Introduction

The Cambridge Checkpoint Mathematics course covers the Cambridge Secondary 1 mathematics framework. It is
divided into three stages: 7, 8 and 9.
This is the Teacher’s Resource for stage 9, to be used in conjunction with Coursebook 9 and Practice Book 9. Similar
resources are available for stages 7 and 8. They allow students to build up their knowledge and skills as they work
towards the stage 9 Progression test and the Checkpoint examination at the end of stage 9.
The curriculum is presented in six areas: number, algebra, geometry, measure, handling data and problem solving.
This resource is divided into 19 units, each related to one of the first five content areas. Problem solving is included in
all units.
The structure of the Teacher’s Resource matches that of the Coursebook. Each unit starts by listing the teaching
objectives that will be covered in the unit. Problem-solving objectives are indicated by a special icon ( ). Next,
there is table outlining a lesson structure and listing references to available resources. Each unit then includes a brief
summary of assumed prior knowledge.
The resource then gives extensive details for each lesson. These include:
• key words that students need to know
• the main teaching points for the lesson
• common misunderstandings and misconceptions
• a summary of problem-solving objectives that are addressed, where appropriate
• one or more teaching activities to introduce and develop the ideas to be taught and which complement and
support the exercises in the Coursebook
• comments on some of the questions in the Coursebook
• suggestions for suitable homework, usually including a reference to the Practice Book.
The Teacher’s Resource also contains an end-of-year review, in the style of a Progression test, and answers to the
Coursebook and Practice Book exercises and the end-of-year review.

Problem solving
The problem-solving objectives are an important part of the course as they provide a structure for the application of
mathematical skills.

Using techniques and skills in solving mathematical problems

A Calculate accurately, choosing operations and mental or written methods appropriate to the numbers and context.
B Manipulate numbers, algebraic expressions and equations, and apply routine algorithms.
C Understand everyday systems of measurement and use them to estimate, measure and calculate.
D Recognise and use spatial relationships in two dimensions and three dimensions.
E Draw accurate mathematical diagrams, graphs and constructions.
F Decide how to check results, by:
– using rounding to estimate numbers to one significant figure and calculating mentally then comparing with the
estimate
– considering whether an answer is reasonable in the context of the problem
– using inverse operations.
G Estimate, approximate and check their working. Solve a range of word problems involving single or multi-step
calculations.

Copyright Cambridge University Press 2013 Cambridge Checkpoint Mathematics 9 1

 Introduction

Using understanding and strategies in solving problems

H Identify, organise, represent and interpret information accurately in written, tabular, graphical and diagrammatic
forms.
I Explore the effect of varying values in order to generalise.
J Find a counter-example to show that a conjecture is not true.
K Present concise, reasoned arguments to justify solutions or generalisations using symbols, diagrams or graphs
and related explanations.
L Recognise the impact of constraints or assumptions.
M Recognise connections with similar situations and outcomes.
N Consider and evaluate the efficiency of alternative strategies and approaches and refine solutions in the
light of these.

Problem solving in stage 9

Each unit in stage 9 focuses on some of the framework statements. The Teaching notes for each unit give specific tips
on how to teach problem-solving skills, with suggestions for activities that can be introduced in the classroom. The
questions marked with the problem-solving icon in the Coursebook and Practice Book are particularly suitable for
exercising the skills described in the selected framework statements for each unit.
The table below maps the framework statements from the Problem-solving section of the Cambridge Secondary 1
Stage 9 Mathematics Curriculum Framework against the units in the Coursebook and Practice Book. It indicates
problem-solving objectives that provide a particular focus in each unit.
Many of the teaching activities are designed with these objectives in mind. This is indicated in the lesson plans. The
problem-solving icon is used in both the Coursebook and the Practice Book to show questions that address one of
the objectives.

A B C D E F G H I J K L M N
Unit 1 ✓ ✓
Unit 2 ✓ ✓ ✓
Unit 3 ✓ ✓ ✓
Unit 4 ✓ ✓ ✓
Unit 5 ✓ ✓ ✓
Unit 6 ✓ ✓ ✓ ✓
Unit 7 ✓ ✓ ✓ ✓
Unit 8 ✓ ✓ ✓
Unit 9 ✓ ✓ ✓ ✓ ✓
Unit 10 ✓
Unit 11 ✓
Unit 12 ✓ ✓ ✓ ✓
Unit 13 ✓
Unit 14 ✓ ✓ ✓
Unit 15 ✓ ✓ ✓ ✓ ✓ ✓
Unit 16 ✓
Unit 17 ✓ ✓ ✓ ✓
Unit 18 ✓ ✓ ✓
Unit 19 ✓ ✓
A B C D E F G H I J K L M N

2 Cambridge Checkpoint Mathematics 9 Copyright Cambridge University Press 2013