Maths & Numeracy

Create World Cup Maths & Numeracy displays e.g:

- Tournament wins
- Tournament appearances
- Total number of goals scored at previous tournament*
- World Cup stadium capacities*
- Scotland National Team statistics*

*Additional or alternative challenge;

- learners present data from Scotland's Men's previous appearances at the World Cup (last appearance -1998)

Use results from any previous World Cup tournament* to work out and correctly arrange final standings.

1. Take only match results from a completed World Cup.

2. Learners then use this information to correctly arrange final group positions i.e:

- Number of wins, draws and losses

- Goal Difference

- Number of points etc.

3. Use the official published standings to check their workings.

*Additional or alternative challenge;

- learners apply data from Scotland's Men's last appearance at the World Cup (1998)

- apply data from Scotland's Women's last appearance at the Women's World Cup (2019)

Learners use information of:

- match dates

- kick off times

to create a match/tournament calendar.

Additional or alternative challenge;

- Learners create calendar for local times (i.e. USA, Canada & Mexico) as well as creating a calendar for BST (British Summer Time). How do these calendars compare?

Use match stats and/or graphics used in TV coverage to complete missing information.

Match stats display:

- percentages

- statistic bars

- number of cards etc.

Using a teacher-made edited display of match stats i.e. part of percentage information missing, part of shots on target information missing etc; learners can then interpret missing data using the data still provided by match stats.

Use scale to build models of football stadia/dimensions of football pitches being used in USA, Canada & Mexico for the World Cup.

Study stats from competition matches - what are a team's chances of progressing/success?

Reasoning could be based on: number of goals scored, numbers of chances created, numbers of goals conceded, average percentage of possession etc.

Task 1

Investigate how much it might be costing fans to follow their National team at the World Cup.

Task 2

Set a budget challenge.

Can learners virtually get to Boston or Miami (Scotland's Host Cities) with a limited budget?

Include essential items e.g:

- food

- transport

- accommodation

- match ticket etc.

National teams will have staff who work on gathering information on opponents.

Learners take on the role of a scout - gather stats/data to profile Scotland's opponents at the World Cup (Haiti, Morocco & Brazil).

For example:

- what's the average possession percentage of each team coming into the tournament?

- what's the average number of shots each team has in a match

- what's the average number of bookings/cards received by each team etc.

Task 1

Calculate travel time for fans between participating countries & the host cities of their games in USA, Canada & Mexico (e.g. Scotland - Boston or Scotland - Miami).

Task 2

Calculate travel time for fans between host cities in USA, Canada & Mexico (e.g. Scotland fans may travel from Boston - Miami).

Task 3

Using fixture list - calculate total distances covered and total travel time between venues. (Keep in mind where National Teams are basing themselves throughout the tournament)

Scotland will be based in Charlotte.

They will travel to Boston for Game 1. Then they will likely return to base in Charlotte.

They will likely do this for game 2 - also in Boston and then again for game 3 in Miami.

Which team has the furthest/shortest distances to travel?

What impact, if any, might this have on teams?

Create a travel timetable/itinerary for teams and fans.

Learners will need to gather information on things like:

- flight or train times

- match kick off times

- team arrival time at stadium

- team hotel departure time or fan hotel check out times etc.