5. money coin note penny pence
pound price cost buy bought
sell sold spend spent pay
costs more most
change dear expensive expensive
more
costs less least
cheap cheaper expensive expensive
less
how how
total amount value
much? many?
worth discount profit loss currency
6. days of the how long quarter
century GMT
week ago? past
months of how long will
millennium clock BST
the year it be until…?
International
seasons weekend arrive watch
Date Line
day birthday depart hands how often?
week holiday hour digital always
fortnight calendar minute analogue never
old/older/
month second timer often
oldest
new/newer/ 24 hour
year o’clock sometimes
newest clock
12 hour
leap year timetable half past usually
clock
35. 1/2 la moitié
1/3 le tiers
1/4 le quart
1/5 le cinquième
1/6 le sixième
1/7 le septième
1/8 le huitième
1/9 le neuvième
1/10 le dixième
1/12 le douzième
37. Encuesta: Nuestros animales preferidos
gato 6 / 30 20%
perro 9 / 30 30%
conejo 3 / 30 10%
hámster 3 / 30 10%
ratón 9 / 30 30%
El perro es más popular que el gato.
38. Les résultats de nos examens
Théo: Sarah:
Français 37/50 Français 43/60
Maths 28/65 Maths 38/70
Anglais 34/60 Anglais 22/55
Théo est plus fort en anglais que Sarah.
Théo est plus fort en français
qu’en maths.
42. En mi cuadro hay un triángulo rojo,
un triángulo azul, un círculo verde,
un círculo rosa, un cuadrado amarillo,
cuatro rectángulos rosas, un rectángulo
verde y un rectángulo marrón.
44. Avec $1 je peux acheter…..
une grande glace au Costa Rica
un litre de lait en Colombie
trois paires de tongs en Croatie
une tasse de café et au Danemark
deux biscuits
au Vietnam
un ananas ,
www.lonelyplanet.com/asia/travel-tips-and-articles/76028
It's undeniable that learning another language contributes to and improves students' literacy skills. But are you aware of how much maths you include in your MFL lessons on a day to day basis? This is the main reason why we need to be aware of numeracy and what we do: Ofsted framework - “Achievement of pupils at the school” So whether we like it or not, the school will be judged on how maths is applied across the curriculum. It’s in our best interest to make sure we are aware of what mathematical content lies within our schemes of work, and that when we refer to “technical” maths vocabulary we are using it correctly. It’s not necessarily going to require us to extra work, but to be more aware of what we already do and to make the most of opportunities to promote numeracy and mathematical skills within our lessons.
Then we get articles like this from the Guardian in May 2011 about CBI criticising the poor literacy and numeracy skills of school leavers. It’s something that universities have commented on as well. It’s clear that we all need to share the responsibility of preparing students for the big wide world.
KS2 MFL reinforces the maths done in EYFS and KS1 – number recognition, number bonds, simple arithmetic, 2D and 3D shapes, money and so on. It also has potential to use aspects of KS2 numeracy such as data handling, percentages and fractions. These are further revisited in KS3 and 4. These are the basics which it can do no harm to reinforce. There was a thread on the TES recently said that the inclusion of maths in MFL is “a crackpot scheme thought up by a jackass”, and as worthwhile as maths teachers having to include literacy in their lessons. However closer investigation and comparisons of programmes of study reveals that whether we like it or not, maths is embedded in our schemes of work (as are most other subjects, we must admit). In my school the maths co-ordinator often suggests to me things that he would like me to reinforce if possible, particularly with Y5 and Y6. This gives me more ideas for classroom activities, enables the children to reinforce their maths and also gives MFL more relevance by building those bridges across subjects. As I see it, it’s a win-win. Here are just some of the ways in which you teach maths:
Solving problems – Money – Y6 vocabulary – in other words what they have to know by the end of KS2. How much of this can MFL help with?
Measures, shape and space – Time – Y6 vocabulary Before I started researching this, I knew that MFL teachers did a fair bit towards Maths, but I wasn’t aware exactly how much we did. It’s only looking at the key vocabulary for KS2 Maths that makes this clear: this is the “Time” vocabulary. See how many of your topic areas it touches on. Do your maths department know that you do all this?
Can download vocabulary booklet from here. Lets you know what they will have covered when and also enables you to detail the numeracy covered in schemes of work and lesson plans. Also lets you know what language you need to use, such as the word “calculations” not “sums”
There are 10 main areas to the KS2 Maths curriculum, so let’s look at some activities from each. Not saying you have to do these activities, but hopefully will be “sowing the seed” and triggering some ideas. starting with number sequencing. Children need to be able to count forwards and backwards in units, tens and hundreds from any 2 or 3 digit number. Forwards not too challenging, backwards bit more tricky!
Toys and things I use for practising numbers: Flashcards – for introducing, playing which card etc, telephone numbers, washing lines, can give sets of small cards to children to hold up, to help each other to practise and so on
These are telephone number cards, where the student “dials” the number at the bottom of the card having “received” the one at the top. The idea is to make a chain where all chn participate and have to listen very carefully. Fun to do it against the clock. Can also use it to “phone” individual chn. Also cards with digits and words on, to make 2 or even 3 figure numbers and use the words to write them. Challenge is to use all the cards.
Can be used for simple number recognition, addition. These are silent dice – recommended!
Good for small groups, such as nursery, Reception, KS1, SEN etc. The foam numbers have velcro hook pads on the back to stick onto the fluffy board. From craftpacks.co.uk
Promotes co-operative working and can be adapted to lots of different areas of language. Can be made using Tarsia or there are other online makers out there. Could even do a template in powerpoint. These particular ones were to introduce chn to numbers 16-31. They were using what they already knew to find out and match up the new numbers.
Classrooms (and maths departments!) have number lines and number fans. Get children using them in the language. With the number fans can show a colour for each number for example, they show the right number. Constantly reinforcing numbers.
For practising sequences and for active involvement Numbers in sequence, then one up, one down etc
Use for single numbers, adding etc Press F9 to change the number
100 squares are very commonly used in the primary maths classroom and so something that children will be familiar with. Give them a 100 square each and a counter, and all count together. Physical act of sliding the counter along helps it to go in better If the square is laminated, give them a whiteboard marker. They take it in turns to circle 5 numbers and say them to their partner, who has to circle the same numbers on their square. They can then compare squares to check the answers.
Put written numbers in the right order
Can be used for big numbers and place value but also for putting them in the right order
Accessing higher order skills when doing something as apparently mundane as numbers Other things: complete a number sequence, where the numbers are given in written form or spoken again to increase the challenge Of course you can make these as simple as you like or as complex. Easy to knock up and make appropriate for the class you have. It makes them think!!
Use the symbols <, > and = < is “est inférieur à…” and > is “est supérieur à”
For sequencing Give each student or pair of students one of the ladders. Call out seven numbers. They have to write them down and then arrange them in ascending order on the ladder.
Give some numbers in random order. Chn work in pairs or groups to put them in order. They have to sing a song when they have done it, but only win if they can read the numbers out in the correct order. Sing Sur le pont d’Avignon Answer: Un Trois Quatre Sept Huit dix
Let’s make it a bit more taxing This activity could also work with verb forms, months, words in a sentence, times and so on Answer: Vingt-trois Trente-huit Quarante-et-un Cinquante-cinq Soixante-quatre Soixante-sept
Can use a lot of the same ideas for both. Listed as two separate parts of the maths curriculum though
This would also work for verb forms – person on one axis, infinitive on the other
Good for maths skills and also for higher order thinking. Think about how many different areas of language you could use this for. Idea is that chn say which is the odd one out and, most importantly, why it is the odd one out.
Set them off on a TL shopping website with a (pretend) budget of Euros. They have to present the prices of what they buy in Euros in words as well as work out the change in words too. C’est combien un Roll’up cola, et deux lots de Mini poppis? €3,80 Good intercultural link too – different currency, terminology for online shopping, comma where we put a decimal point etc.
Children at KS2 have to understand unit fractions (1/3, 1/8 etc) as well as several parts of one whole such as 2/3 and 5/8. In the language it involves different vocabulary such as tiers, quart, cinquième etc which overlap with time and with ordinal numbers
Students will have to work out which is bigger, ¼ or 3/8 and then complete the sentence. Way of introducing the comparative.
Calculating fractions but also showing this particular resources idea which is very adaptable.
To help out
Follows on from fractions The word “per cent” itself leads to some cognate and linguistic work – cent meaning 100 and links with other languages. Percentages can be used for comparisons and therefore for work using the comparative and superlative and the negative.
For example the results of a class survey. Calculate the percentages. This makes it easier to compare the results with other similar surveys and facilitates making graphs or piecharts. Find the percentages and the total and percentage for mouse. Can then makes sentences to talk about the results using the comparative and superlative.
Find the percentages. Will involve more complex mental maths or perhaps use of calculators (crack out the smartphones!) To be able to comment on their aptitude for one subject compared to another, students will have to find the percentages (lowest common denominator again) Can then compare their own ability across subjects as well as make comparisons between pupils Theo: 74%, 43%, 57% Sarah: 72%, 54%, 40%
Shopping is another topic where percentages pop up. Again, give them a budget, some items, their prices and discounts, and they have to work out what they are going to buy. Tense work can also come into play here.
By the end of Y6 children will have covered (under the new draft maths curriculum) 2D and 3D shapes, along with the notion of symmetry, angles, perimeter and area. 2D shapes can help you with pictures, patterns and therefore colours and plurals. 3D shapes (such as children’s bricks) are useful for preposition work.
This is an image made by one of my Y2s using autoshapes in ppt. Only allowed to use circles, squares and triangles. Count the different shapes and say the plurals. Hay seis círculos. Hay seis cuadrados. Hay tres triángulos.
Then can use the actions and vocabulary to describe what is on the picture. Lots of scope for individual creativity
By measures we mean knowing metric units, how they compare in size, the difference between metric and imperial, how to interpret and read scales as well as record measurements using decimal notation. “Shopping lists” is an obvious choice for this one, as well as recipes. http://www.lonelyplanet.com/asia/travel-tips-and-articles/76028 What you can buy for a dollar
Something a little different perhaps, with an intercultural flavour ($1 = 63p) Students have to express opinions about which country they think each one is (when they’ve worked out what’s on the list and how much a dollar is worth) Scope here for using webquest to compare prices across the world/Europe etc and compare currencies.
Reading scales – temperatures, reading from a thermometer. Here are the temperatures from Saturday 2 nd Feb. Cultural element here too, i.e. use of Centigrade, where are the places mentioned, can the children add to the list and make thermometers for their friends to read Combien de degrès à ….? Again some comparative work. Stimulus for work about climate, describing general weather – good for coursework holiday abroad!
Time is so much more than just clocks. Saw the key vocabulary earlier. There’s also calendars, timetables…
Here’s a Cluedo game that I played with my Y4/5 classes last week. Idea is to listen carefully to everyone else and thinking logically while still saying lots of dates. Can be played teacher vs class but also of course in pairs. Can be adapted to lots of topic areas, e.g. hobbies and frequency, jobs in the house, school subjects…
What is data handling? Tables, pictograms, bar charts, pie charts, use of mean median and mode, surveys. Questionnaires, databases, Venn diagrams, Carroll diagrams
Maths and intercultural understanding all in one go
Maths and intercultural understanding all in one go
