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 
DistanceTime 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 fullboard 
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 DistanceTime 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
counterexample; 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
counterexamples; 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 twodigit
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
twodigit number by a onedigit
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 twoway 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 nonlinear 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
fourfigure 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
