The National Certificate in Adult Numeracy Level 2 Skills for Life Support Strategies Module 5: Measures, ratio and scale Thank audience for opportunity to share Move On with them. Introduce yourself and your role. Recognise their role and its importance in ensuring adoption of Move On approach by and for all who can benefit.

Aims To introduce strategies for using common measures, calculating ratios and using scale. 2

Outcomes Participants will be able to: identify and convert between metric and imperial measures use ratio and proportion in everyday situations scale quantities up and down, using direct proportion. 3

What do we mean by scale? When we look at maps, plans and diagrams, they are usually drawn to a specific scale. This means that every measurement actually represents a greater or lesser ‘real-life’ measurement. Usually scale drawings are used to represent a far larger ‘real-life’ object or area. Purpose: To share Move On with you and outline what the Project can offer, to you and to learners To give you a brief taste of the National Tests To give you an opportunity to action plan how you will adopt the Move On approach and adapt it to your setting Workshop outline: Presentation covering these aspects of Move On and the National Tests Questions Quiz using National Test questions that you can take away and copy to use with teachers and students in your own organisation Table-talk to explore action you will take and what support you would like from the Move On Project team Action Planning Is there anything else you would like me to include? 4

Scale in everyday life: kitchen design Scale 1 cm = 1 m 6cm Length of units = 6 m Purpose: To share Move On with you and outline what the Project can offer, to you and to learners To give you a brief taste of the National Tests To give you an opportunity to action plan how you will adopt the Move On approach and adapt it to your setting Workshop outline: Presentation covering these aspects of Move On and the National Tests Questions Quiz using National Test questions that you can take away and copy to use with teachers and students in your own organisation Table-talk to explore action you will take and what support you would like from the Move On Project team Action Planning Is there anything else you would like me to include? 5

Scale in everyday life: maps Purpose: To share Move On with you and outline what the Project can offer, to you and to learners To give you a brief taste of the National Tests To give you an opportunity to action plan how you will adopt the Move On approach and adapt it to your setting Workshop outline: Presentation covering these aspects of Move On and the National Tests Questions Quiz using National Test questions that you can take away and copy to use with teachers and students in your own organisation Table-talk to explore action you will take and what support you would like from the Move On Project team Action Planning Is there anything else you would like me to include? Scale 1 : 1 000 000 6

Scale in everyday life: plans decking path pool Purpose: To share Move On with you and outline what the Project can offer, to you and to learners To give you a brief taste of the National Tests To give you an opportunity to action plan how you will adopt the Move On approach and adapt it to your setting Workshop outline: Presentation covering these aspects of Move On and the National Tests Questions Quiz using National Test questions that you can take away and copy to use with teachers and students in your own organisation Table-talk to explore action you will take and what support you would like from the Move On Project team Action Planning Is there anything else you would like me to include? Scale 2 cm = 1 m 7

Here is a plan of a garden. 8

On the plan, it measures 10 centimetres long. 10 cm 9

As a ratio, this can be expressed as 2 : 400 The scale is 2 cm = 4 m. As a ratio, this can be expressed as 2 : 400 or simplified to 1 : 200. 10 cm 10

To work out the actual length of the garden, divide the drawing into 2 cm strips (2 cm = 4 m). 11

Now, write in what each 2cm strip represents (2 cm = 4 m). 12

From this, we can see that the actual length of the garden is 20 m (2 cm = 4 m). 13

The width of the garden is 7 cm. The scale is 2 cm = 4 m. 14

To work out the actual width of the garden, divide the drawing into 2 cm strips (2 cm = 4 m). 15

Now, write in what each 2 cm strip represents (2 cm = 4 m). 16

What about the remaining part of the plan? 2 cm 4 m 2 cm 4 m 7 cm 2 cm 4 m 17

This is 1 cm wide, so must be equivalent to an actual size of 2 m (2 cm = 4 m). 18

The actual width of the garden is 14 m. 2 cm 4 m 2 cm 4 m 7 cm 2 cm 4 m 1 cm 2 m 14 m 19

Now, think about altering the scale. What if the scale was 2 cm = 1 m? 7 cm 10 cm 20

finding the actual length is straightforward. If the scale was 2 cm = 1 m, finding the actual length is straightforward. (2 cm goes into 10 cm five times, therefore length = 5 x 1 m = 5 m) but what about the width? 7 cm 10 cm 21

Again, to work out the actual width of the garden, divide the drawing into 2 cm strips. 22

Now, write in what each 2 cm strip represents. 23

What about the remaining part of the plan? 2 cm 1 m 2 cm 1 m 7 cm 2 cm 1 m 24

This is 1 cm wide, so must be equivalent to an actual size of ½ m or 50 cm. 25

The actual width of the garden is 3 m 50 cm, or 3.5 m. 26

Summary: ratio, measures and scale Use real measuring instruments and real-life contexts where possible. Use diagrams and pictures to support visual learners, and get learners actually measuring things to exploit kinaesthetic learning styles. Use ‘non-educational’ web sites such as Ikea, or B and Q for practice with plans and conversion, or visit www.onlineconversion.com. 27