Glenrothes High School

Maths Department

S1 Course

S2 Self-Evaluation Booklet

Name: ……………………………………………

Class: ……………………………………………
 Block 1
(June – November)

Basic Calculations & Standard Form

Number & Number Processes
Graphs, Charts & Tables
Distance, Speed & Time
Algebra

Assessment: November
 Basic Calculations and Standard Form – p
CfE S2

MTH 4-06b - Within real life contexts, I can use scientific notation to express large or small numbers
in a more efficient way and can understand and work with numbers written in this form.

MNU 4-07a - I can choose the most appropriate form of fractions, decimal fractions and percentages
to use when making calculations mentally, in written form or using technology, then use my solutions to
make comparisons, decisions and choices.

MNU 4-01a – Having investigated the practical impact of inaccuracy and error, I can use my knowledge
of tolerance when choosing the required degree of accuracy to make real life calculations.

Pupil statement……... Traffic Traffic

Light Light

I can assess a problem and choose an

appropriate degree of accuracy to round to.
I can recall a wide range of equivalent fractions,
decimals and percentages.
I can use a calculator (when appropriate) to find
a percentage of a quantity.
I can change a fraction to a decimal or
percentage.
I can give examples of the use of scientific
notation.
I can express a given number in scientific
notation.
I can express a number given in scientific
notation in “normal” form.
I can arrange numbers in scientific notation in
ascending/descending order of size.
I can perform simple calculations on numbers in
scientific notation (using a calculator).
 Number & Number Processes – CfE S2
MTH 2-03c - Having explored the need for rules for the order of operations in number calculations, I can apply
them when solving simple problems.

MNU 2-07b - I can show the equivalent forms of simple fractions, decimal fractions and percentages and can
choose my preferred form when solving a problem, explaining my choice of method.

MNU 3-01a – I can round a number using an appropriate degree of accuracy, having taken into account the context
of the problem.

MNU 3-03a – I can use a variety of methods to solve number problems in familiar contexts, clearly communicating
my processes and solutions

MNU 3-03b – I can continue to recall number facts quickly and use them accurately when making calculations.

MNU 3-04a - I can use my understanding of numbers less than zero to solve simple problems in context.

MNU 3-07a - I can solve problems by carrying out calculations with a wide range of fractions, decimal fractions
and percentages, using my answers to make comparisons and informed choices for real life situations.

MNU 4-01a – Having investigated the practical impact of inaccuracy and error, I can use my knowledge of
tolerance when choosing the required degree of accuracy to make real life calculations.

MNU 4-03a – Having recognised similarities between new problems and problems I have solved before, I can
carry out the necessary calculations to solve problems set in unfamiliar contexts.

Pupil statement……... Traffic Traffic

Light Light

I can carry out a range of mathematical calculations mentally,

on paper and using a calculator
I can round a number to the nearest 10, 100, 1000, etc.

I can round a number to the nearest whole number

I can round a number to a given number of decimal places

I can round my answers to an appropriate degree of accuracy

I can carry out calculations involving fractions

I can carry out calculations involving decimals

I can carry out calculations involving percentages

I can carry out calculations involving negative numbers

I can confidently explain and give examples of square

numbers, cube numbers, triangle numbers and prime numbers
 Graphs, Charts & Tables – CfE S2

MNU 4-20a – I can evaluate and interpret raw and graphical data using a variety of methods, comment
on relationships I observe within the data and communicate my findings to others.

MTH 4-21a - I can select appropriately from a wide range of tables, charts, diagrams and graphs when
displaying discrete, continuous or grouped data, clearly communicating the significant features of the
data.

Pupil statement……... Traffic Traffic

Light Light

I can group and display data in tables

I can read and interpret different displays of

data
e.g. pie charts, box plots, dot plots, stem and
leaf diagrams, scattergraphs, tables,
spreadsheets
I can draw all graphs accurately, using an
appropriate scale, labelling axis, using a ruler
etc.
I can justify my choice of table, chart, graph or
diagram

I can present my table, chart, graph or diagram

to my peers, pointing out the significant
features of the data

I can prepare a clear, concise written summary

to communicate significant features of the data
 Distance, Speed & Time – CfE S2

MNU 3-10a - Using simple time periods, I can work out how long a journey will take, the speed travelled
at or distance covered, using my knowledge of the link between time, speed and distance.

MNU 4-10b - I can use the link between time, speed and distance to carry out related calculations

Pupil statement……... Traffic Traffic

Light Light

I can use the formula distance = speed x time

I can use the formula time = distance  speed

I can use the formula speed = distance  time

I can calculate average speed, time or distance

to solve a range of problems
I can extract information from distance time
graphs for calculations
I can use compatible units
e.g. if the distance is in cm and the time is in
years the speed of the glacier is in cm per year.
I can work with simple fractions of an hour
 Basic Algebra – CfE S2

MTH 3-14a - I can collect like algebraic terms, simplify expressions and evaluate using substitution

MTH 3-15a - Having discussed ways to express problems or statements using mathematical language, I
can construct, and use appropriate methods to solve, a range of simple equations

MTH 3-15b- I can create and evaluate a simple formula representing information contained in a
diagram, problem or statement.

MTH 4-14a - Having explored the distributive law in practical contexts, I can simplify, multiply and
evaluate simple algebraic terms involving a bracket

MTH 4-14b - I can find factors of algebraic terms, use my understanding to identify common factors
and apply this to factorise expressions

Pupil statement……... Traffic Traffic

Light Light

I can “tidy up” expressions – add like terms.

I can work with expressions putting in the values of the

letter to find the end result.
I can solve linear equations.

I can use the symbols for equals, not equal to, less than
and greater than to solve inequalities.
I can make up an equation/expression from a
mathematical statement expressed in words.
I can multiply out expressions containing sets of
brackets,
e.g. 6(2x + 1), a(a2 + 3b), 3(x + 2) – 2(x + 1)
I can identify and “take out” a common factor to
factorise simple expressions,
e.g. 21x – 7 = 7(3x – 1), x2 + 2x = x(x + 2)