_01–16.indd Third Level © Hodder & Stoughton 2020 1 23/08/19 10:04 AM
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BGE Mathematics and Numeracy: Third Level
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Lesson Plans
AT ent P
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Chapter

Periods
MTH 3-17c

MTH 3-06a
MTH 3-12a
MTH 3-13a
MTH 3-14a
MTH 3-15a
MTH 3-18a
MTH 3-21a

MTH 3-07b
MTH 3-11b
MTH 3-15b
MTH 3-17b
MTH 3-20b

MNU 3-01a
MNU 3-03a
MNU 3-04a
MNU 3-07a
MNU 3-08a
MNU 3-09a
MNU 3-10a
MNU 3-20a

MTH 3-07c

MNU 3-03b
MNU 3-09b

MTH 3-05a
MTH 3-16a
MTH 3-17a
MTH 3-19a

MTH 3-05b
MNU 3-11a
MNU 3-22a

479876_BGE_Series_Maths_Sample_01–16.indd 14
1 15    
2 8      
3 16       
Block 1 Test          
4 8     
5 8   
6 12       
Block 2 Test        
7 14       
8 10      
9 6      
10 2   
11 10       
Block 3 Test           
12 12     
13 10    
14 5  
Block 4 Test         
Whole-course Assessments
Paper 1              
Paper 2              

BGE Mathematics and Numeracy: Third Level Planning and Assessment Pack © Hodder & Stoughton 2020

23/08/19 10:04 AM
BGE Mathematics and Numeracy: Third Level
Lesson Plans

Lesson Number Textbook Experiences

Learning Intentions Third Level Benchmarks
and Title Pages and Outcomes
1 Best Value • Compare products and use direct proportion to 1-2 MNU 3-09a • Demonstrates understanding of best value
decide which is best value. MNU 3-08a in relation to contracts and services when

479876_BGE_Series_Maths_Sample_01–16.indd 15
• Later in the exercise learners consider the impact MNU 3-03b comparing products and chooses the best
of buy one get one free type offers. Emphasising MNU 3-01a value for their personal solution and
buying what is needed and comparing the overall MNU 3-03a justifies choices.
cost.
Assessment Opportunities: Check-up Q1,2 Homework Q1-2 Assessment Q1,2
Teaching Notes Learners need to revise and refresh direct proportion. Learners may enjoy bringing in snaps of deals and offers they see in the shops. These can
build a class display or be used as starters. If they have access to technology supermarket deals are all available online. A class challenge to find the best value
beans for example.
2 Budgeting • Use a structured approach to balancing incoming 3 MNU 3-09b • Budgets effectively, using technology,
and outgoing money. This gives pupils a method MNU 3-04a showing development of increased
and is a precursor to the use of technology to MNU 3-01a financial capability.
budget. MNU 3-03a
• Learners will consider a variety of budget
situations linking to the world of work.
Assessment Opportunities: Check-up Q3 Homework Q4 Assessment Q3
Teaching Notes Learners will enjoy extending this to role playing different budget situations as party planners, decorators, pet owners, football fans, music lovers
etc. and researching the real costs. An interesting budgeting project is possible. Learners could be given jobs with starting salaries and asked to construct a living
budget for themselves, find a place to live, find out how much their bills will be, what they would have to spend on food, travel, fun…This is ideal for paired and
groupwork.
3 Budgeting Using • Develop understanding of using a spreadsheet to 4 MNU 3-09b • Budgets effectively, using technology,
Technology budget. MNU 3-04a showing development of increased
• Learners can complete this exercise without MNU 3-01a financial capability.
access to technology if need be. MNU 3-03a
Assessment Opportunities: See project suggestion
Teaching Notes See above. If learners have access to technology they can plan and present their living budget using a spreadsheet.

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BGE Mathematics and Numeracy: Third Level Planning and Assessment Pack © Hodder & Stoughton 2020
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 This sample booklet contains material from:
BGE S1-S3 ● Student Book (pages 3–11)

Mathematics
● Planning & Assessment Pack (pages 12–15)
To see all of the resources for BGE Mathematics & Numeracy,

& Numeracy turn to the inside front cover.

Boost attainment, engagement and confidence with this progressive

approach to Third Level Maths. Pupils are guided through mathematical
concepts with worked examples, plenty of practice and opportunities to
check that skills are secure before moving on.
Covering all CfE Third Level Benchmarks for Numeracy and Mathematics, this ready-made
and fully differentiated BGE S1–S3 course puts progression for every pupil at the heart of your
curriculum.
● Make new learning manageable: Each concept is introduced through step-by-step explanations
and rigorously worked examples, set within real life contexts that are relevant to pupils
● Apply knowledge and practise skills: Pupils are encouraged to test and explore their
understanding of new concepts by completing exercises that gradually build in difficulty – with
answers provided at the back of the Student Book
● Meet the needs of each pupil in your class: The explanations and activities are designed to
ensure accessibility for those with low prior attainment, while coverage of higher order thinking
skills will challenge and extend more able pupils
● Effectively check and assess progress: ‘Check-up’ exercises at the end of each chapter in the
Student Book consolidate learning and support formative assessment, helping you monitor
progression against the Experiences & Outcomes and Benchmarks (with additional assessments
and worksheets in the separate Planning & Assessment Pack)
● Lay firm foundations for National qualifications: The skills, knowledge and understanding
established through the course will set pupils up for success at National 4, 5 and beyond
● Deliver the ‘responsibility for all’ Es and Os: Plenty of activities that address literacy and health
and wellbeing skills are threaded through the book

Try before you buy

To request Inspection Copies and free, no-obligation 30-day eTextbook trials,
contact Karen Howatt, sales consultant for Scotland.
Telephone: 07841 815971 • Email: karen.howatt@hodder.co.uk
Receive a bespoke quote
Karen would be delighted to prepare a bespoke quote for your school.
Contact her today on 07841 815971 or karen.howatt@hodder.co.uk

t: 01235 827827
e: education@bookpoint.co.uk ISBN: 9781510479876
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