Overview: securing grades1-4 extending to grade 5

Unit Lessons
Powers, roots, primes, HCF & LCM 6
Sequences 4
Properties of shapes, parallel lines and angle facts 6
Written and Mental calculations and checking 5
Learning review 1
Probability 5
Ratio and proportion 5
Index rules, factorizing, substitution, using formulae 6
Area & volume of cubes, cuboids and right prisms 5
Learning review 2
Real life and algebraic linear graphs 6
Fractions, decimals and percentages 6
Construction, loci including measuring and accuracy 3
Processing and representing data 10
Transformations 4
Equations and inequalities 6
Learning review 3
Percentages 4
Decimal calculations 4
Circumference, area and volume of circles and cylinders 6
Quadratic equations; expanding, factorising & solving 4
Plans and elevations 4
Quadratic graphs 4
Statistics and Averages 6
End of year learning review – GCSE papers
Autumn Term 1
Powers, roots, primes, HCF & LCM Oxford text Hodder text books
books
Assumed knowledge – to be consolidated as required
• Give accurate solutions appropriate to the context or problem FP p173, p177 F1 p2-4
• Use multiples, factors, common factors, highest common factors, lowest common multiples and
primes
H p251
• Find the prime factor decomposition of a number (e.g. 8000) using index notation for small positive
integer powers
• Add, subtract, multiply and divide integers
• Use squares, positive and negative square roots, cubes and cube roots
Objectives
• Calculate accurately, selecting mental methods or calculating devices as appropriate H p253, 257, 259 F2/H1 p55-60
• Use the prime factor decomposition of a number (to find highest common factors and lowest common
multiples for example)
F2/H1 p49-54
• Use ICT to estimate square roots and cube roots
• Use index notation for integer powers; know and use the index laws for multiplication and division of
positive integer powers
Next steps H p261 F2/H1 p61-65
• Justify generalisations, arguments or solutions
• Use index notation with negative and fractional powers, recognising that the index laws can be
applied to these as well
• Know that n1/2 = n and n1/3 = 3n for any positive number n
Success criteria Misconceptions Resources
What is the value of 23? The order of operations is often not applied correctly when squaring NRICH
Evaluate (23 × 25) ÷ 24. negative numbers, and many calculators will reinforce this misconception.  Product Sudoku
103, for example, is interpreted as 10 × 3. Funny
Given the digits 1, 2 and 3, find how many numbers Factorisation
can be made using all the digits. Use a number square to
Convince me that 8 is not prime. 1 is a prime number. find primes
Understand that every number can be written as a Particular emphasis should be made on the definition of ‘product’ as (Eratosthenes sieve).
unique product of its prime factors. multiplication as many students get confused and think it relates to
Recall prime numbers up to 100. addition.
Understand the meaning of prime factor.
Write a number as a product of its prime factors.
Use a Venn diagram to sort information. NOTES
Pupils need to know how to enter negative numbers into their calculator.
Use the language of ‘negative’ number and not minus number to avoid
OPPORTUNITIES FOR REASONING/PROBLEM confusion with calculations.
SOLVING Note that the students need to understand the term ‘surd’ as there will be
Problems such as: What two digit number is special occasions when their calculator displays an answer in surd form, for
because adding the sum of its digits to the product example, 4√2.
of its digits gives me my original number?
Students need to be encouraged to learn squares from 2 × 2 to 15 × 15
Students should be able to provide convincing and cubes of 2, 3, 4, 5 and 10 and corresponding square and cube roots.
counter-arguments to statements concerning
properties of stated numbers, i.e. Sharon says 108
is a prime number. Is she correct?
Questions that require multiple layers of operations
such as:
Pam writes down one multiple of 9 and two
different factors of 40. She then adds together
her three numbers. Her answer is greater than
20 but less than 30. Find three numbers that
Jan could have written down.
Sequences Oxford text Hodder text books
books
Assumed knowledge – to be consolidated as required
• Generate terms of a linear sequence using term-to-term and position-to-term definitions of the F1 p145-146
sequence, on paper and using a spreadsheet or graphical calculator
• Use linear expressions to describe the nth term of a simple arithmetic sequence, justifying its form by
referring to the activity or practical context from which it was generated
Objectives H 217-221 F1 p147-152
• Generate terms of a sequence using term-to-term and position-to-term rules, including recognizing F2/H1 p103-112
Fibonacci sequences, and using decimals and fractions
• Generate sequences from practical contexts and write and justify an expression to describe the nth
term of an arithmetic sequence. Decide if a given term in in a sequence.
• Continue a geometric progression and find the term to term rule, including decimals, fractions and
negatives.
Next steps F1 p153-159
• Recognise a quadratic sequence, continue it, and use the nth term to generate terms. Deduce
properties of the sequences of triangular and square numbers from diagrams.
Success criteria Misconceptions Resources &
homework
Given a sequence, ‘Which is the 1st term greater than 50?’ NOTES NRICH
What is the amount of money after x months saving the same Emphasise use of 3n meaning 3 × n.  Tower of Hanoi
amount or the height of tree that grows 6 m per year? Students need to be clear on the description of the pattern in  Picturing Triangle Numbers
What are the next terms in the following sequences? words, the difference between the terms and the algebraic  Elevenses
1, 3, 9, … 100, 50, 25, … 2, 4, 8, 16, … description of the nth term. Days and Dates
Write down an expression for the nth term of the arithmetic Students are not expected to find the nth term of a quadratic
sequence 2, 5, 8, 11, … sequence. Y9 Bring on the Maths
Is 67 a term in the sequence 4, 7, 10, 13, …?  Sequences: v1, v2, v3

KS3 Top-up Bring on the Maths

OPPORTUNITIES FOR  Sequences: v2, v3
REASONING/PROBLEM SOLVING
Evaluating statements about whether or not specific numbers Level 6 Bring on the Maths
or patterns are in a sequence and justifying the reasons.  Algebra: Sequences

Resources
 Physical equipment - multilink,
matchsticks, counters
 Templates for plotting
sequences
Autograph template for linear
plotting
Properties of shapes, parallel lines and angle facts Oxford text Hodder text books
books
Assumed knowledge – to be consolidated as required F1 p221-229
• Recall the properties and definitions of special types of quadrilaterals, including symmetry properties, FP p200-11
recognizing them in everyday use;
• Draw sketches of shapes;
• Given some information about a shape on coordinate axes, complete the shape; Understand and use
the angle properties of quadrilaterals;
• Solve geometrical problems using side and angle properties of equilateral, isosceles and right-angled
triangles and special quadrilaterals, explaining reasoning with diagrams and text; classify quadrilaterals
by their geometrical properties
• Draw circles and arcs to a given radius;
• Know there are 360 degrees in a full turn, 180 degrees in a half turn, and 90 degrees in a quarter
turn;

Objectives H p230-3 F1 p230-244

• Identify alternate angles and corresponding angles; understand a proof that: H p236-7
(i) the sum of the angles of a triangle is 180º and of a quadrilateral is 360º;
(ii) the exterior angle of a triangle is equal to the sum of the two interior opposite angles.
• Explain how to find, calculate and use:
(i) the sums of the interior and exterior angles of quadrilaterals, pentagons and hexagons;
(ii) the interior and exterior angles of regular polygons
• Solve problems using properties of angles, of parallel and intersecting lines, and of triangles and
other polygons, justifying inferences and explaining reasoning with diagrams and text.
Next steps
• Solve multi-step problems using properties of angles, of parallel lines, and of triangles and other
polygons, justifying inferences and explaining reasoning with diagrams and text
• Distinguish between practical demonstration and proof in a geometrical context
Understand a proof that the exterior angle of a triangle is equal to the sum of the interior angles at the
other two vertices; Use geometrical language appropriately, give reasons for angle calculations and
show step-by-step deduction when solving problems.

Success criteria Misconceptions Resources &

homework
Name all quadrilaterals that have a specific property. Pupils may believe, incorrectly, that perpendicular lines have to NRICH
Use geometric reasoning to answer problems giving detailed be horizontal/vertical or all triangles have rotational symmetry  Semi-regular Tessellations
reasons. of order 3.  Triangles in Circles
Find the size of missing angles at a point or at a point on a Some students will think that all trapezia are isosceles, or a  Cyclic Quadrilaterals
straight line. square is only square if ‘horizontal’, or a ‘non-horizontal’
Convince me that a parallelogram is a rhombus. square is called a diamond.  Subtended Angles
Some students may think that the equal angles in an isosceles  Right Angles
OPPORTUNITIES FOR REASONING/PROBLEM SOLVING triangle are the ‘base angles’.
Multi-step “angle chasing” style problems that involve justifying Incorrectly identifying the ‘base angles’ (i.e. the equal angles) Y9 Bring on the Maths
how students have found a specific angle. of an isosceles triangle when not drawn horizontally.  Lines, Angles & Polygons: v1,
Geometrical problems involving algebra whereby equations v2, v3
can be formed and solved allow students the opportunity to
KS3 Top-up Bring on the Maths
make and use connections with different parts of mathematics. NOTES  Lines and Angles: v2, v3
What is the same, and what is different between families of Emphasise that diagrams in examinations are seldom drawn
polygons? accurately. Level 6 Bring on the Maths
Make sure drawings are neat, labelled and accurate, using  Shape, Space and Measures:
two letter notation for lines and three letter notation for Classifying quadrilaterals
(mostly), Geometrical
angles. problems – tessellation,
Ask students to find their own examples of symmetry in real Geometrical problems –
life. parallel and intersecting lines
Make sure drawings are neat, labelled and accurate.
Emphasise the need to give geometric reasons when required.
Written and mental calculations and checking Oxford text Hodder text books
books
Assumed knowledge – to be consolidated as required
 Recall all multiplication facts to 10 × 10, and use them to derive the corresponding division facts; FP Unit N1 and N5 F1 p2-3
 Use and order positive and negative numbers (integers) and decimals; use the symbols <, > and
understand the ≠ symbol;
 Strengthen and extend mental methods of calculation, working with decimals, fractions,
percentages, squares and square roots, and cubes and cube roots; solve problems mentally
 Multiply or divide any number by powers of 10
 Use efficient written methods to add and subtract integers, decimals (including numbers with
differing numbers of decimal places)
 Use efficient written methods for multiplication & division of integers & decimals; understand where
to position the decimal point by considering equivalent calculations
 Enter numbers and interpret the display in different contexts
Objectives
 Use efficient written methods to add and subtract integers and decimals of any size; multiply by FP p46-49 F1 p5-9, p28-34
decimals; divide by decimals by transforming to division by an integer
 Use a calculator efficiently and appropriately to perform complex calculations with numbers of any
size, knowing not to round during intermediate steps of a calculation; use the constant,  and sign F2/H1 p2
change keys; use the function keys for powers, roots and fractions; use brackets and the memory
 Understand the order of precedence of operations, including powers
 Use known facts to derive unknown facts; extend mental methods of calculation, working with
decimals, fractions, percentages, factors, powers and roots; solve problems mentally
 Select from a range of checking methods (estimating), including in context and using inverse
Next steps
 Convert between ordinary and standard index form representations FP p10-11
 Make and justify estimates and approximations of calculations by rounding numbers to one
significant figure and multiplying or dividing mentally
 Recognise and use reciprocals; understand ‘reciprocal’ as a multiplicative inverse; know that any
number multiplied by its reciprocal is 1, and that zero has no reciprocal because division by zero is
not defined
 Use standard index form, expressed in conventional notation and on a calculator display; know
how to enter numbers in standard index form
Success criteria Misconceptions Resources &
homework
Given 5 digits, what are the largest or smallest answers when Stress the importance of knowing the multiplication tables to NRICH
subtracting a two-digit number from a three-digit number? aid fluency.  How Many Miles to Go?
Use inverse operations to justify answers, e.g. 9 x 23 = 207 so Students may write statements such as 150 – 210 = 60.  Cinema Problem
207 ÷ 9 = 23.
Check answers by rounding to nearest 10, 100, or 1000 as NOTES
appropriate, e.g. 29 × 31 ≈ 30 × 30 Much of this unit will have been encountered by students in
previous Key Stages, meaning that teaching time may focus on Y9 Bring on the Maths
 Approximation: v1,
OPPORTUNITIES FOR REASONING/PROBLEM SOLVING application or consolidation of prior learning. v2, v3
Missing digits in calculations involving the four operations Particular emphasis should be given to the importance of  Place Value: v3
Questions such as: Phil states 3.44 × 10 = 34.4 and Chris students presenting their work clearly.
states 3.44 × 10 = 34.40. Who is correct? Formal written methods of addition, subtraction and Level 6 Bring on the Maths
Show me another number with 3, 4, 5, 6, 7 digits that includes multiplication work from right to left, whilst formal division  Calculating: Calculating with
percentages
a 6 with the same value as the “6” in the following number 36, works from left to right.
754 Any correct method of multiplication will still gain full marks, for
example, the grid method, the traditional method, Napier’s
bones.
Negative numbers in real life can be modelled by interpreting
scales on thermometers using
F and C.
Encourage the exploration of different calculation methods.
Students should be able to write numbers in words and from
words as a real-life skill.
Autumn Term 2
Probability Oxford text Hodder text books
books
Assumed knowledge – to be consolidated as required
 Distinguish between events which are impossible, unlikely, even chance, likely, and certain to H p86-91
occur;
 Mark events and/or probabilities on a probability scale of 0 to 1;
 Write probabilities in words or fractions, decimals and percentages;
 Find the probability of an event happening using theoretical probability;
 Use theoretical models to include outcomes using dice, spinners, coins;
Objectives
 Work out probabilities from frequency tables, frequency trees, and two way tables; F1 p366-38
 Record outcomes of probability experiments in tables; H p92 F2/H1 p349-377
 Identify different mutually exclusive outcomes and know that the sum of the probabilities of all
outcomes is 1;
 Using 1 – p as the probability of an event not occurring where p is the probability of the event
occurring;
 Find a missing probability from a list or table including algebraic terms;
 Find the probability of an event happening using relative frequency;
 Estimate the number of times an event will occur, given the probability and the number of trials –
for both experimental and theoretical probabilities;
 List all outcomes for combined events systematically;
 Use and draw sample space diagrams;
 Work out probabilities from Venn diagrams to represent real-life situations and also ‘abstract’ sets
of numbers/values; Use union and intersection notation;
 Compare experimental data and theoretical probabilities;
 Compare relative frequencies from samples of different sizes;
Next steps
 Find the probability of successive events, such as several throws of a single dice; H p94-5, p154-61
 Use tree diagrams to calculate the probability of two independent events;
 Use tree diagrams to calculate the probability of two dependent events.

Success criteria Misconceptions Resources &

homework
Mark events on a probability scale and use the language of Not using fractions or decimals when working with probability NRICH
probability. trees.  In a Box
If the probability of outcomes are x, 2x, 4x, 3x calculate x.  Two's Company
Calculate the probability of an event from a two-way table or NOTES  Cosy Corner
frequency table. Use this as an opportunity for practical work.
Decide if a coin, spinner or game is fair. Probabilities written in fraction form should be Y9 Bring on the Maths
Understand the use of the 0–1 scale to measure probability.  Probability: v1, v2, v3
cancelled to their simplest form.
Know and apply the fact that the sum of probabilities for all Probability without replacement is best illustrated visually and KS3 Top-up Bring on the Maths
outcomes is 1. by initially working out probability ‘with’ replacement.  Probability: v2, v3
Draw a Venn diagram of students studying French, German or Encourage students to work ‘across’ the branches working out
both, and then calculate the probability that a student studies the probability of each successive event. The probability of the Level 6 Bring on the Maths
French given that they also study German combinations of outcomes should = 1.  Handling Data: Identifying
outcomes, Finding
OPPORTUNITIES FOR REASONING/PROBLEM SOLVING probabilities, The sum of
probabilities
Lotteries provides a real life link to probability. Work out the
probabilities of winning on different lotteries.
Students should be given the opportunity to justify the
probability of events happening or not happening.
Ratio and proportion Oxford text Hodder text books
books
Assumed knowledge – to be consolidated as required
 Write a ratios and simplify it to its simplest form, including them in different units; write a ratio as a F p122-25, p128-9 F 107-111
fraction
 Apply understanding of the relationship between ratio and proportion; simplify ratios, including
those expressed in different units, recognising links with fraction notation; divide a quantity into two
or more parts in a given ratio; use the unitary method to solve simple problems involving ratio and
direct proportion
Objectives
 Solve a ratio problem in context: H p96-9
(i) use a ratio to find one quantity when the other is known;
(ii) use a ratio to compare a scale model to a real-life object;
(iii) use a ratio to convert between measures and currencies;
(iv) problems involving mixing, e.g. paint colours, cement and drawn conclusions;
 Write ratios in form 1 : m or m : 1
 Write a ratio as a linear function
 Write a ratio as a linear function
 Express a multiplicative relationship between two quantities as a ratio or a fraction
 Use proportional reasoning to solve problems, choosing the correct numbers to take as 100%, or
as a whole; compare two ratios; interpret and use ratio in a range of contexts
Next steps
 Understand and use proportionality and calculate the result of any proportional change using F1 315-322
multiplicative methods
 Write lengths, areas and volumes of two shapes as ratios in simplest form;
Success criteria Misconceptions Resources &
homework
Write a ratio to describe a situation such as 1 blue for every 2 Students find three-part ratios difficult. NRICH
red, or 3 adults for every 10 children. Using a ratio to find one quantity when the other is known often  Mixing Paints
Recognise that two paints mixed red to yellow 5 : 4 and 20 : 16 results in students ‘sharing’ the known amount.  Mixing More Paints
are the same colour.
Express the statement ‘There are twice as many girls as boys’ NOTES Y9 Bring on the Maths
as the ratio 2 : 1 or the linear function y = 2x, where x is the Emphasise the importance of reading the question carefully.  Proportion: v1, v2
number of boys and y is the number of girls. Include ratios with decimals 0.2 : 1.
Converting imperial units to imperial units aren’t specifically in KS3 Top-up Bring on the Maths
 Ratio and Proportion 2: v1, v2,
OPPORTUNITIES FOR REASONING/PROBLEM SOLVING the programme of study, but still useful and provide a good v3
Problems involving sharing in a ratio that include percentages context for multiplicative reasoning.
rather than specific numbers, such as: In a youth club the ratio It is also useful generally for students to know rough metric Level 6 Bring on the Maths
of the number of boys to the number of girls is 3 : 2. 30% of the equivalents of commonly used imperial measures, such as  Calculating: Dividing in a ratio,
boys are under the age of 14, and 60% of the girls are under pounds, feet, miles and pints. Using proportional reasoning
the age of 14. What percentage of the youth club is under the
age of 14?
Index rules, factorizing, substitution, using formulae Oxford text Hodder text books
books
Assumed knowledge – to be consolidated as required
 Use notation and symbols correctly; H p185-187 F1 p122
 Write an expression;
 Select an expression/equation/formula/identity from a list; FP p313-315
 Understand that algebraic operations, including the use of brackets, follow the rules of arithmetic;
use index notation for small positive integer powers
 Simplify or transform linear expressions by collecting like terms; multiply a single term over a FP p312-5, p186-9
bracket, including using squares and cubes
 Substitute integers into simple formulae
Objectives
 Distinguish the different roles played by letter symbols in equations, identities, formulae and FP p188-93 F1 p123-129
functions
F1 p136143
 Use index notation for integer powers and simple instances of the index laws
 Factorise algebraic expressions by taking out common factors
 Substitute numbers into expressions and formulae F2/H1 p86-92
 Write expressions to solve problems representing a situation;
 Substitute numbers into simple algebraic expressions and a (word) formula; including negative
numbers
 Derive a simple formula, including those with squares, cubes and roots
Next steps
 Argue mathematically to show algebraic expressions are equivalent
 Understand the ≠ symbol and introduce the identity ≡ sign
 Square a linear expression; expand the product of two linear expressions of the form x  n and
simplify the corresponding quadratic expression
 Establish identities such as a2 – b2 = (a + b)(a – b)
Success criteria Misconceptions Resources &
homework
Simplify 4p – 2q + 3p + 5q. 3(x + 4) = 3x + 4. NRICH
Simplify z4 × z3, y3 ÷ y2, (a7)2. The convention of not writing a coefficient with a single value,  Harmonic Triangle
Simplify x –4 × x2, w2 ÷ w –1. i.e. x instead of 1x, may cause confusion.
Expand and simplify 3(t – 1). Some students may think that it is always true that a = 1, b = 2, Y9 Bring on the Maths
Understand 6x + 4 ≠ 3(x + 2). c = 3.  Fractions: v3
Argue mathematically that 2(x + 5) = 2x + 10. If a = 2 sometimes students interpret 3a as 32. KS3 Top-up Bring on the Maths
Evaluate the expressions for different values of x: 3x2 + 4 or Making mistakes with negatives, including the squaring of  Algebraic Expressions: v3
2x3. negative numbers.
OPPORTUNITIES FOR REASONING/PROBLEM SOLVING
Forming expressions and equations using area and perimeter
of 2D shapes.
Forming and solving equations involving algebra and other
areas of mathematics such as area and perimeter.
NOTES
Emphasise correct use of symbolic notation, i.e. 3 × y = 3y and
not y3 and a × b = ab.
Use lots of concrete examples when writing expressions, e.g.
‘B’ boys + ‘G’ girls.
Plenty of practice should be given and reinforce the message
that making mistakes with negatives and times tables is a
different skill to that being developed.

This topic lends itself to regular reinforcement through starters

in lessons.
Use formulae from mathematics and other subjects, expressed
initially in words and then using letters and symbols.
Include substitution into the kinematics formulae given on the
formula sheet, i.e. v = u + at,
1
v2 – u2 = 2as, and s = ut + 2 at2.
Area & volume of cubes, cuboids and right prisms (not Oxford text Hodder text books
books
circles)
Assumed knowledge – to be consolidated as required
 Indicate given values on a scale, including decimal value;
 Know that measurements using real numbers depend upon the choice of unit;
 Convert between units of measure within one system, including time and metric units to metric
FP p159 (this includes
units of length, area and volume and capacity e.g. 1ml = 1cm 3; imperial) also p339
 Make sensible estimates of a range of measures in everyday settings; H p341
 Measure shapes to find perimeters and areas using a range of scales; FP p161
 Find the perimeter of H p169
 rectangles and triangles;
F1 p246-247
 parallelograms and trapezia;
 compound shapes;
 Recall and use the formulae for the area of a triangle and rectangle;
 Identify and name common solids: cube, cuboid, cylinder, prism, pyramid, sphere and cone; FP p239
Objectives
 Find the area of a trapezium and recall the formula; FP p163
 Find the area of a parallelogram;
 Calculate areas and perimeters of compound shapes made from triangles and rectangles;
 Estimate surface areas by rounding measurements to 1 significant figure; FP p165
 Find the surface area of a prism; H p171
 Find surface area using rectangles and triangles;
 Recall and use the formula for the volume of a cuboid;
FP p165, H p175 F1 p288-297
 Find the volume of a prism, including a triangular prism, cube and cuboid; FP p241-243 p399 Q1 F1 p306-314
 Calculate volumes of right prisms and shapes made from cubes and cuboids; H p177
 Estimate volumes etc by rounding measurements to 1 significant figure;
 Sketch nets of cuboids and prisms; F1 p280-287
Next steps
 Include circles, cylinders and cones
Success criteria Misconceptions Resources &
homework
NRICH
Find the area/perimeter of a given shape, stating the correct Shapes involving missing lengths of sides often result in  An Unusual Shape
units. incorrect answers.
Justify whether a certain number of small boxes fit inside a Students often confuse perimeter and area.
larger box. Volume often gets confused with surface area.
Calculate the volume of a triangular prism with correct units.
NOTES
Use questions that involve different metric measures that need
OPPORTUNITIES FOR REASONING/PROBLEM SOLVING converting.
Given two 2D that shapes have equal areas, work out all the Measurement is essentially a practical activity: use a range of
dimensions of the sides of the shapes. everyday shapes to bring reality to lessons.
Problems involving straight-forward and compound shapes in a Ensure that students are clear about the difference between
real-life context should be explored to reinforce the concept of perimeter and area.
area. For example, the floor plan of a garden linked to the Practical examples help to clarify the concepts, i.e. floor tiles,
purchase of grass seed. skirting board, etc.
Discuss the correct use of units.
Drawings should be done in pencil.
Consider ‘how many small boxes fit in a larger box’-type
questions.
Practical examples should be used to enable students
to understand the difference between perimeter, area
and volume.
Spring Term
Real life and algebraic linear graphs Oxford text Hodder text books
books
Assumed knowledge – to be consolidated as required
 Use input/output diagrams; FP p75
 Draw, label and scale axes and use axes and coordinates to specify and identify points in all four
quadrants in 2D;
 Find the coordinates of points identified by geometrical information in 2D (all four quadrants)
Objectives
 Read values from straight-line graphs for real-life situations;
 Draw straight line graphs for real-life situations, including ready reckoner graphs, conversion FP p221-233 F1 p161-170
graphs, fuel bills graphs, fixed charge and cost per unit;
H p113-115
 Draw distance–time graphs and velocity–time graphs; Work out time intervals for graph scales;
H p379-381
 Interpret distance–time graphs, and calculate: the speed of individual sections, total distance and
total time;
 Interpret information presented in a range of linear and non-linear graphs;
 Interpret graphs with negative values on axes;
 Find the gradient of a straight line from real-life graphs;
 Interpret gradient as the rate of change in distance–time and speed–time graphs, graphs of
containers filling and emptying, and unit price graphs.
 Use function machines to find coordinates (i.e. given the input x, find the output y);
FP p81 F1 p171-178
 Plot and draw graphs of y = a, x = a, y = x and y = –x and recognise straight-line graphs parallel to
the axes; F1 p179-188
 Recognise that equations of the form y = mx + c correspond to straight-line graphs;
 Plot and draw graphs of straight lines of the form y = mx + c using a table of values; FP p77-79, p219
 Sketch a graph of a linear function, using the gradient and y-intercept; H p103-111
 Identify and interpret gradient from an equation y = mx + c;
FP p83
 Identify parallel lines from their equations;
FP p85
 Find the coordinates of the midpoint of a line segment;
 Plot and draw graphs of straight lines in the form ax + by = c;
 Find the equation of a straight line from a graph;
 Find the equation of the line through one point with a given gradient;
FP p387
 Find approximate solutions to a linear equation from a graph.
Next steps
 Quadratic graphs
Success criteria Misconceptions Resources &
homework
Interpret a description of a journey into a distance–time or With distance–time graphs, students struggle to understand NRICH
speed–time graph. that the perpendicular distance from the x-axis represents  Diamond Collector
Plot and draw the graph for y = 2x – 4. distance.  Translating Lines
Which of these lines are parallel: y = 2x + 3, y = 5x + 3, y = When not given a table of values, students rarely see the  Reflecting Lines
2x – 9, 2y = 4x – 8 relationship between the coordinate axes.  Maths Filler
 How Far Does it
NOTES Move?
OPPORTUNITIES FOR REASONING/PROBLEM SOLVING Clear presentation of axes is important.  Speeding Up, Slowing
Students should be able to decide what the scales on any axis Ensure that you include questions that include axes with Down
should be to be able to draw a correct graph. negative values to represent, for example, time before present  Up and Across
Conversion graphs can be used to provide opportunities for time, temperature or depth below sea level.  Steady Free Fall
students to justify which distance is further, or whether or not Careful annotation should be encouraged: it is good practice to
Y9 Bring on the Maths
certain items can be purchase in different currencies. get the students to check that they understand the increments  Real-Life Graphs: v1, v2, v3
Students should be able to decide what the scales on any axis on the axes.  Algebraic Graphs: v1, v2, v3
should in order to draw a correct graph. Use standard units of measurement to draw conversion
Level 6 Bring on the Maths
graphs.  Algebra: Algebraic graphs
Use various measures in distance–time and velocity–time
graphs, including miles, kilometres, seconds, and hours.
Emphasise the importance of drawing a table of values when
not given one.
Values for a table should be taken from the x-axis.
Construction, loci including measuring and accuracy Oxford text Hodder text books
books
Assumed knowledge – to be consolidated as required
• Estimate angles and measure them accurately within two degrees.
Objectives
• Understand congruence, as two shapes that are the same size and shape; H p366-73 F2/H1 p193-203
• Visually identify shapes which are congruent; F2/H1 p232-252
• Use straight edge and a pair of compasses to do standard constructions:
• understand, from the experience of constructing them, that triangles satisfying SSS, SAS, ASA
and RHS are unique, but SSA triangles are not;
• construct the perpendicular bisector of a given line;
• construct the perpendicular from a point to a line;
• construct the bisector of a given angle;
• construct angles of 90°, 45°;
• Draw and construct diagrams from given instructions, including the following:
• a region bounded by a circle and an intersecting line;
• a given distance from a point and a given distance from a line;
• equal distances from two points or two line segments;
• regions may be defined by ‘nearer to’ or ‘greater than’;
• Find and describe regions satisfying a combination of loci;
• Use constructions to solve loci problems (2D only);
Next steps
•Understand from experience of constructing them that triangles given SSS, SAS, ASA or RHS are
unique, but that triangles given SSA or AAA are not
• Find the locus of a point that moves according to a more complex rule, both by reasoning and by
using ICT
Success criteria Misconceptions Resources &
homework
Sketch the locus of point on a vertex of a rotating shape as it Correct use of a protractor may be an issue. NRICH
moves along a line, i.e. a point on the circumference or at the  Roundabout
centre of a wheel. NOTES
Drawings should be done in pencil. Level 6 Bring on the Maths
OPPORTUNITIES FOR REASONING/PROBLEM SOLVING Relate loci problems to real-life scenarios, including mobile  Shape, Space and Measures:
Link problems with other areas of mathematics, such as the phone masts and coverage. Standard constructions
trigonometric ratios and Pythagoras’ Theorem. Construction lines should not be erased

Fractions, decimals and percentages Oxford text Hodder text books

books
Assumed knowledge – to be consolidated as required
• Use diagrams to find equivalent fractions or compare fractions, describe shaded parts of diagrams; FP p46-7
•Express a given number as a fraction of another, using very simple numbers, some cancelling, and
where the fraction is both < 1 and > 1;
•Write a fraction in its simplest form and find equivalent fractions;
•Compare fractions, use inequality signs, compare unit fractions;
•Convert between mixed numbers and improper fractions;
•Understand and use unit fractions as multiplicative inverses;
•Understand that a percentage is a fraction in hundredths;
Objectives
•Order fractions, by using a common denominator; FP p40-1, 48-9 F1 p59-84, p86-93
•Add, subtract, multiply and divide fractions; including mixed numbers and fractions by integers; apply
this by finding the size of each category from a pie chart using fractions;
•Recall the fraction-to-decimal conversion and convert fractions to decimals; F2/H1 p19
•Convert a fraction to a decimal to make a calculation easier,
1 3
e.g. 0.25 × 8 = 4 × 8, or 8 × 10 = 0.375 × 10;
3 1 2
•Recognise recurring decimals and convert fractions such as 7 , 3 and 3 into recurring decimals;
•Express a given number as a percentage of another number;
•Convert between fractions, decimals and percentages;
•Order fractions, decimals and percentages, including use of inequality signs.
Next steps


Success criteria Misconceptions Resources &

homework
Express a given number as a fraction of another, including The larger the denominator the larger the fraction. NRICH
where the fraction > 1.
120 3 3 1 1
Incorrect links between fractions and decimals, such as  Twisting and Turning
Simplify 100 . 5 × 15, 20 × 4 . 2 of 36 m, 4 of £20.  More Twisting and Turning
Find the size of each category from a pie chart using fractions. 1
1 6 3 Y9 Bring on the Maths
Calculate: × , ÷ 3.
2 7 5
thinking that 5 = 0.15, 5% = 0.5,  Fractions: v1, v2
Write terminating decimals (up to 3 d.p.) as fractions. 4% = 0.4, etc.
Convert between fractions, decimals and percentages, It is not possible to have a percentage greater than 100%. Level 6 Bring on the Maths
1 1 1  Calculating: Adding and
subtracting fractions, More
common ones such as 2, 10 , 4, NOTES calculations with fractions
Emphasise the importance of being able to convert between
3 n fractions, decimals and percentages to make calculations
4 and 10 . easier.
When expressing a given number as a fraction of another, start
OPPORTUNITIES FOR REASONING/PROBLEM SOLVING with very simple numbers < 1, and include some cancelling
Questions that involve rates of overtime pay including simple before fractions using numbers > 1.
calculations involving fractional (>1, e.g. 1.5) and hourly pay. Students should be reminded of basic percentages and
These can be extended into calculating rates of pay given the fraction conversions.
final payment and number of hours worked. Demonstrate how to the use the fraction button on the
Working out the number of people/things where the number of calculator.
people/things in different categories is given as a fraction, Use real-life examples where possible.
decimal or percentage. Use long division to illustrate recurring decimals.
Transformations Oxford text Hodder text books
books
Assumed knowledge – to be consolidated as required
 Identify congruent shapes by eye;
 Identify correct rotations and reflections from a choice of diagrams;
Objectives
 Understand that rotations are specified by a centre, an angle and a direction of rotation;
 Find the centre of rotation, angle and direction of rotation and describe rotations fully using the FP p279-291
angle, direction of turn, and centre;
 Rotate and draw the position of a shape after rotation about the origin or any other point including H p269-277
rotations on a coordinate grid; F1 p264-274
 Understand that translations are specified by a distance and direction using a vector; H p301-305
 Translate a given shape by a vector;
 Use column vectors to describe and transform 2D shapes using single translations on a coordinate
grid;
 Understand that distances and angles are preserved under rotations and translations, so that any
figure is congruent under either of these transformations;
 Understand that reflections are specified by a mirror line;
 Identify the equation of a line of symmetry;
 Transform 2D shapes using single reflections (including those not on coordinate grids) with vertical,
horizontal and diagonal mirror lines;
 Describe reflections on a coordinate grid;
 Scale a shape on a grid (without a centre specified);
 Understand that an enlargement is specified by a centre and a scale factor;
 Enlarge a given shape using (0, 0) as the centre of enlargement, and enlarge shapes with a centre
other than (0, 0);
 Find the centre of enlargement by drawing;
 Describe and transform 2D shapes using enlargements by a positive integer scale factor or by a
fractional scale factor;
 Identify the scale factor of an enlargement of a shape as the ratio of the lengths of two
corresponding sides, simple integer scale factors, or simple fractions;
 Understand that distances and angles are preserved under reflections, so that any figure is
congruent under this transformation;
 Understand that similar shapes are enlargements of each other and angles are preserved – define
similar in this unit.
Next steps

Success criteria Misconceptions Resources &

Understand that translations are specified by a distance and
direction (using a vector).
Describe and transform a given shape by either a rotation or a
translation.
Describe and transform a given shape by a reflection.
Convince me the scale factor is, for example, 2.5.
OPPORTUNITIES FOR REASONING/PROBLEM SOLVING
Students should be given the opportunity to explore the effect
of reflecting in two parallel mirror lines and combining
transformations.
homework
The directions on a column vector often get mixed up. NRICH
Student need to understand that the ‘units of movement’ are
those on the axes, and care needs to be taken to check the
scale. Y9 Bring on the Maths
Correct language must be used: students often use ‘turn’  Transformations: v1, v2, v3
rather than ‘rotate’. Level 6 Bring on the Maths
 Shape, Space and Measures:
Enlargement, Transformations
NOTES
Emphasise the need to describe the transformations fully, and
if asked to describe a ‘single’ transformation they should not
include two types.
Include rotations with the centre of rotation inside the shape.
Use trial and error with tracing paper to find the centre of
rotation.
It is essential that the students check the increments on the
coordinate grid when translating shapes.
Students may need reminding about how to find the equations
of straight lines, including those parallel to the axes.
When reflecting shapes, the students must include mirror lines
on or through original shapes.
As an extension, consider reflections with the mirror line
through the shape and enlargements with the centre of
enlargement inside the shape.
NB enlargement using negative scale factors is not included.
Processing and representing data Oxford text Hodder text books
books
Assumed knowledge – to be consolidated as required
•Use suitable data collection techniques; including decimals FP p58-9, 64-5
•Design and use data-collection sheets for grouped, discrete and continuous data, use inequalities for
grouped data, and introduce ≤ and ≥ signs;
•Use correct notation for time, 12- and 24-hour clock and work out time taken for a journey from a
timetable;
Objectives
 Construct tables for time–series data; FP p66-7, p138-51 F1 p323-p364
 Design, complete and use two-way tables for discrete and grouped data; Unit D3, F2/H1 p322-p347
 Calculate the total frequency from a frequency table; Read values from a frequency
table; including greatest and least values, mode and modal class. H p54-59
 Produce and interpret:
o pictograms;
o composite bar charts; dual/comparative bar charts for categorical and
ungrouped discrete data bar-line charts; histograms with equal class intervals;
o vertical line charts;
o line graphs; line graphs for time–series data;
o stem and leaf (including back-to-back);
o scatter graphs; including stating correlation; identifying outliers; drawing a line
of best fit and using it to predict outcome; stating how reliable a prediction is.
 Pie charts; Construct pie charts for categorical data and discrete/continuous numerical
data; find the mode and total frequency; Interpret simple pie charts using simple
1 1
fractions and percentages; 2 , 4 and multiples of 10% sections; Understand that the
frequency represented by corresponding sectors in two pie charts is dependent upon
the total populations represented by each of the pie charts.
 Calculate total population, greatest and least values from a bar chart or table;
 Find the mode from a stem and leaf diagram and bar chart;
 Interpret and discuss any data in context to the question.
Next steps
 Cumulative frequency tables and diagrams (not on Foundation)
 box plots (not on Foundation)
Success criteria
Construct a frequency table for a continuous data set,
deciding on appropriate intervals using inequalities
Plan a journey using timetables.
Decide the most appropriate chart or table given a
data set.
State the mode, smallest value or largest value from a
stem and leaf diagram.
Identify outliers and explain why they may occur.
From a simple pie chart identify the mode.
OPPORTUNITIES FOR REASONING/PROBLEM
SOLVING
Misleading graphs, charts or tables can provide an
opportunity for students to critically evaluate the way
information is presented.
Students should be able to decide what the scales on
any axis should be to be able to present information.
Many real-life situations that give rise to two variables
provide opportunities for students to extrapolate and
interpret the resulting relationship (if any) between the
variables.
From inspection of a pie chart, students should be able
to identify the fraction of the total represented and
know when that total can be calculated and compared
with another pie chart.
H D4.3-D4.4
Misconceptions Resources &
homework
Students struggle to make the link between what the NRICH
data in a frequency table represents, so for example  Processing,
may state the ‘frequency’ rather than the interval representing and
when asked for the modal group. interpreting data
Lines of best fit are often forgotten, but correct
answers still obtained by sight.
Y9 Bring on the Maths
Interpreting scales of different measurements and  Surveys: v1, v2
confusion between x and y axes when plotting points.  Statistics: v1, v2
Same size sectors for different sized data sets
KS3 Top-up Bring on the Maths
represent the same number rather than the same  Handling Data: v1, v2, v3
proportion.
Level 5 Bring on the Maths
NOTES  Handling Data: Constructing
and using a line graph
Ensure that students are given the opportunity to draw
and complete two-way tables from words. Level 6 Bring on the Maths
Ensure that you include a variety of scales, including  Handling Data: Graphs and
decimal numbers of millions and thousands, time charts
scales in hours, minutes, seconds.
Students need to be constantly reminded of the
importance of drawing a line of best fit.
Statistically the line of best fit should pass
through the coordinate representing the mean of
the data. Remind students that the line of best fit
does not necessarily go through the origin of the
graph.
Students should label the axes clearly, and use a ruler
for all straight lines and a pencil for all drawing.
Compare pie charts to identify similarities and
differences.
Angles when drawing pie charts should be accurate to
2°.
Equations and inequalities Oxford text Hodder text books
books
Assumed knowledge – to be consolidated as required
 Select an expression/equation/formula/identity from a list; FP p312 H p195 Q1
 Use function machines; FP p265-267
Objectives
 Write expressions and set up simple equations including forming an equation from a word problem; H p185 F1 p 130-143
 Solve simple equations including those:
FP p269-273
 with integer coefficients, in which the unknown appears on either side or on both sides of the
FP p383-385
equation; H p283-291
 which contain brackets, including those that have negative signs occurring anywhere in the
equation, and those with a negative solution;
 with one unknown, with integer or fractional coefficients;
 Rearrange simple equations;
FP p319 F1 p122-129
 Substitute into a formula, and solve the resulting equation; FP p315-317
 Find an approximate solution to a linear equation using a graph; H p 195 Q2 on
 Solve angle or perimeter problems using algebra.
 Show inequalities on number lines;
 Write down whole number values that satisfy an inequality;
FP p321-323
 Solve an inequality such as –3 < 2x + 1 <7 and show the solution set on a number line;
 Solve two inequalities in x, find the solution sets and compare them to see which value of x
satisfies both;
 Use the correct notation to show inclusive and exclusive inequalities;
 Construct inequalities to represent a set shown on a number line;
 Solve simple linear inequalities in one variable, and represent the solution set on a number line;
 Round answers to a given degree of accuracy;
 Use inequality notation to specify simple error intervals due to truncation or rounding.
Next steps
 Manipulating quadratic expressions
Success criteria Misconceptions Resources &
homework
x Rules of adding and subtracting negatives. NRICH
Inverse operations can be misapplied.
Solve: x + 5 = 12, x – 6 = 3, 2 = 5, 2x – 5 =19, 2x + 5 = 8x – 7
When solving inequalities, students often state their final
Given expressions for the angles on a line or in a triangle in
answer as a number quantity and either exclude the inequality KS3 Top-up Bring on the Maths
terms of a, find the value of a.  Algebraic Equations: v1, v2, v3
or change it to =.
Given expressions for the sides of a rectangle and the
perimeter, form and solve an equation to find missing values.
NOTES
Solve –3 < 2x + 1 and show the solution set on a number line. Y9 Top-up Bring on the Maths
Emphasise good use of notation.  Equations: v1, v2
State the whole numbers that satisfy a given inequality.
Students need to realise that not all linear equations can be
Recognise that measurements given to the nearest whole unit
solved by observation or trial and improvement, and hence the Level 6 Bring on the Maths
may be inaccurate by up to one half in either direction.  Algebra: Trial and
use of a formal method is important.
improvement
Students can leave their answer in fraction form where
OPPORTUNITIES FOR REASONING/PROBLEM SOLVING
appropriate.
Problems that:
Emphasise the importance of leaving their answer as an
 could be solved by forming equations such as: Pat and
inequality (and not change to =).
Paul have a combined salary of £800 per week. Pat earns
£200 per week more than Paul. How much does Paul
earn?
 involve the application of a formula with conflicting results
such as: Pat and Paul are using the formula y = 8n + 4
When n = 2, Pat states that y = 86 and Paul states y = 20.
Who is correct?
Summer Term
Percentages Oxford text Hodder text books
books
Assumed knowledge – to be consolidated as required
 Express a given number as a percentage of another number; FP p98-9 F1 p100-105
 Find a percentage of a quantity without a calculator: 50%, 25% and multiples of 10%
and 5%;
Objectives
 Calculate amount of increase/decrease; FP p100-103, F1 p94-99
 Use percentages to solve problems, including comparisons of two quantities using p356-63 F2/H1 p21
percentages; including real-life situations.
 Price after VAT (not price before VAT); H p138-49
 Value of profit or loss; simple interest;
 Use decimals to find quantities; find a percentage of a quantity, including using a
multiplier;
Next steps
 Use a multiplier to increase or decrease by a percentage in any scenario where
percentages are used; calculate compound interest.

Success criteria Misconceptions Resources &

What is 10%, 15%, 17.5% of £30?
OPPORTUNITIES FOR REASONING/PROBLEM SOLVING
Sale prices offer an ideal opportunity for solving problems
allowing students the opportunity to investigate the most
effective way to work out the “sale” price.
Problems that involve consecutive reductions such as: Sale
Prices are 10% off the previous day’s price. If a jacket is £90
on Monday, what is the price on Wednesday?
homework
It is not possible to have a percentage greater than 100%. NRICH

NOTES
When finding a percentage of a quantity or measurement, use
only measurements they should know from Key Stage 3.
Amounts of money should always be rounded to the nearest
penny.
Use real-life examples where possible.
Emphasise the importance of being able to convert between
decimals and percentages and the use of decimal multipliers to
make calculations easier.
Encourage students to use a single multiplier.
Include simple fractional percentages of amounts with
compound interest and encourage use of single multipliers.
Decimal calculations Oxford text Hodder text books
books
Assumed knowledge – to be consolidated as required
 Use decimal notation and place value; FP p4-5,
 Read and write positive integer powers of 10; multiply and divide integers and H p4-5
decimals by 0.1, 0.01
 Order decimals
 Identify the value of digits in a decimal or whole number;
 Compare and order decimal numbers using the symbols <, >;
 Understand the ≠ symbol (not equal);
 Write decimal numbers of millions, e.g. 2 300 000 = 2.3 million;
Objectives
 Add, subtract, multiply and divide decimals, including calculations involving money; FP p12-5, p42-53. F1 p10-27, p39-56
 Multiply or divide by any number between 0 and 1; p302-9
 Round to the nearest integer, and to a given number of decimal places and significant H p10-1, p204-13 F2/H1 p4, 12
figures;
 Include examples with money e.g value for money, discounts, 3 for 2 …
 Extend knowledge of integer powers of 10; recognise the equivalence of 0.1, 1/10 and
10−1; multiply and divide by any integer power of 10
 Estimate answers to calculations by rounding numbers to 1 significant figure;
 Use one calculation to find the answer to another.
Next steps
Success criteria Misconceptions Resources &
homework
Use mental methods for × and ÷, e.g. 5 × 0.6, 1.8 ÷ 3. 
Solve a problem involving division by a decimal (up to 2
decimal places). NOTES
Given 2.6 × 15.8 = 41.08, what is 26 × 0.158? What is 4108 ÷ Practise long multiplication and division, use mental maths
26? problems with decimals such as 0.1, 0.001.
Calculate, e.g. 5.2 million + 4.3 million. Amounts of money should always be rounded to the nearest
penny.
OPPORTUNITIES FOR REASONING/PROBLEM SOLVING
Problems involving shopping for multiple items, such as: Rob
purchases a magazine costing £2.10, a newspaper costing
82p and two bars of chocolate. He pays with a £10 note and
gets £5.40 change. Work out the cost of one bar of chocolate.
When estimating, students should be able to justify whether
the answer will be an overestimate or underestimate.
Circumference, area and volume of circles and cylinders Oxford text Hodder text books
books
Assumed knowledge – to be consolidated as required
 Choose and use units of measurement to measure, estimate, calculate and solve problems in a FP p159. 339 F1 p246-247
range of contexts Solve problems involving measurements in a variety of contexts; convert H p341
between area measures (e.g. mm2 to cm2, cm2 to m2, and vice versa)
 Recall and use the formulae for the area of a triangle, rectangle, trapezium and parallelogram FP p161-163
using a variety of metric measures; H p169-171
 Find perimeters and areas of shapes, including composite shapes H p175
 Estimate area and perimeter by rounding measurements to 1 significant figure to check
reasonableness of answers;
 Calculate the surface area of right prisms
Objectives
 Recall the definition of a circle and name and draw parts of a circle;
 Know and use the formulae for the circumference and area of a circle using a variety of metric FP p397, H p335 F1 p248-260
measures;
 Solve problems involving lengths of circular arcs and areas of sectors
 Solve problems involving surface areas and volumes of cylinders
 Use π ≈ 3.142 or use the π button on a calculator;
 Calculate perimeters and areas of composite shapes made from circles and parts of circles
(including semicircles, quarter-circles, combinations of these and also incorporating other
polygons);
 Calculate arc lengths, angles and areas of sectors of circles;
 Find the surface area and volume of a cylinder;
 Find radius or diameter, given area or circumference of circles in a variety of metric measures;
 Give answers to an appropriate degree of accuracy or in terms of π;
 Form equations involving more complex shapes and solve these equations.
Next steps
 Calculate the volume and surface area of spheres, pyramids, cones and composite solids H p337
FP 399
Success criteria Misconceptions Resources &
homework
Calculate the area and/or perimeter of shapes with different Students often get the concepts of area and perimeter NRICH
units of measurement. confused.  An Unusual Shape
Understand that answers in terms of π are more accurate. Shapes involving missing lengths of sides often result in
Calculate the perimeters and/or areas of circles, semicircles incorrect answers. Y9 Bring on the Maths
and quarter-circles given the radius or diameter and vice versa. Diameter and radius are often confused, and recollection of  Circles: v1, v2, v3
area and circumference of circles involves incorrect radius or
OPPORTUNITIES FOR REASONING/PROBLEM SOLVING diameter. KS3 Top-up Bring on the Maths
Using compound shapes or combinations of polygons that NOTES  Circles: v1, v2, v3
require students to subsequently interpret their result in a real- Encourage students to draw a sketch where one isn’t provided. Level 6 Bring on the Maths
life context. Emphasise the functional elements with carpets, tiles for walls,  Shape, Space and Measures:
Know the impact of estimating their answers and whether it is boxes in a larger box, etc. Best value and minimum cost can Area and volume, Circles
an overestimate or underestimate in relation to a given context. be incorporated too.
Multi-step problems, including the requirement to form and Ensure that examples use different metric units of length,
solve equations, provide links with other areas of mathematics. including decimals.
Emphasise the need to learn the circle formulae; “Cherry Pie’s
Delicious” and “Apple Pies are too” are good ways to
remember them.
Ensure that students know it is more accurate to leave
answers in terms of π, but only when asked to do so.
Quadratic equations; expanding, factorising & solving Oxford text Hodder text books
books
Assumed knowledge – to be consolidated as required
 Multiplying a term over a bracket and simplifying as necessary H p187
Objectives
 Define a ‘quadratic’ expression; H p189 F2/H1 p80-85
 Multiply together two algebraic expressions with brackets;
 Square a linear expression, e.g. (x + 1)2; F2/H1 p166-175
 Factorise quadratic expressions of the form x2 + bx + c; H p191-193
 Factorise a quadratic expression x2 – a2 using the difference of two squares;
 Solve quadratic equations by factorising;
 Find the roots of a quadratic function algebraically. H p293

Next steps
 Graphs of quadratic functions
Success criteria Misconceptions Resources &
homework
POSSIBLE SUCCESS CRITERIA x terms can sometimes be ‘collected’ with x2. NRICH
Solve 3x2 + 4 = 100.  Plus Minus
Expand (x + 2)(x + 6). NOTES  Pair Products
Factorise x2 + 7x + 10. This unit can be extended by including quadratics where a ≠ 1.  Multiplication Square
Solve x2 + 7x + 10 = 0. Emphasise the fact that x2 and x are different ‘types’ of term –
Solve (x – 3)(x + 4)= 0. illustrate this with numbers.  Why 24?

OPPORTUNITIES FOR REASONING/PROBLEM SOLVING

Visual proof of the difference of two squares.
Plans and elevations Oxford text Hodder text books
books
Assumed knowledge – to be consolidated as required
 Understand clockwise and anticlockwise;
 Draw circles and arcs to a given radius or given the diameter;
 Measure and draw lines, to the nearest mm;
 Measure and draw angles, to the nearest degree;
Objectives
 Know and use compass directions; F p337 F1 p277-287
 Draw sketches of 3D solids;
 Know the terms face, edge and vertex; H p173 F2/H1 p294-301
 Identify and sketch planes of symmetry of 3D solids;
 Make accurate drawings of triangles and other 2D shapes using a ruler and a protractor;
 Construct diagrams of everyday 2D situations involving rectangles, triangles, perpendicular and
parallel lines;
 Understand and draw front and side elevations and plans of shapes made from simple solids;
 Given the front and side elevations and the plan of a solid, draw a sketch of the 3D solid.
Next steps
 Relate diagrams to surface area and volume calculations
Success criteria Misconceptions Resources & hwk
Be able to estimate the size of given angles. Some pupils may use the wrong scale of a protractor. For NRICH
Convert fluently between metric units of length. example, they measure an obtuse angle as 60° rather than as 
Use bearings in a real-life context to describe the bearing 120°. Often 5 sides only are drawn for a cuboid.
between two towns on a map.
NOTES
This is a very practical topic, and provides opportunities for
some hands-on activities.
OPPORTUNITIES FOR REASONING/PROBLEM SOLVING Drawing 3D shapes in 2D using isometric grids isn’t an explicit
Interpreting scale drawings and maps involving lengths that objective but provides an ideal introduction to the topic and for
need to be measured (rather than given in the problem). some students provides the scaffolding needed when drawing
3D solids.
Whilst not an explicit objective, it is useful for students to draw
and construct nets and show how they fold to make 3D solids,
allowing students to make the link between 3D shapes and
their nets. This will enable students to understand that there is
often more than one net that can form a 3D shape.
Quadratic graphs Oxford text Hodder text books
books
Assumed knowledge – to be consolidated as required
 Use of four quadrants to plot points and straight line graphs
Objectives
 Generate points and plot graphs of simple quadratic functions, then more general quadratic H p385 F1 p189-197
functions;
 Identify the line of symmetry of a quadratic graph; H p389-393 F2/H1 p122-127
 Find approximate solutions to quadratic equations using a graph;
 Interpret graphs of quadratic functions from real-life problems;
 Identify and interpret roots, intercepts and turning points of quadratic graphs.
Next steps
 Plotting other functions including cubic H p387 F2/H1 p 128-136
Success criteria Misconceptions Resources &
homework
Recognise a quadratic graph from its shape. Squaring negative numbers can be a problem. NRICH

NOTES
OPPORTUNITIES FOR REASONING/PROBLEM SOLVING The graphs should be drawn freehand and in pencil, joining
Matching graphs with their respective functions. points using a smooth curve.
Encourage efficient use of the calculator.
Extension work can be through plotting cubic and reciprocal
graphs, solving simultaneous equations graphically.
Statistics and Averages Oxford text Hodder text books
books
Assumed knowledge – to be consolidated as required
 Calculate the mean, mode, median and range for discrete data; F p136-7
Objectives
 Specify the problem and plan an investigation; decide what data to collect and what F p60-1, p64-5, F1 p325-p343
statistical analysis is needed; consider fairness; p68-9, p134-5,
 Recognise types of data: primary secondary, quantitative and qualitative; p140-3 F2/H1 319-320
 Identify which primary data they need to collect and in what format, including grouped H p24, p28-35,
data; p120-1
 Collect data from a variety of suitable primary and secondary sources;
 Understand and explain how a sources of data may be biased
 Understand sample and population.
 Interpret and find a range of averages as follows:
o median, mean and range from a (discrete) frequency table;
o range, modal class, interval containing the median, and estimate of the mean
from a grouped data frequency table (understand why it is an estimate);
o mode and range from a bar chart; median, mode and range from stem and leaf
diagrams; mean from a bar chart;
 Compare the mean, median, mode and range (as appropriate) of two distributions
using bar charts, dual bar charts, pictograms and back-to-back stem and leaf;
 Recognise the advantages and disadvantages between measures of average.
Next steps
 Design and carry out a project.
Success criteria Misconceptions Resources &
homework
Explain why a sample may not be representative of a The concept of an unbiased sample is difficult for some Level 6 Bring on the Maths
 Handling Data: Data
whole population. students to understand.
collection, Using a two-way
Carry out a statistical investigation of their own and Often the ∑(m × f) is divided by the number of classes table
justify how sources of bias have been eliminated. rather than ∑f when estimating the mean.
Show me an example of a situation in which biased
data would result.
Extract the averages from a stem and leaf diagram.
Estimate the mean from a table.
OPPORTUNITIES FOR REASONING/PROBLEM
SOLVING
When using a sample of a population to solve
contextual problem, students should be able to justify
why the sample may not be representative of the
whole population.
Students should be able to provide a correct solution
as a counter-argument to statements involving the
“averages”, e.g. Susan states that the median is 15,
she is wrong. Explain why.
Given the mean, median and mode of five positive
whole numbers, can you find the numbers?
NOTES
Emphasise the difference between primary and
secondary sources and remind students about the
different between discrete and continuous data.
Discuss sample size and mention that a census is the
whole population (the UK census takes place every 10
years in a year ending with a 1 – the next one is due
in 2021).
Specify the problem and planning for data collection is
not included in the programme of study but is a
perquisite to understand the context of the topic.
Writing a questionnaire is not part of the new
specification, but is a good topic to demonstrate bias
and ways to reduce bias in terms of timing, location
and question types that can introduce bias.
Encourage students to cross out the midpoints of each
group once they have used these numbers to in m × f.
This helps students to avoid summing m instead of f.
Emphasise that continuous data is measured, i.e.
length, weight, and discrete data can be counted, i.e.
number of shoes.