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Disneyland Paris

Pupils are given a set budget and they have to plan a holiday for themselves considering a variety of constraints, such as temperature and exchange rates. Alternatively pupils could imagine they work for a travel agent and have to research the best holiday for their client’s set criteria. Pupils can then sell a holiday destination or a choice of destinations to others in the group.

Unit overview

Phase 1

Walt Disney Quiz which can be used for Data Analysis

Stage 2

Introduce the topic – pupils are going to organise a trip to EuroDisney for four people (two adults and two children) in Paris.

The big picture

Brainstorm in groups all the factors that may need to be considered during the planning

Fuel Costs Handling Data Graphs Bearings Distance-Time Graphs Scales on Maps
Surveys – what do people like? Mileages Speed Grid References Timings
Mobile networks! Cost of flights Spending money exchange rates  
Temperature
Rainfall/humidity
Hotel accommodation
Half- or full-board
Insurance
Personal/possessions/driving/medical
   

Stage 3

Given a budget, look at the cost of flights and hotels
Decide which resort you want to go to.
Decide when you want to travel.
Calculate how much it costs for two adults and two children.
Can you afford it?
Do you need to change time of travel / number of days / resort?
Exchange rates
Pupils are given the exchange rates from euros to pounds and/or pounds to euros.
Practise simple conversion questions. How many euros do I get for £6? etc…
Plot conversion graphs for pounds and euros.
Find out what different menus cost in Paris either by using graphs or by converting using a multiplier.
Pupils could investigate the cost of holiday insurance.
Method of Travel
Train timetables to London
Flights
Ferry
Eurostar
Car Hire Costs
Travelling by car : See Road Distances information sheet
Cost of Fuel, different fuel consumptions at different speeds or different cars
Route planning, optimise time, fuel, distance.
Bearing of flights.
Overtaking questions – if I travel 2mph faster than the car in front can I get in front if there is a 300m space?  What if I am travelling at 40mph and a car coming the other way is doing 45mph, what distance would be needed?
If I travel at an average speed of 2 mph faster how much quicker would I be?
Speed and Distance-Time graphs

Stage 4

Design an advert or poster justifying your choices
Make a presentation.
Peer assessment of presentations

Stage 5

Review the curricular targets using a selection of SATs questions.

Resources and useful websites
Thunder Mountain.avi         Indiana Jones.avi
Disney Facts.ppt
Map of EuroDisney and France.doc for Bearings
Map of East Anglia.pdf       Map of France.pdf
Disney Conversion Graphs.ppt
Guide to Map Reading.pdf
Disabilities Guide.pdf
EuroStar Timetable.pdf
French Recipes.pptx
French Vocabulary.doc
Ipswich London Timetable.doc          pdf Version

An atlas of Western Europe
Holiday brochures
Currency conversion rates http://www.xe.com/
Euro Disney on the Eurostar - How to book tickets to Euro Disney Resort on the Eurostar from London
Disneyland Paris Guide - Fast site that'll get you up to speed on EuroDisney quickly.
Disneyland Resort Paris (EuroDisney) - The Internet Guide (unofficial) - A well organized guide to Disneyland
Disneyland Resort Paris - The Official Disney guide to Disneyland Paris.

 

Mathematical processes and applications

1.1 Representing

Year 7: Identify the necessary information to understand or simplify a context or problem; represent problems, making correct use of symbols, words, diagrams, tables and graphs; use appropriate procedures and tools, including ICT

Year 8: Identify the mathematical features of a context or problem; try out and compare mathematical representations; select appropriate procedures and tools, including ICT

1.2 Analysing – use reasoning

Year 7: Classify and visualise properties and patterns; generalise in simple cases by working logically; draw simple conclusions and explain reasoning; understand the significance of a counter-example; take account of feedback and learn from mistakes

Year 8: Visualise and manipulate dynamic images; conjecture and generalise; move between the general and the particular to test the logic of an argument; identify exceptional cases or counter-examples; make connections with related contexts

1.3 Analysing – use procedures

Within the appropriate range and content:

Make accurate mathematical diagrams, graphs and constructions on paper and on screen; calculate accurately, selecting mental methods or calculating devices as appropriate; manipulate numbers, algebraic expressions and equations, and apply routine algorithms; use accurate notation, including correct syntax when using ICT; record methods, solutions and conclusions; estimate, approximate and check working

1.4 Interpreting and evaluating

Year 7: Interpret information from a mathematical representation or context; relate findings to the original context; check the accuracy of the solution; explain and justify methods and conclusions; compare and evaluate approaches

Year 8: Use logical argument to interpret the mathematics in a given context or to establish the truth of a statement; give accurate solutions appropriate to the context or problem; evaluate the efficiency of alternative strategies and approaches

1.5 Communicating and reflecting

Year 7: Communicate own findings effectively, orally and in writing, and discuss and compare approaches and results with others; recognise equivalent approaches

Year 8: Refine own findings and approaches on the basis of discussions with others; recognise efficiency in an approach; relate the current problem and structure to previous situations

Curricular targets

Level 3/4

N1.1 Round numbers to the nearest 10 or 100

N1.3 Add and subtract two-digit numbers; multiply and divide using multiplication facts to 10 ´ 10, without the use of a calculator.

N1.4 Solve addition, subtraction, multiplication and division problems involving whole numbers or money; interpret the calculator display.

S1.1 Use metres, centimetres and millimetres and convert measurements from one to another.

S1.2 Read scales graduated in 2, 5, 10, 20, 25, 100, 0×1; read the time from analogue clocks.

S1.3 Understand and use the compass directions N, S, E, W, NE, NW, SE, SW.

D1.3 Draw and interpret simple graphs and pictograms.

Level 4

N2.1 Order positive and negative temperatures; solve problems involving temperature changes.

N2.3 Solve addition and subtraction problems using numbers with up to two decimal places in the context of measurement or money, without the use of a calculator.

N2.4 Solve multiplication and division problems involving multiplication of up to a two-digit number by a one-digit number, without the use of a calculator. N2.5 Solve division problems, interpreting the result.S2.2 Use kilograms and grams and convert measurements from one unit to another.

S2.6 Use and interpret street plans (including simple grid references, left and right, clockwise and anticlockwise, and compass directions).

D2.2 Find the mode and median value of a small set of discrete data.

D2.3 Extract and use information from common two-way tables including timetables

Level 4/5

N3.2 Multiply and divide numbers with no more than one decimal digit by an integer between 1 and 10 without the use of a calculator.

N3.3 Multiply and divide any number (with up to two decimal places) by powers of ten without the use of a calculator.

N3.5 Calculate simple percentages (10%, 20%, 30%, 5%, 15%) of quantities without the use of a calculator.

N3.6 Work out starting times, finishing times and intervals without the use of a calculator.

S3.1 Make sensible estimates of a range of measures in everyday settings.

S3.2 Use litres and millilitres and convert measurements from one unit to another; interpret scales on a range of measuring instruments.

S3.5 Construct and interpret scale drawings using simple scale factors.

D3.2 Calculate the mean and the range of discrete data.

D3.3 Draw and interpret simple frequency tables, charts and bar charts for discrete data 

Level 5

N4.1 Solve problems involving all four operations on decimal numbers with up to three decimal places using a calculator, where the operation has to be determined.

A4.5 Interpret information presented in a range of linear and non-linear graphs, including travel (distance/time) graphs; calculate speed in simple cases. S4.1 Know rough metric equivalents of pounds, feet, miles, pints and gallons.

S4.2 Read a range of scales with different intervals

D4.2 Understand the terms primary and secondary data

D4.3 Use the range and measures of average for discrete data.

Level 5/6

N5.1 Round numbers to the nearest integer, to a given power of ten, to one significant figure and to one or two decimal places; estimate answers to one- stage calculations including problems involving money and measurement.

S5.2 Use and interpret maps and scale drawings, including four-figure grid references and estimating distances and areas; use bearings to specify direction.

D5.2 Use and interpret the statistical measures mode, median, mean and range for discrete and continuous data, including comparing distributions

D5.3 Construct and interpret pie charts.

Level 6

A6.5 Calculating compound measures including speed in simple contexts

D6.5 Draw and interpret scatter graphs including using lines of best fit; have a basic understanding of correlation, identifying ‘correlation’ or ‘no correlation’.

D6.3 Draw and interpret a range of graphs including scatter graphs for discrete and continuous variables, including using lines of best fit; understand the vocabulary of correlation, including positive, negative and zero correlation.

D6.4 Use and interpret diagrams for discrete and continuous data, including frequency polygons and stem and leaf diagrams; identify the modal class; calculate the mean of grouped discrete data compare distributions and make inferences, using the shapes of the distributions and measures of average and range.

D6.5 Read and interpret data presented in two way tables