Pearson Maths KS3 International Progress

Maths Progress International 11-14
Scheme of work overview

Year 1
Unit Strand Teacher Hours
Term 1
Baseline test Assessment 1
1.1 Averages and range Y1 Unit 1 1.5
1.2 More averages and range Y1 Unit 1 1
1.3 Two-way tables and bar charts Y1 Unit 1 1.5
1.4 More graphs and tables 1 Y1 Unit 1 1.5
1.5 More graphs and tables 2 Y1 Unit 1 1.5
1 Check up, Strengthen and Extend Y1 Unit 1 2
End of Unit 1 test: Analysing and displaying data Assessment 1
2.1 Rules of divisibility Y1 Unit 2 1
2.2 Factors, multiples and primes Y1 Unit 2 1.5
2.3 Positive and negative numbers Y1 Unit 2 1.5
2.4 Squares and square roots Y1 Unit 2 1
2.5 More powers and roots Y1 Unit 2 1
2.6 Calculations Y1 Unit 2 1.5
End of Unit 2 test: Number Assessment 1
3.1 Simplifying algebraic expressions Y1 Unit 3 1.5
3.2 Writing algebraic expressions Y1 Unit 3 1
3.3 STEM: Using formulae Y1 Unit 3 1
3.4 Writing formulae Y1 Unit 3 1
3.5 Brackets and formulae Y1 Unit 3 1

End of Unit 3 test: Equations, functions and formulae Assessment 1
4.1 Working with fractions Y1 Unit 4 1.5
4.2 Adding and subtracting fractions Y1 Unit 4 1.5
4.3 Fractions, decimals and percentages Y1 Unit 4 1
4.4 Multiplying by a fraction Y1 Unit 4 1.5
4.5 Working with mixed numbers Y1 Unit 4 1
End of Unit 4 test: Fractions Assessment 1
End of Term 1 test: Units 1 to 4 Assessment 1
Term 2
5.1 Working with angles Y1 Unit 5 1.5
5.2 Triangles Y1 Unit 5 1.5
5.3 Quadrilaterals Y1 Unit 5 1.5
5.4 Construction Y1 Unit 5 1.5
End of Unit 5 test: Angles and shapes Assessment 1
6.1 Place value and rounding Y1 Unit 6 1

6.2 Ordering decimals Y1 Unit 6 1
6.3 Adding and subtracting decimals Y1 Unit 6 1
6.4 Multiplying decimals Y1 Unit 6 1.5
6.5 Dividing decimals Y1 Unit 6 1
6.6 Decimals, fractions and percentages Y1 Unit 6 1.5
6.7 Calculating percentages Y1 Unit 6 1.5
End of Unit 6 test: Decimals and percentages Assessment 1
7.1 Writing ratios Y1 Unit 7 1.5
7.2 Sharing in a given ratio Y1 Unit 7 1

7.3 Proportion Y1 Unit 7 1
7.4 Proportional reasoning Y1 Unit 7 1
7.5 Using the unitary method Y1 Unit 7 1
End of Unit 7 test: Ratio and proportion Assessment 1
8.1 STEM: Metric measures Y1 Unit 8 1
8.2 Perimeter Y1 Unit 8 1.5
8.3 Area Y1 Unit 8 1
8.4 3D solids Y1 Unit 8 1
End of Unit 8 test: Measures and shapes Assessment 1
End of term 2 test: Units 5 to 8 Assessment 1
Term 3
9.1 Sequences Y1 Unit 9 1
9.2 The 𝑛th term Y1 Unit 9 1.5
9.3 Pattern sequences Y1 Unit 9 1
9.4 Coordinates and line segments Y1 Unit 9 1
9.5 Graphs Y1 Unit 9 1.5

9.6 Working with graphs Y1 Unit 9 1
End of Unit 9 tests: Sequences and graphs Assessment 1
10.1 Congruency and enlargements Y1 Unit 10 1.5
10.2 Reflection Y1 Unit 10 1.5
10.3 Rotation Y1 Unit 10 1.5
10.4 Translations and combined transformations Y1 Unit 10 1.5
End of Unit 10 test: Transformations Assessment 1
11.1 Comparing and calculating probabilities Y1 Unit 11 1.5

11.2 More probability calculations Y1 Unit 11 1.5
End of Unit 11 test: Probability Assessment 1
End of term 3 test: Units 9 to 11 Assessment 1
Revision Revision 1
Revision Revision 1
End of Year test: Units 1 to 11 Assessment 1
Year 2
Teache Hour
Unit Strand r s
Term 1
1.1 Calculating with negative integers Y2 Unit 1 1.5
1.2 Prime factor decomposition Y2 Unit 1 1.5
1.3 Using indices Y2 Unit 1 1
1.4 Priority of operations Y2 Unit 1 1
End of Unit 1 test: Number Assessmen 1

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2.1 Solving one-step equations Y2 Unit 2 1.5
2.2 Solving two-step equations Y2 Unit 2 1.5
2.3 More complex equations Y2 Unit 2 1
2.4 Working with formulae Y2 Unit 2 1
End of Unit 2 test: Equations and formulae Assessmen 1

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3.1 Simplifying expressions Y2 Unit 3 1
3.2 More simplifying Y2 Unit 3 1
3.3 Factorising expressions Y2 Unit 3 1.5
3.4 Expanding and factorising expressions Y2 Unit 3 1.5
3.5 Substituting and solving Y2 Unit 3 1.5

End of Unit 3 test: Working with powers Assessmen 1

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4.1 Area of triangles, parallelograms and trapezia Y2 Unit 4 1.5
4.2 Area of compound shapes Y2 Unit 4 1.5
4.3 Properties of 3D solids Y2 Unit 4 1.5
4.4 Surface area Y2 Unit 4 1.5
4.5 Volume Y2 Unit 4 1.5
4.6 STEM: Measure of area and volume Y2 Unit 4 1
4.7 Plans and elevations Y2 Unit 4 1.5
4.8 Solving problems with 3D solids and measures Y2 Unit 4 1.5
End of Unit 4 test: 2D shapes and 3D solids Y2 Unit 4 1
End of Term 1 test: Units 1 to 4 Assessmen 1

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Term 2
5.1 Direct proportion Y2 Unit 5 1.5
5.2 STEM: Interpreting graphs Y2 Unit 5 1.5
5.3 Distance–time graphs Y2 Unit 5 1.5
5.4 Rates of change Y2 Unit 5 1.5
5.5 Misleading graphs Y2 Unit 5 1
End of Unit 5 test: Graphs Assessmen 1

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6.1 Rounding decimals Y2 Unit 6 1
6.2 Multiplying and dividing decimals Y2 Unit 6 1.5
6.3 Converting fractions to decimals Y2 Unit 6 1
6.4 Multiplying fractions Y2 Unit 6 1.5
6.5 Dividing by fractions Y2 Unit 6 1
6.6 Adding and subtracting fractions Y2 Unit 6 1
6.7 Calculating with mixed numbers Y2 Unit 6 1

6.8 Solving problems with fractions and decimals Y2 Unit 6 1
End of Unit 6 test: Fractions, decimals, ratio and Assessmen 1

proportion t
7.1 Experimental probability Y2 Unit 7 1.5
7.2 Estimating probability Y2 Unit 7 1.5
End of Unit 7 test: Probability Assessmen 1

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8.1 Equivalent fractions, decimals and percentages Y2 Unit 8 1
8.2 Writing percentages Y2 Unit 8 1
8.3 Percentage of amounts Y2 Unit 8 1
8.4 Compound interest Y2 Unit 8 1
8.5 Ratios Y2 Unit 8 1
8.6 Working with ratios Y2 Unit 8 1
End of Unit 8 test: Percentages and ratios Assessmen 1

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Term 3
9.1 Quadrilaterals Y2 Unit 9 1.5
9.2 Angles and parallel lines Y2 Unit 9 1.5
9.3 Angles in polygons Y2 Unit 9 1.5
End of Unit 9 test: Shapes and angles Assessmen 1

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10.1 Using tables Y2 Unit 10 1.5
10.2 Stem and leaf diagrams Y2 Unit 10 1.5
10.3 Pie charts Y2 Unit 10 1.5
10.4 Comparing data Y2 Unit 10 1.5
10.5 STEM: Scatter graphs and correlation Y2 Unit 10 1.5

End of Unit 10 test: Charts and diagrams Assessmen 1

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11.1 Plotting linear graphs Y2 Unit 11 1.5
11.2 The gradient Y2 Unit 11 1.5
11.3 𝑦 = 𝑚𝑥 + 𝑐 Y2 Unit 11 1
End of Unit 11 test: Straight-line graphs Y2 Unit 11 1
End of term 3 test: Units 9 to 11 Assessmen 1

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Revision Revision 1
Revision Revision 1
End of Year test: Units 1 to 11 Assessmen 1

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Year 3
Teache Hour
Unit Strand r s
Term 1
1.1 STEM: Powers of 10 Y3 Unit 1 1.5
1.2 Calculating and estimating Y3 Unit 1 1.5
1.3 Indices Y3 Unit 1 1
1.4 Standard form Y3 Unit 1 1
1.5 STEM: Calculating with standard form Y3 Unit 1 1.5
End of Unit 1 test: Significant figures, powers and Assessmen 1

standard form t
2.1 Surface area of prisms Y3 Unit 2 1
2.2 Volume of prisms Y3 Unit 2 1
2.3 Circumference of a circle Y3 Unit 2 1.5
2.4 Area of a circle Y3 Unit 2 1.5
2.5 Cylinders Y3 Unit 2 1
2.6 Pythagoras' theorem Y3 Unit 2 1.5

End of Unit 2 tests: 2D shapes and 3D solids Assessmen 1

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3.1 Arithmetic and quadratic sequences Y3 Unit 3 1
3.2 Geometric sequences Y3 Unit 3 1
3.3 Expanding Y3 Unit 3 1
3.4 Factorising Y3 Unit 3 1
3.5 Solving quadratic equations Y3 Unit 3 1
End of Unit 3 test: Quadratics Assessmen 1

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4.1 Constructing shapes Y3 Unit 4 1
4.2 Constructions 1 Y3 Unit 4 1.5
4.3 Constructions 2 Y3 Unit 4 1
End of Unit 4 test: Constructions Assessmen 1

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Term 2
5.1 Substitution Y3 Unit 5 1.5
5.2 Inequalities Y3 Unit 5 1.5
5.3 Using index laws Y3 Unit 5 1
5.4 Expressions, equations, identities and formulae Y3 Unit 5 1
5.5 Solving equations Y3 Unit 5 1.5
5.6 Changing the subject Y3 Unit 5 1.5
End of Unit 5 test: Inequalities, equations and Assessmen 1

formulae t
6.1 STEM: Planning a survey Y3 Unit 6 1.5
6.2 Collecting data Y3 Unit 6 1.5
6.3 Calculating averages and range Y3 Unit 6 1

6.4 Displaying and analysing data Y3 Unit 6 1.5
End of Unit 6 test: Collecting and analysing data Assessmen 1

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7.1 Direct proportion Y3 Unit 7 1
7.2 Solving problems using direct proportion Y3 Unit 7 1.5
7.3 Translations and enlargements Y3 Unit 7 1.5
7.4 Negative and fractional scale factors Y3 Unit 7 1.5
7.5 Percentage change Y3 Unit 7 1.5
End of Unit 7 test: Multiplicative reasoning Assessmen 1

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8.1 Maps and scales Y3 Unit 8 1
8.2 Bearings Y3 Unit 8 1
8.3 Scales and ratios Y3 Unit 8 1
8.4 Congruent and similar shapes Y3 Unit 8 1.5
8.5 Solving geometrical problems Y3 Unit 8 1.5
End of Unit 8 test: Scale drawings and measures Assessmen 1

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Term 3
11.1 The tangent ratio Y3 Unit 11 1.5
11.2 The sine ratio Y3 Unit 11 1.5
11.3 The cosine ratio Y3 Unit 11 1.5
11.4 Use trigonometry to find angles Y3 Unit 11 1.5
11.5 Solving problems using trigonometry Y3 Unit 11 1
End of Unit 11 test: Trigonometry Assessmen 1

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12.1 Set notation and Venn diagrams Y3 Unit 12 1
12.2 Probability diagrams Y3 Unit 12 1.5
12.3 Tree diagrams Y3 Unit 12 1.5
12.4 Experimental and theoretical probabilities Y3 Unit 12 1
End of Unit 12 test: Probability Assessmen 1

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Revision Revision 1
Revision Revision 1
End of Year test: Units 1 to 12 Assessmen 1

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International GCSE baseline tests Assessmen 2
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9.1 Rates of change Y3 Unit 9 1
9.2 Density and pressure Y3 Unit 9 1.5
9.3 Upper and lower bounds Y3 Unit 9 1
End of Unit 9 test: Accuracy and measures Assessmen 1

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10.1 Drawing straight-line graphs Y3 Unit 10 1
10.2 Graphs of quadratic functions Y3 Unit 10 1.5
10.3 Simultaneous equations Y3 Unit 10 1.5
10.4 Using 𝑦 = 𝑚𝑥 + 𝑐 Y3 Unit 10 1.5
10.5 More simultaneous equations Y3 Unit 10 1.5
10.6 Graphs and simultaneous equations Y3 Unit 10 1.5
End of Unit 10 test: Graphical solutions Assessmen 1

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Baseline test
Pearson published resources
Test and mark scheme
• Year 7 Baseline test
• Year 7 Baseline mark scheme
1.1 Averages and range

Objectives
• Find the mode, median and range of a set of data.
• Calculate and interpret the mean of a set of data.
• Compare sets of data using averages and range.
• Solve problems involving mean, mode, median and range.
Curriculum references
• S7.1A Find the mode of a set of data presented in a list.
• S7.1B Find the median and range of a set of data presented in a list.
• S7.1C Calculate and interpret the mean of a set of data presented in a list.
• S7.1E Compare sets of data using their ranges and averages.
• S7.1G Solve problems involving mean, median, mode and range.
Resources
• 1.1 Answers
• Number line from 0 to 100
• Cubes
Key words
Data, value, range, mode, modal, median
Common errors and misconceptions

• Forgetting to order data before finding the median. Concrete Find the cube with
the middle height in a set of towers made from cubes.
• Describing the range in everyday language, e.g. as 5–12 cm, instead of calculating it.
Resolve by emphasising that in maths, the range is a single number.
Confidence
Why learn this?
Internet providers advertise the average speed of their broadband to help
customers decide which service to use.
If different providers use different averages to describe the average internet speed
customers can expect, it is hard to make proper comparisons between providers. In
some countries, regulators will advise broadband providers to use the median, rather
than advertising internet speeds of ‘up to’ a certain speed.
Fluency
• Find the smallest, largest and most common number of a set of positive integers.
• Find the positive difference between two numbers.
Explore
What is the average number of computers per household in the country?
What does ‘average number’ mean? Does it mean the mode, the median or the mean? Does
it matter which average you use? Do you count laptops and tablets like iPads? What
information would you need to answer the question?
The information needed to answer the Explore question is given in the plenary Explore
notes below.
Main lesson
Warm up
• Introduce language ‘occurs most often’.
• Order numbers.
• Use ordinal numbers (3rd, 6th).
Main teaching
• Explain that data can be represented (e.g. class shoe sizes) using the typical value,
or by describing how spread out the data is.
• Define mode as most common. Identify at least one numerical (quantitative) and
one descriptive (qualitative) piece of data.
• Collect shoe size from the class and identify the mode. What do you think the mode
would be for a year 11 class?
• Define range. What is the range of shoe sizes in this class?
• Concrete Define median. Ask how to find the ‘middle height’ student from a group
of five. Encourage students to realise they should be arranged in height order first.
Find the middle one by counting in from both ends. How would you do this for six
students? Choose middle two, mark their heights on the board. What is the height
half way between the two?
• Find mode, median and range for a set of numbers on the board.
Question notes
Q3 Discussion Which set of data in Q2 does not have a range? Why not? Range is a
number, so can only be calculated for numerical data.
Q4 Possible data set with two modes: 1, 1, 2, 3, 3. Data set with no mode: 1, 2, 3, 4, 5.
Q5–Q7 Check students order the values before finding the median.
Q6 Discussion What fraction of the values are less than the median? Draw a vertical line
through the ordered data set to show that half the values are less than the median.
2 2 3 $\color{red} {|}$ 5 8 9
Q7 Discussion What do you notice about the median for this set of values? The median,
2.5, is not one of the values, and it is impossible to have 2.5 children. However, it still
gives us an idea of the middle of the set of values.
Q9 Encourage students to be systematic when they are adding the numbers. Get them to
estimate a sensible answer as a check – remind them that the mean must be less than 10
and more than 4.
Q11 Students may need to be told that they need to use the total number of values, even
if there are values of 0.
Investigation Problem-solving Investigating possibilities for mode, median and range,
and finding data sets to illustrate these.
Possible data set with the same mode and median: 3, 5, 5, 6, 7.
The mode greater than the median: 3, 5, 6, 7, 7. The range less than the mode: 8, 8, 9.
A range of zero means all values are the same (e.g. 2, 2, 2, 2, 2), so median = mode.
Differentiation
Support
Q9 To find the mode for a large data set, students should order the values, as most test
questions would then expect them to find the median too.
Q12 Students may need to be shown that the sum of the four values is equal to 4 × 6
Q13a A range of 0 means that all the numbers must be the same.
Stretch
Q8 Ask students to estimate what the mean will be before they do the calculation. How
did they make their estimate?
Q12 What values of n would you need to make the mean greater than 6? Or less than 6?
Plenary
Explore
What is the average number of computers per household in the country?
What information would you need to answer this question? The total number of
households in the country, and the total number of computers.
How would you decide which average to use? The median and the mode need information
from every household, or from a representative sample. Putting these in order would be
difficult. Use the mean. This is easy to calculate.
What would the mean not tell you? The number of households which do not have any
computers at all.
Reflect
This metacognitive task emphasises how students have already used their previous
mathematics knowledge and applied it to learn new things at Key Stage 3, therefore
aiming to build their confidence. It also helps students to recognise the links between
topics in mathematics.
Homework
Online homework is available in the Maths Progress International ActiveCourse. Further
practice questions are available in the Maths Progress International Year 7 Workbook.
1.2 More averages and range

Objectives
• Group discrete and continuous data.
• Draw and interpret grouped frequency diagrams.
• S7.1A Find the mode of a set of data presented in a table or bar chart.
• S7.1D Find the modal class of grouped data.
• S7.2A Represent data in tally charts and frequency tables.
• S7.2B Interpret simple tables and bar charts for grouped data.
• S7.2C Identify discrete and continuous data.
• S7.2D Represent data in grouped tally charts or frequency tables, draw bar charts
for grouped data.
Resources
• 1.2 Answers
• Calculators
• Squared paper
Key words
Grouped, class, discrete, continuous

• Values of a discrete class. Students may overlap discrete classes, e.g. 5–10, 10–15.
Write out the values in each class and ask In which class does 10 lie? How can you
avoid this problem?
• Students misuse inequality signs. Remind students that ≤ includes a bound and <
excludes a bound.
Confidence
Why learn this?
Grouping people’s ages helps to show the age distribution in the UK.
Look at the bar model below to see the different age categories. The mode is 35–39
Fluency
• Values used in a discrete class.
• Determine the mode from a frequency diagram.
Explore
Estimate the percentage of the population that is able to vote.
How old do you need to be in order to vote? What information would you need to answer
the question?
notes below.
Main lesson
Warm up
• Tally a set of values into a grouped frequency table.
Main teaching
• Define discrete and continuous data using Number of texts received in a day and
Height of students. Ask for other examples of each type of data (discrete: number of
things; continuous: something that can be measured).
• Display this table showing the number of drinks sold by a canteen at lunchtime.
• Display this table showing the mass, 𝑚 grams, of portions of chips served by the
canteen.
• Pictorial Draw a frequency diagram for the data. Ask for the modal class (tallest
bar). Emphasise that there are no gaps between the bars because the data is
continuous (has no gaps).
Question notes
Q2 Which two classes does 90 to 109 include? (90–99 and 100–109) What is the total
frequency for these two classes? (7 + 3 = 10)
Q3 Discrete data can be counted. Continuous data must be measured.
Q4 If another bat had a wingspan of 10 cm, in which class would it be recorded? (10 ≤ 𝑤
< 20)
Q5c Explain the use of the broken axis. Students may also start the bar chart at the
intersection of the axes.
Investigation Students have to define the classes for grouping data. They explore the
effect of changing the number/width of classes.
Discussion Explain your choice of intervals. Classes should begin at or near to the
smallest value using a round number (in this case, they will start at 0). The classes must
have equal widths.
Differentiation
Support
Q4 Pictorial Mark the classes on a number line. Ask students to mark each value using a
tally mark. Count the tally marks to complete the frequency table.
Investigation Make a frequency table with 5 classes, starting with 0 ≤ 𝑡 < ⬜. Ask
students for the upper bound of the first class. Continue the classes to see if the largest
value of 90 is included.
If necessary, show students how to calculate the width of the classes, i.e. 90 ÷ 5 = 18 ≈
20.
Stretch
Q2 Ask students to draw a bar chart for this discrete data.
Plenary
Explore
Estimate the percentage of the population that is eligible to vote.
How old do you need to be in order to vote? (18) Estimate percentage from the bar chart
below. What is the easiest way to estimate the percentage eligible to vote? (estimate the
percentage that are ineligible and subtract the answer from 100%)
Reflect
This task asks students to reflect on the mathematics they have done this lesson and
think about when it would be useful and when it wouldn’t. Part of the skill of data
handling is being able to decide what type of charts and tables to use for particular
samples. Students may answer that grouped data wouldn’t be very useful if you only
had 5 pieces of data, that is there was a large range but a small sample or that you might
not use equal sized groups (e.g. ages at a theme park).
Homework
1.3 Two-way tables and bar charts

Objectives
• Use two-way tables.
• Interpret and draw dual bar charts and compound bar charts.
• S7.2A Represent data in bar charts.
• S7.2E Read and interpret information from bar charts and compound bar charts.
• S7.2G Solve problems by interpreting or drawing graphs, charts and tables.
Resources
• 1.3 Answers
• Squared paper
Key words
Two-way table, dual bar chart, compound bar chart.

• Students omit the key to a chart. Point to two different bar colours and ask How
will a reader know what each colour means?
• Interpret and draw dual bar charts. Students misread a scale. Ask What does one
square on the frequency axis represent?
Confidence
Why learn this?
Tables and charts are used by the Office for National Statistics to compare data.
For more information, visit http://www.statistics.gov.uk
Fluency
• Continue scale numbers in equal steps.
Explore
What information does the Office for National Statistics display using dual bar
charts?
What information would you need to answer the question?
notes below.
Main lesson
Warm up
• Read and interpret a simple bar chart.
Main teaching
• Pictorial Display this table of Year 7 favourite potato dishes.
• Add another row to the table for Year 8 and introduce the term 'two-way table'.
• Pictorial Draw a dual bar chart for the data. Emphasise the need to add a key to the
chart.
• Pictorial Draw a compound bar chart for the data. How would the charts change if
you added data for Year 9? (another set of bars, new colour)
Question notes
Q2e What does this grand total mean? (total number of press-ups done by Alan and
Yolanda)
Q3 Students can use cross-hatching instead of colours. Make sure they add a key. Bars
should have equal width and pairs need to be equally spaced.
Q4 Students can divide the bars in two ways, e.g. photos of Giselle at the top of the bars.
Check that students use the same order for all of the bars and write a key.
Q5 Practise converting tallies to numbers and vice versa.
Q6c STEM Are there the same number of bees and butterflies? How does this affect
your comparison?
Differentiation
Support
Q2a Cover up the bottom two rows and complete the top row for Alan. Reveal the
second row and complete for Yolanda. And so on.
Q3b–e Add row and then column totals to the table to help answer these parts.
Stretch
Q4 Explain how Giselle's photo uploads to Facebook differ from Tumblr.
Q5 Draw a triple bar chart for the same data.
Plenary
Explore
What information does the Office for National Statistics display using dual bar
charts?
For more information, visit http://www.statistics.gov.uk
Reflect
This reflective task focuses on an often under-represented part of data handling –
choosing what the best diagram is for different types of data. A compound bar chart is
better for comparing multiple pieces of data about particular groups. A dual bar chart is
better for comparing two data items from two samples.
Homework
practice questions are available in the Maths Progress International Year 7 Workbook
1.4 More graphs and tables 1

Objectives
• Interpret and draw line graphs.
• Recognise when a graph is misleading.
• S7.2E Read and interpret information from line graphs.
Resources
• 1.4 Answers
• Squared paper
• Graph paper
Key words
Line graph, misleading

• Students might start an axis at 0 instead of breaking it. Demonstrate the effect this
has. Explain that a graph should show clearly how the values change over time.
• Students choose an inappropriate scale, e.g. steps of 3. Explain that it must be easy
to read off the values.
Confidence
Why learn this?
Line graphs can be used to predict future outcomes.
An example of landfill reduction due to recycling is shown in this graph.
Fluency
• Interpret the trend of a graph from its shape.
Explore
How can line graphs show the worst and best scenarios?
Think about population growth, CO2 emissions, diabetes, etc. What information would you
need to answer the question?
notes below.
Main lesson
Warm up
• Read and interpret a line graph.
Main teaching
• The table shows how a Zodiac battery loses its charge over time.
• Add a row for a Lasar battery.
• Display this graph.
• A biology student recorded the number of bacteria in a Petri dish every hour. He
drew this line graph. Why is his graph misleading? (vertical scale does not increase
in equal steps)
Do you think the correct graph is a good model for the next few weeks? (no because of
the physical limits of the petri dishes, e.g. food source)
Question notes
Q2b Is it likely that the maximum wind speed will continue to increase for the next 90
days? (no; it would reach at least 150 knots)
Q2 Discussion Does every point on the line graph mean something? (no; wind speed
between plotted points may be different from the actual speed; they can only be used as
an approximation)
Q5 Reasoning Are the vertical scales the same? (no) How does the scale change the
shape of the graph? (the larger the scale, the steeper the graph)
Q6 There are three aspects of the graph that are misleading. (Scale on vertical axis
varies, widths of bars are different, gaps between bars are different.)
Differentiation
Support
Q4a Pictorial Assist students with the vertical axis.
Q7 Use the right scale to draw the bars first. Use the left scale to plot the temperatures
using crosses. Join up the crosses to make a line graph. Give students words to complete
sentences. For example:
From January, the temperature _______ to a maximum of 14 °C in August.
From January, the rainfall fell to a _________ of 52 mm in May.
Stretch
Q3 Ask students to continue the graph for the next 12 hours. What happens to the tide
every 12 hours? (it rises to a peak then falls to a trough)
Q7 Ask students to superimpose a graph for hours of daylight using this table of data.
Plenary
Explore
How can line graphs show the worst and best scenarios?
Discuss this graph about the predictions of future CO2 emissions.
Reflect
When answering many different multi-part questions, sometimes students find it
difficult to recognise the key points to take away from the lesson. Therefore, this
reflective task asks students to look back at what they have learned and summarise the
key points, that is the ways in which graphs might be used to mislead.
Homework
practice questions are available in the Maths Progress International Year 7 Workbook
1.5 More graphs and tables 2

Objectives
• Analyse and present data using spreadsheets in a computer software program.
• Choose the most appropriate graph to represent data and solve problems.
• Draw, read and interpret tables, bar charts, pie charts, bar-line graphs and line
graphs.
• S7.1F Analyse and present data using spreadsheets in a computer software
program.
• S7.2F Decide how best to represent data.
• S7.2E Read and interpret information from pie charts and bar-line graphs.
Resources
• 1.5 Answers
• Number line from 0 to 100
• Cubes
Key words
Spreadsheet, bar chart, pie chart, cells, bar-line graph
• Students may think ‘the computer is always right’. Explain that the computer is
only right if it is given the right instructions.
• Students may think that the computer will do all the work. Explain that it is
important to take some time to plan how to use the spreadsheet program in order
to get the required results.
• Encourage students to do a brief mental check of their results.
Confidence
Why learn this?
Computers are much faster than humans at processing data.
It is very easy to make mistakes when doing repeated calculations on large sets of data
and it can take a very long time. Using computers can improve accuracy, reduce
mistakes, and get the required results much more quickly. Computers can produce
graphs much more quickly.
Fluency
• Find the average and the range for a set of data.
Explore
In what ways can a spreadsheet be used to interpret and display large amounts of
data to make it easier to interpret the data?
What sorts of data would need to be interpreted using a spreadsheet? How would you
calculate averages for hundreds and thousands of people? Is it easier to make comparisons
with big lists of numbers or with graphs and pie charts?
notes below.
Main lesson
Warm up
• Order numbers.
• Calculate some simple averages.
Main teaching
• Introduce the spreadsheet program. Explain that spreadsheets can be used to
process large amounts of data automatically.
• Explain how the spreadsheet is made of cells, rows and columns, and that
calculations can be done vertically or horizontally.
• Input the numbers shown here and demonstrate the Sort Smallest to Largest and
Sort Largest to Smallest functions. Make sure you show how to select the cells
using the mouse.
• Using the same numbers, demonstrate the AutoSum, Mean, Mode, and Median
functions. Explain that the = sign is an instruction to the program that it needs to
carry out a calculation.
• If there are enough computers in the classroom, have a race. Use these numbers:6,
7, 12, 31, 19, 62, 27, 54, 81, 8 Ask some students to work out the mean and median
using pencil and paper (no calculators!), and ask the rest of the students to use
their spreadsheet to find the mean and median.
Students should raise their hands when they have the answers. (Students may need
to be reminded how to find the mean and median.)
• Using this data showing the numbers of texts by a student in 1 week, demonstrate
the Bar Chart function.
• Make sure students follow all the steps involved. Demonstrate how to include axis
labels and titles on the graph. Explain that it is important to always include axis
labels and titles on graphs so that you always know the data you are looking at.
Your graph could look like:
• Use the same data to demonstrate a Pie Chart. Your pie chart could look like:
• Using a pie chart and a bar chart for the same set of data, ask students to interpret
the data. Which is better to show the actual numbers? Which is easier if you want
to make comparisons?
Question notes
Q1–Q3 Make sure all students are able to enter the numbers correctly in the right cells.
Q4 Students may need to be shown how to select the required cells.
Q7 Some students may prefer the 3D Pie Chart options. Explain that this can be
misleading because it seems to show some pieces of pie bigger than others depending
on the position of the piece of pie.
Q9b The number of people who walk is found using the fraction of the pie shaded blue
(0.25) multiplied by the total number of people in Group A (100).
Differentiation
Support
Q1–Q9 If students have not used spreadsheet programs before, they may need help
navigating the various menus. Encourage them to try things and to ask their classmates.
Remind them that they can always use the Undo function if they make a mistake.
Q4 Discussion Experiment to find out what happens to the mode, median, mean and
range if you change the value in cell A1. You will need to press Enter each time you change
A1. The effect of changing the value is more obvious if the value is changed to something
much bigger or much smaller.
Q9b, c Students may need help using the given information to calculate numbers from
the pie chart.
Stretch
Q6–Q8 Encourage students to experiment with other formatting options for their
charts.
Encourage students to think about real-life situations where a spreadsheet program
would help them or their family.
Encourage students to look at newspaper and magazine articles which use graphs and
tables and discuss how the data is presented.
Plenary
Explore
In what ways can a spreadsheet be used to interpret and display large amounts of
data to make it easier to interpret the data?
A spreadsheet will calculate averages and ranges quickly and accurately. New data can
be added quickly, and data changed, without needing a whole new set of calculations.
Suitable displays of data such as line graphs and pie charts, using the data in the
spreadsheet, make it easy to make comparisons and to see variations and changes in
data.
Reflect
This task asks students to compare their experiences of calculating averages manually
or with a spreadsheet. Using the spreadsheet means they don’t need to remember how
to calculate the averages, so they can focus on interpreting the data properly rather than
worrying about the calculations. The task helps students decide when it is useful to use
a spreadsheet and when they can manage without.
Homework
1 Check up, Strengthen and Extend
1 Check up
• Formative assessment on the core objectives, grouped by topic.
• A challenge at the end, for those who finish the test early.
• The final question: ‘How sure are you of your answers?’ encourages students to
reflect on their level of confidence, and helps them to choose their next step:
Strengthen or Extend.
Resources
• 1 Check up answers
• Calculators
• Centimetre squared paper
• Compasses
• Protractor
Test question notes

Averages and range
Q1 This question tests whether students remember to put the numbers in order before
calculating the mean and median.
Charts and tables

Q3b Students are able to relate values on a graph to entries in a table.
Q5a–c Students are able to read correct values within compound bar charts.
Line graphs and spreadsheets

Q6d Students can interpret data and relate it to events.
Q7a Students understand the coordinates of cells in a spreadsheet.
Challenge
Q10b Strategy There are four values and the given mean is 4. Students may use inverse
function machines to find the total, then use the total to identify the missing number.
Q10d Students should know that the median is the middle value when the data is in size
order, then recognise that there is an even number (4) of data values, the median is 5,
and therefore the middle must occur between values 4 and 6. The unknown value must
be 4 or a smaller value. Students should check the value.
1 Strengthen and Extend

• This content can be taught over two lessons.
• Starters for the whole class, to begin each lesson, are provided.
• Based on their results and confidence in the Check up, students decide whether to
Strengthen or Extend their learning.
• Students may feel confident enough to move straight on to the Extend material.
• The content in Strengthen is divided into topics so that students can select specific
areas for improvement, followed by Enrichment activities.
Resources
• 1 Strengthen answers and 1 Extend answers
• Calculator
• Graph paper (Extend only)
• Protractor
• Compasses
Whole class starter activity

Lesson 1
Split the class into groups of 10. Each person contributes a number between 0 and 9.
Each group calculates the mean, median, mode and range and writes summary data on
the board. Groups compare their averages and ranges.
Lesson 2
Ask pairs of students to find any chart in the unit that could be drawn a different way or
using a different type of chart. Students explain their alternative to the class.
Question notes: Strengthen

Averages and range
Q1, Q2 Concrete Give pairs of students 10 random number cards from 1 to 20. Students
divide them up and compare their ranges. Next, ask them to arrange the cards into two
groups: one with the highest possible range, the other with the lowest possible range.
Students can also find the mean, median and mode for each group.
Charts and tables

Q2c Strategy Always draw the bar for the girls first. Then draw the bar for the boys on
top.
Q5a When completing the tally charts, students are able to select the correct group for
values of 5, 10 and 15.
Line graphs and spreadsheets

Q1c, d Students can use graphs to find values and use those values to answer numerical
questions.
Q3 Students understand that changing values on an axis can change the way the graph
appears.
Enrichment
Q1 Pictorial Use a timeline.
Question notes: Extend
Q2 What is the range of times? 42 minutes Choose an easy class size. 5 or 10 minutes
Q3 Discussion Does the point where the graphs cross mean anything? No, because the
scales are different; if the scales were the same, you could say that after January the
number of part-time workers exceeded the number of full-time workers.
Q4c Reasoning Is 49.6 kg an extreme value? Yes
Q5 Reasoning Should the company stock 5 generators? No, because some days 5
generators are hired out but others might already be hired out for more than 1 day.
Q6di What is unusual about this data? Is there a value that is a lot different from the
others? Possible reasons include ambulance breakdown and traffic congestion.
Q8biii What would happen if you kept increasing the number of classes? You would have
one or no data items in each class. What would a bar chart of the data look like? Lots of
very small bars, difficult to see patterns, mode etc.
Q8cvi Is this line graph a good model for predicting how other lions cross the Grand
Canyon? Is it enough to look at data for only one lion? It may be a good model, but we
need to compare with data for other lions to know.
Investigation Students investigate the effect on the mean of adding/ subtracting/
multiplying/ dividing the values by the same number. Students can work alone.
Stretch What do you think would happen to the mean if you multiplied each value by 2
and then added 1? (same would happen to the mean)
Reflect: Strengthen
This metacognitive task asks students to write down what they have learned in these
lessons, and then aims to raise awareness of how they felt about how they did. Students
are encouraged to think about both their positive and negative reactions, and where
they may still need some additional help.
Reflect: Extend
This reflective task asks students to consider all the different ways they have learned for
displaying data. Then, they are asked to state which of them they find easiest and
hardest to read and understand, and why. This encourages students to recognise where
they may need more practice at interpreting charts and diagrams. Students are also
asked to state which ways of displaying data they find easiest and hardest to draw.
Students may find it easiest to read and understand bar charts because they are so
familiar with them.
End of Unit 1 test: Analysing and displaying data

• Year 7 End of Unit 1 test
• Year 7 End of Unit 1 mark scheme
2.1 Rules of divisibility

Objectives
• Use rules for divisibility by 2, 3, 4, 5, 9 and 10.
• N7.1F Use rules for divisibility by 2, 3, 4, 5, 9, 10.
Resources
• 2.1 Answers
• Calculators
Key words
Divisible, divisibility

• Students may think that they should always apply rules of divisibility before trying
calculations.
• Students may confuse related rules, such as rules for 2 and 4, and 3 and 9.
• Students may think that all the rules work the same way – for example, all numbers
ending with 0 are divisible by 10, but not all numbers ending with 3 are divisible by
3.
Confidence
Why learn this?
It is useful to know when a whole number is divisible by another, when working
out which is the best deal in shops.
Fluency
• Carry out multiplications of integers.
Explore
How many students should you have in a class if you want to be able to split the
class into many different equal sized groups?
How many groups do you want to have? How many students do you want in each group?
notes below.
Main lesson
Warm up
• Multiplying and dividing integers.
Main teaching
• Make sure that students know what ‘divisible’ and ‘divisibility’ mean. Ask the class
for suitable definitions.
• Display a 2-digit number bigger than 36, such as 42. Ask the class Is this number
divisible by 3? Get students to stand up if they think it is. Try again with a 3-digit
number, such as 261. Students will probably find this one harder. And then try with
a 5-digit number, such as 11322. This one is really hard. Explain that you will look
at this later with an easy way of finding whether it is divisible by 3.
• Explain the idea of the rules of divisibility and introduce the idea that the rules can
be a quick way of working out whether a number can be divided by a single digit
number. Because they are rules, they can be applied to any size of number, even
very big numbers which would be hard to calculate with ordinary division.
• Start with the rules for dividing by 2. Look at the 1-digit numbers from 2 to 8.
Which ones are divisible by 2? 2, 4, 6, 8. How else do we know these numbers? They
are all even numbers. Now look at the 2-digit numbers from 10 to 20. Which ones
are divisible by 2? 10, 12, 14, 16, 18, 20. Are these all even numbers as well? How do
we know they are even numbers?
They end with 0, 2, 4, 6 or 8.
• Look at Question 6 on page 28. Ask the class for 2- and 3-digit numbers to test what
Leah and Noam say. Work through the question and ask for suggestions for the
final statement:
A number is divisible by 4 if, when you halve it, the answer is an even number.
Now consider the rules for dividing by 5 and 10. How do you know if a number is
divisible by 10? Ask students for their ideas. They should identify that all numbers
that end with a 0 can be divided by 10. How do you know if a number is divisible by
5? Ask students for their ideas and write them on the board. Discuss the rule you
can make:
A number is divisible by 5 if it ends with a 5 or a 0.
• Try to apply the same rule to dividing by 3. Is a number divisible by 3 if it ends with
a 3? See if the class can give you numbers which end with a 3 but which are not
divisible by 3. Agree that this rule doesn’t work but explain that there is another
rule for dividing by 3.
• Ask the class for numbers in the three-times table up to 30 and write them on the
board.
Show what happens when you add the individual digits for 12, 15 and 18:
1 + 2 = 3, 1 + 5 = 6, 1 + 8 = 9
What do you notice when you add the digits? The sum of the digits is divisible by 3.
Ask students to repeat this for numbers between 20 and 30: 21, 24, 27.
• Now try some bigger 2-digit numbers. Is 51 divisible by 3? What about 61?
Ask the class for some 3-digit numbers, and ask which ones are divisible by 3.
• Agree the rule for divisibility by 3:
A number can be divided by 3 if the sum of the digits of the number are divisible by
3.
Can you express this in terms of multiples of 3?
A number can be divided by 3 if the sum of the digits of the number is a multiple of
3.
• Extend the rule for divisibility by 3 to divisibility by 9. Work through the
Investigation on page 28 to show how to work out if a number is divisible by 9.
Agree the rule for divisibility by 9: A number can be divided by 9 if the sum of the
digits of the number are divisible by 9.
• Recap the different types of rules:
Numbers are divisible by 2 if their last digit is an even number.
Numbers are divisible by 4 if, when you halve it, the answer is an even number
Numbers are divisible by 5 if their last digit is a 5 or a 0.
Numbers are divisible by 10 if their last digit is a 0.
Numbers are divisible by 3 if the sum of the digits is divisible by 3.
Numbers are divisible by 9 if the sum of the digits is divisible by 9.
• Go back to the number 11322 from the start of the lesson. Ask the class to use the
rules of divisibility to say if it is divisible by 2, 3, 4, 5, 9 or 10.
Question notes
Q4c Remind students that some numbers can be divided by 5 and by 10, but not all
numbers that can be divided by 5 can be divided by 10.
Q6 It may help to model Leah’s statement. For example: 12 divided by 2 is 6. 6 divided by
2 is 3.
Q9 Students could use their knowledge of the times tables but encourage them to apply
the rules of divisibility to the number 30.
Differentiation
Support
Q5b Try 2-digit numbers divisible by 3, such as 27, 54, 63, 72.
Stretch
Q6 Ask students for 3-digit numbers which are divisible by 2 but not by 4.
Q7 What would happen if the boxes held 3 chocolate bars? 9 chocolate bars?
Plenary
Explore
How many students should you have in a class if you want to be able to split the
class into many different equal sized groups?
How many groups do you want to have? You might need to share books or equipment, or
be studying different topics.
How many students do you want in each group? Big groups can be harder to organise,
and some students might feel left out.
Reflect
This reflective task encourages students to reflect on the mathematics they already
know, and use this as a foundation for understanding new mathematical concepts.
Asking them to write their own instructions will help develop a deeper understanding
of the processes involved.
Homework
2.2 Factors, multiples and primes

Objectives
• Understand the difference between multiples, factors and primes.
• Find all the factor pairs of any whole number.
• Find the HCF and LCM of two numbers.
• N7.1D Identify factors of any integer, identify common factors and the highest
common factor of two integers.
• N7.1E Identify multiples of any integer, identify common multiples and lowest
common multiple of two integers.
• N7.1G Recognise prime numbers.
Resources
• 2.2 Answers
• Cut out copies of cogs (or circles) for Q13 in Support
• Blank Venn diagrams for Support group
Key words
Multiple, factor, Venn diagram, prime number, prime factor, highest common factor
(HCF), lowest common multiple (LCM)

• Not finding all of the factors of a number. Represent as 𝑎 × 𝑏, etc. and encourage a
systematic approach.
Confidence
Why learn this?
Astronomers use the LCM to work out when planets are going to be in line.
The position of a planet can be worked out using the shape and time of its orbit. For
example, Earth takes 365.2 days to orbit the Sun; Mars takes 687 days. When Mars and
Earth are roughly aligned, the distance a rocket needs to travel to get from Earth to
Mars will be minimised.
Fluency
• Find missing numbers in multiplications.
Explore
How many rows of bricks and how many rows of large cinder blocks would you
need to make walls the same height?
What are the dimensions of a brick? What are the dimensions of a large cinder block?
How would you lay the bricks?
notes below.
Main lesson
Warm up
• Identifying multiples and factors.
• Completing a Venn diagram.
Main teaching
• Ask a student to define ‘prime number’ (a number with exactly two factors, 1 and
itself). Is 1 a prime number? (No, because it has only one factor.) Depending on
students’ confidence, ask them to call out the first ten prime numbers (2, 3, 5, 7, 11,
13, 17, 19, 23, 29) and list them on the board or use a sieve of Eratosthenes to
identify them.
• Discuss how to find all the factors of a number. Establish that it is best to work
systematically, starting with 1 × the number. Work together to find all the factors
of 42, listing the factor pairs on the board. Discuss how you know when you can
stop testing the next consecutive number. Write all the factors in order (1, 2, 3, 6, 7,
14, 21, 42). Repeat for 56 (1, 2, 4, 7, 8, 14, 28, 56).
• Pictorial Display a blank diagram with two overlapping circles. Discuss how you
can use it to find the common factors of 42 and 56 (define ‘common’ if necessary).
Label the circles and ask students to help you enter the numbers, again
encouraging a systematic approach, crossing the numbers off from the lists as you
go. What is the highest common factor of 42 and 56? (14)
• Ask students to call out the first ten multiples of 6 and 8 and list them on the board.
Ask students to come up and circle the common multiples. What is the lowest
common multiple of 6 and 8? (24)
Question notes
Q1, Q2 Encourage students to work systematically, for example (Q1𝑎) testing each
number for divisibility by 3 or reciting the multiples of 3 and checking whether each is
in the list.
Q3 Students should be able to recall the first few prime numbers. If they are unsure,
encourage them to test the numbers for divisibility, stopping when they reach halfway
(for example, none of the numbers 2–9 are factors of 17, so none of the numbers 10–16
will be either).
Q3 Discussion Is a prime number always an odd number? Is an odd number always a
prime number? All prime numbers are odd apart from 2. This is because all even
numbers greater than 2 have 2 as a factor. This can be demonstrated using the sieve of
Eratosthenes. Odd numbers are not always prime because many odd numbers are made
up of odd factors, for example 15 = 3 × 5.
Q5 Discussion What type of number has an odd number of factors? Square numbers
have an odd number of factors, because one of the factors (the square root) is multiplied
by itself, so only appears in the list once.
Q6 Problem-solving If students struggle with this question, suggest they list the factors
in their pairs.
Q9 Discussion Is the HCF always one of the numbers? No. The HCF is only one of the
numbers if one of the numbers is divisible by the other (the smaller number will be the
HCF).
Q10 Problem-solving / Reasoning Students first need to find the HCF of 24 and 30 (6),
and then split the remaining four numbers into two pairs with the same HCF. There are
two possible pairings (12, 18 and 54, 60; 12, 54 and 18, 60).
Q12 Reasoning 5 and 10 have the smallest LCM because 10 is a multiple of 5. There are
two pairs of numbers with the same LCM (4, 5 and 4, 10; 5, 6 and 6, 10); again, this is
because 10 is a multiple of 5.
Q14 Problem-solving The first multiple of a number is always 1 × the number, so
students need to look for the lowest number in each circle on the Venn diagram, as well
as the lowest number in the overlap (the LCM).
Investigation Problem-solving Encourage students to write out at least the first 12
multiples of 6 and 8. They will then be able to identify at least the first three common
multiples, and should realise that the times when the red and blue lights flash together
are multiples of 24 seconds.
The purple and yellow lights only flash together every 63 seconds.
Differentiation
Support
Q2, Q8 Provide blank Venn diagrams for students to complete.
Q10 Discuss how to approach this question with students. Provide blank Venn diagrams
to help them identify the HCF.
Q13 Concrete Provide cut out copies of the cogs (or circles with diameters 7.6 cm and 5
cm, with dots instead of teeth) so that students can rotate them to model the turning of
the cogs and establish that they are looking for the LCM of 12 and 8.
Stretch
Q9 Challenge students to find the HCF of three numbers; for example, 6, 8 and 18.
Investigation Ask students to compare how often all possible pairs of lights flash
together.
Plenary
Explore
How many rows of bricks and how many rows of large cinder blocks would you
need to make walls the same height?
This depends on the size of the bricks and cinder blocks and which way round you lay
them.
A typical brick is 65 mm high and 215 mm long. A typical cinder block is 215 mm high
and 440 mm long. If laid horizontally with no mortar between, you are looking for the
LCM of 65 and 215, which is 2795 (43 bricks, 13 cinder blocks).
You could use a spreadsheet to list the multiples of 65 and 215. If 10 mm of mortar is
included between the layers and on the top layer (for ease of calculation), you are
looking for the LCM of 75 and 225, which is 225 (3 bricks, 1 block).
If you lay the bricks vertically, you only need one layer, as the length of a brick is the
same as the height of a breeze block.
You could also investigate the situation if you lay the cinder blocks vertically, or using
different amounts of mortar (mortar can be between 5 mm and 10 mm thick).
Reflect
This reflective task encourages students to reflect on the mathematics they already
know, and to use this as a foundation for understanding new mathematical concepts.
Homework
2.3 Positive and negative numbers

Objectives
• Compare and order positive and negative numbers.
• Add and subtract positive and negative numbers.
• N7.1C Compare and order positive and negative numbers and write statements
using inequality signs < and > in context.
• N7.1B Add and subtract positive and negative numbers.
Resources
• 2.3 Answers
• Positive and negative number lines
Key words
Positive, negative, difference, melting, boiling
• Inability to order negative numbers by not understanding that –6 is a smaller
number than –5.
• Not counting 0 as a number on the number line.
Confidence
Why learn this?
The number line extends equally in the positive and negative directions –
infinitely.
Number lines can be used to show where one number is in relation to another – is it
greater or less than another number?
Fluency
• Compare positive and negative temperatures.
Explore
What is the difference between the average temperatures on different planets in
the Solar System?
Which planets are in the Solar System? What are the average temperatures of those
planets?
notes below.
Main lesson
Warm up
• Find the next three terms of a sequence.
• Order numbers, smallest first.
Main teaching
• Draw or show an image of a thermometer on a whiteboard, including negative
numbers. Model how negative numbers work, i.e. that although the number gets
bigger, the value is getting smaller when below zero. Make the point specifically
that –6 is a smaller number than –5 as it is further below zero. Draw a number line
alongside the thermometer so that students can see that the two are essentially the
same idea. Emphasise that 0 is a number and should be counted when jumping
beyond it.
• Draw a number line on the board and pick a start number above 0. Model what
happens if repeated subtraction takes place. For example, start at 14 and
repeatedly subtract 3. Make a note on the number line of each staging point (11, 8
etc). Show how this can become a sequence. Take special care when crossing the
zero to make sure that students understand zero as a number. Continue the
sequence beyond zero. It might be worth discussing where this sequence would
end (it is infinite).
• Repeat with examples that start below zero and have repeated addition performed,
and that start below zero with repeated subtraction.
Question notes
Q5b Remind students how to find the average of two numbers.
Q6 Make sure students move up and down the number line in the right directions for
addition and subtraction.
Q10 STEM For any compound, the melting point is always lower than the boiling point.
Q10b, c Students may need to be reminded how to find the range.
Q14 Problem-solving The addition and subtraction options are straightforward.
Encourage students to try multiplications as well, making sure they get the positive and
negative values right (negative × positive = negative, negative × negative = positive).
Differentiation
Support
Q3 Students may need to be reminded what the < and > symbols mean.
Q5c Model with a number line.
Stretch
Q11 What strategies can you use to answer this question?
Plenary
Explore
What is the difference between the average temperatures on different planets in
the Solar System?
Some planets are very cold and some are very hot. Venus is hot enough to melt lead.
Neptune is the furthest plant from the Sun and is so cold that our atmosphere of
nitrogen and oxygen would be liquid.
Reflect
The reflective task encourages students to reflect on the concepts they have met, and in
particular on the ideas of ‘greater than’ and ‘less than’ in the context of positive and
negative numbers.
Homework
2.4 Squares and square roots
Objectives
• Use index notation for squares and square roots.
• Calculate with squares and square roots.
• N7.1H Know square numbers up to and including 144 and related square roots;
calculate other squares and square roots.
• N7.1J Use index notation up to and including powers of 3.
Resources
• 2.4 Answers
• Calculators
Key words
Square roots

n
• Thinking that √ n= Emphasise the link between squares and square roots, as
2
inverses.
• Thinking that the square root is positive because that is what you get on a
calculator. Remind students that the square root of a number is another number
that, multiplied by itself, gives the original number; use calculations such as those
in Q5 to demonstrate that all positive numbers have two square roots. Tell students
that the calculator only gives the positive square root (the more useful of the two).
Confidence
Why learn this?
Square numbers are used to work out the projectile of a football, or the
equivalence of mass and energy, or the area you need to tile.
The equation 𝐸 = 𝑚𝑐2 can be used to calculate the energy content (𝐸) of an object by
multiplying its mass (𝑚) by the speed of light (𝑐) squared. Formulae for the projectile of
a football are even more complex; most footballers can judge the trajectory of a ball and
never need to use formulae!
Fluency
• Multiply integers and 1-place decimals.
Explore
What is the best way to arrange 8000 seats into square blocks for a music
concert?
What size is the venue? How many seats can you fit in a row?
What square numbers is 8000 divisible by?
notes below.
Main lesson
Warm up
• Recognise square numbers.
• Multiply two negative numbers.
Main teaching
• Pictorial Revise square numbers using square arrays and/or areas of squares (as
in Q1/Q3)
• Ask students to call out the square numbers from 12 to 152 and list them (answers
only) on the board. Explain that the square root is the inverse of a square number.
Point at the square numbers (in order and then at random) and ask students to tell
you the square root.
• Write up some positive and negative multiplications, as in Q5, and establish that
every positive number has a positive and a negative square root. Again, point at the
square numbers, this time asking students to tell you both square roots.
• Write up two consecutive whole-number square roots, for example √ 25 and √ 36.
What is the value of these square roots? (5 and 6). Write up a square root between
the two, for example √ 33. What can you tell me about the value of this square root?
Establish that, since 33 is between 25 and 36, √ 33 must lie between √ 25 and √ 36.
Use a number line to establish that the answer is closer to 6 than to 5, so the
answer is about 5.7
• Use a calculator to check the answer (5.7 to 1dp). Make sure students know how to
use the √ key on their calculators.
Question notes
Q2 Discussion How do you find the area of a square using the length of one side? There
are two ways of looking at this. Area of a square = side length × side length, so side
length = area ÷ side length. Area of a square = (side length)2, so side length = √ area .
Q3 Students should know the first 15 square numbers and the corresponding roots by
heart.
Q3 Discussion Is there another square root of 64, 121, 169, 225? This introduces the idea
that all positive numbers have a negative as well as a positive square root. What
numbers multiply to make 64, 121, 169, 225? Encourage students to think back to their
work in lesson 2.2, in particular Q9, which shows that
+ × + = + and – × – = +.
Q4 Make sure students check the answers using the inverse operation (i.e. they work
out √196 to check they get 14, rather than working out 14 2 to check it equals 196).
Q5b Students should give their answers to 1 decimal place.
Q6 Discussion What do you notice about your answers to part a? Students should
immediately spot the relationship between the answers. 202 can be partitioned as 2 ×
10 × 2 × 10 = 2 × 2 × 10 × 10 = 4 × 100 = 400. 0.22 can be rewritten as 2 ÷ 10 × 2 ÷ 10 =
2 × 2 ÷ 10 ÷ 10 = 4 ÷ 100 = 0.04. Discuss strategies students can use to answer part 𝐛.
For example, work out the number part, and then consider place value.
Q7 Discussion What do you notice about your answers to parts a and b? Students should
realise that √ 36 = √ 9 × √ 4 They can use this to help them work out the answers to
parts 𝐜 and 𝐝.
(324 = 4 × 81 and 784 = 16 × 49)
Investigation Reasoning Students add consecutive square numbers to find the number
of balls in pyramids 3 to 6.
Differentiation
Support
Q5 Provide blank number lines to help students work out a reasonable estimate.
Investigation Provide balls or cubes so students can model the first few pyramids.
Stretch
Q7 Give students some more complex calculations to answer without a calculator, for
example
√ 576 + √ 256 (= √ 16 × √ 36 + √ 4 × √ 64 = 4 × 6 + 2 × 8 = 24 + 16 = 40)
Plenary
Explore
What is the best way to arrange 8000 seats into square blocks for a music
concert?
There are many different ways to do this – a lot depends on the size of the venue, and
how many blocks (of how many seats) will fit. Possibilities include 80 blocks of 10 × 10,
20 blocks of 20 × 20 and 5 blocks of 40 × 40. You could also have square blocks of
different sizes; for example, 20 blocks of 15 × 15 plus 35 blocks of 10 ×10.
Reflect
This task gives students the opportunity to clarify (and so avoid confusion between) the
terms square and square root, especially when a number that is being squared is a
square number itself.
Homework
2.5 More powers and roots

Objectives
• Carry out calculations involving squares, cubes, square roots and cube roots.
• Use factorising to work out square roots and cube roots.
• Solve word problems using square roots and cube roots.
• N7.1J Use index notation up to and including powers of 3.
• N7.1I Know cube numbers up to and including 125 and related cube roots;
calculate other cubes and cube roots.
Resources
• 2.5 Answers
• Calculators
Key words
Index notation, power, index, cube root

• Confusing, e.g. 23 with 2 × 3. Show that 2 × 3 is three 2s added together (2 + 2 + 2)
whereas 23 is three 2s multiplied together (2 × 2 × 2); demonstrate 23 by building a
cube from 8 smaller cubes.
• Calculating 2 × 32 as 62. Remind students of BIDMAS: that the square must be
worked out first, so the calculation can be written 2 × 3 × 3 or 2 × 9; students meet
squared brackets, e.g. (10 – 8)2, in the next lesson.
• Thinking that the square root of a number is half of the number and cube root is a
third of the number. Use a function machine diagram to demonstrate squares,
square roots, cubes and cube roots, e.g.
Confidence
Why learn this?
Scientists can use square roots to estimate how long an object takes to fall.
The time (𝑡) an object takes an object takes to fall a given distance (𝑑) can be calculated
2d
using the formula 𝑡 =
Earth, 𝑔 = 9.81 m/s2).
√
g
, where 𝑔 is gravitational force (near the surface of the
Fluency
• Recall squares and square roots.
Explore
For how long are you falling in a bungee jump (jump from an elasticated rope)
from the Sidu River Bridge in China?
How can you calculate the length of time it takes an object to fall a given distance?
How high is the Sidu River Bridge?
The information needed to answer the Explore question is given in the Plenary Explore
notes below.
Main lesson
Warm up
• Multiply positive and negative numbers.
• Order of operations.
• Use index notation.
Main teaching
• Concrete Revise cube numbers using small cubes.
• Ask students to call out the cube numbers from 13 to 63, and 103, and list them
(answers only) on the board. Explain that the cube root is the inverse of a cube
number. Point at the cube numbers and ask students to tell you the cube roots.
• Explain that numbers have only one cube root (unlike square numbers, which have
two, positive and negative). Demonstrate that
23 = 2 × 2 × 2 = 8 and (–2)3 = –2 × –2 × –2 = 4 × –2 = –8
Ask students to call out the cube numbers from (–1)3 to (–6)3, and (–10)3, and list
the answers on the board. Point at the cube numbers and ask students to tell you
their cube roots.
• Write up BIDMAS and work through some calculations involving powers (similar to
those in Q8–Q10) with the class.
Question notes
Q5 If necessary, remind students that the power tells you how many times a number is
multiplied by itself, so 105 = 10 × 10 × 10 × 10 × 10
Q7 If necessary, explain that, just as √ 36 = √ 9 × √ 4 , so √3 216 = √3 8 × √3 27
Q8–10 Encourage students to recite BIDMAS to themselves to make sure they follow
the correct order of operations, and to write down each step of their workings.
For example √ 49 + 5 × 8 = 7 + 5 × 8 = 7 + 40 = 47
Q11 Make sure students know how to use their calculator correctly. For example, for
part 𝐝 they will need to use brackets to find the cube root of 729 rather than the cube
root of 729 + 4
Q12 STEM / Modelling Encourage students to write down each step of their working.
Q13 Problem-solving / Reasoning This question requires students to recall the
meaning of ‘range’. There are two possible answers: 250 + 800 = 1050 and 900 – 800 =
100
Differentiation
Support
Q4 Provide students with a table in which they can record their answers to help them
with subsequent questions.
Stretch
Q16 Challenge students to make up their own, similar, question for a friend to solve.
Plenary
Explore
For how long are you falling in a bungee jump (jump from an elasticated rope)
from the Sidu River Bridge in China?
The highest bridge in the world, the Sidu River Bridge, spans a 500 m deep valley.
Using the flowchart in Q12, it would take √ 500÷ 5 = 10 seconds to fall 500 m. Using the
2d
formula 𝑡 =
√ g
, where 𝑔 is gravitational force (near the surface of the
Earth, 𝑔 = 9.81 m/s2), gives 10.1 seconds, correct to 1 decimal place.
In fact you would be falling slightly longer than this because the bungee cord slows the
jumper’s fall. You would also bounce back up and fall again, several times.
Reflect
Sometimes students find notation frightening, especially if it is unfamiliar to them.
Therefore, it is important to make students comfortable with new mathematics
notation. Writing down ways to remember notation, and what it does, allows students
to revisit and develop a familiarity with it.
Homework
2.6 Calculations
Objectives
• Estimate answers to complex calculations.
• Carry out calculations involving brackets.
• N7.4A Use estimates to check answers.
• N7.4B Use priority of operations for calculations involving the four operations.
• N7.4C Use a calculator for the four operations and interpret the answer in different
contexts.
Resources
• 2.6 Answers
• Calculators

• Students might not realise that BIDMAS might need to be applied inside a bracket
first, e.g. in Q7c, apparently breaking the order of operations. Explain that the
'answer' inside the brackets must be found in order for the calculation to continue.
• Students might forget that the vinculum (horizontal line) attached to a root sign is a
bracket. Compare √ 16+9 with √ 16+9 , writing the latter as √ (16+ 9). Students can
use their calculators to show that the answers are different.
• Students calculate √ 16+9 as √ 16+ √ 9 Work out the answers to each calculation to
demonstrate they are different; warn students not to make up their own rules, e.g.
the square root of the sum is the sum of the square roots.
Confidence
Why learn this?
Brackets help to split a calculation up into separate parts. For example, when
working out the speed of a car.
The potential speed of a car depends on the RPM (revolutions per minute) of the engine,
the ring gear and pinion gear ratio, the final transmission gear ratio and the tyre
diameter.
Fluency
• Recall square and cube numbers.
Explore
How can you calculate all the numbers from 1 to 20 using only the number 4?
What operations could you use?
What number facts do you know that involve the number 4?
notes below.
Main lesson
Warm up
• Round to the nearest whole number.
• Round to the nearest 10.
• Recall square roots and cube roots.
Main teaching
• Review the role of estimation in checking answers. Review the order of operations
and write BIDMAS on the board.
• Work through some calculations similar to those in Q5, estimating first, then
working out the accurate answer mentally or using a calculator.
• Write up a calculation such as 15 − 3 × 2. What is the answer to this calculation? (9)
Then write up (15 − 3) × 2. What is the answer to this calculation? (24) Why?
Establish that you work out the calculation in the bracket and then multiply the
result by 2. Now write up (15 − 3 × 2)2. What do you need to do to answer this
calculation? (Work out the calculation in the bracket and then square the result.)
What is the answer? (81)
• Explain that a square root sign acts like brackets – everything under the bar is
‘inside’ the square root. Write up √ 15−3 × 2 What do you need to do to answer this
calculation? (Work out the calculation inside the square root and then find the
square root of the result.) What is the answer? (3)
• Practise with similar calculations until students are confident.
Question notes
Q6 Problem-solving This can be answered by estimating or accurately calculating the
cost of the meal. Discuss with students whether an estimate is sufficient. In this case it
is, because some of the prices are rounded down, some up. However, in a situation
where all the prices were rounded up in order to estimate the total, you could conclude
that you didn’t have enough money when, in fact, you did.
Q7 If necessary, remind students that 4(6 − 1) is the same as 4 × (6 − 1)
Q8 Real / Modelling Check students include the unit in their answers.
Investigation Problem-solving Students work out the area of two squares and explore
whether 𝑎2 + 𝑏2 = (𝑎 + 𝑏)2. 32 + 42 = 25 ≠ 72 so Sita’s statement is incorrect. Students can
draw diagrams on squared paper to show that Sita’s statement is never correct – the
sum of two squared numbers will always be smaller than the square of the sum of the
numbers.
Q9 Make sure students know how to use their calculator correctly. For example, for part
𝐚 they will need to use brackets to find the square root of 81 rather than the square root
of 81 − 7
8+22
Q10 Encourage students to write down each step in their working. For example, =
7−2
30
=6
5
Q11 Problem-solving Students should work out the answer for each card using a
calculator. Encourage them to work backwards to write a calculation for the left-over
answer (7). For example, they could work out 7 3 − 43 = 300 to make the calculation
√3 300+43 Some students will find it helpful to draw function machines.
Q14 Only the brackets around 2 × 5 in part 𝐚 are needed. If students are unsure,
encourage them to work out the answer to the calculations as given and with fewer
brackets.
Differentiation
Support
Q6 Give students a simpler version of this question:
Su wants to order:
Satay chicken £4.80 Boiled rice £1.10
Crispy duck £6.10 Chow mein £2.90
Spring roll £1.85
She has £15. Does she have enough?
Stretch
Q12 How many calculations with different answers can student write using the same
three numbers, and the symbols +, ×, (, ) and 2?
Plenary
Explore
How can you calculate all the numbers from 1 to 20 using only the number 4?
Students need to use the priority of operations correctly, including brackets. Encourage
them to start with the number facts they know; for example,
√ 4 = 2, 4 + 4 = 8, 4 × 4 = 16
From these they can make other numbers; for example 4 + 4 − √ 4 = 6
If necessary, ask them how they could make 1; one way is 4 ÷ 4
4 4
They can then use this to make odd numbers; for example √ 4 + = 3, 4 + 4 − = 7
4 4
This can be extended to include numbers up to 30 or beyond.
Reflect
This reflective task encourages students to move away from the common definition of
‘estimating’ and just ‘guessing’. Students are not only asked to think about it in the
context of maths, but also as a skill they can use in other subjects (such as science, or
design and technology) and in everyday life (such as when totalling a bill).
Homework

2 Check up
Resources
• Calculators
• Blank cards for Lesson 2 starter activity
Test question notes

Working with numbers
Q2 If students do not find all the factors of 12 and 18, encourage them to use systematic
approach.
Q4 Tests understanding of the rules for adding and subtracting negative numbers.
Students may give a positive answer to part d (–15 + –4) because ‘two negatives make a
positive’.
Q6 There are two possible ways of arriving at an estimate of 13 for part b:
10 + 30 ÷ 10 = 13 (rounding to the nearest 10) and
10 + 33 ÷ 11 = 13 (rounding to a simple number for division).
Powers and roots

Q7 Tests the misconception that, for example, 23 = 2 × 3, and recall of squares and
cubes, and their associated roots.
Q11 Tests students’ understanding of BIDMAS.
Working with brackets

Q14 Tests students’ understanding that the contents of the brackets must be worked
out first.
Q17 Tests students’ understanding of which part of an expression is raised to a power.
Challenge
Q19 Students find the HCF of 48 and 56, then find three other pairs of numbers with the
same HCF. Encourage them to start by finding the factors of various other numbers. 48
or 56 could be one of the numbers in some of the other pairs.
Q20 Students put the numbers 1–5 into a calculation to find the biggest and smallest
possible answers. Some will benefit from cut-out number cards they can move around.
Encourage students to think about what they know about numbers and consider each
part of the calculation in turn.

Resources
• Calculator

Lesson 1
Ask each student to choose a number between –10 and 10. Moving round the class,
students take it in turns to say their number; ‘plus’, ‘minus’ or ‘times’; their number; the
answer. The next student then starts a new calculation.
This can be made more challenging by using the answer to one calculation as the first
number of the next calculation. Tell students to start again if the numbers become too
large.
Lesson 2
Give each pair of students 30 blank cards and ask them to write down the numbers 1 to
15 and their associated square numbers, each on a separate card. Students then play
snap with the cards.
This can be varied by including the negative roots of the square numbers 1 to 15.
Students could also make cards for the cubes of 1 to 6 and 10, and the cubes of –1 to –6
and –10, playing with them separately or combining them with the square number
cards.

Working with numbers
Q2, Q3b Make sure students do not make errors in adding the digits.
Q5 Takes students through the steps necessary to find the HCF. They can then follow
the same steps in Q6.
Q7 Takes students through the steps necessary to find the LCM. They can then follow
the same steps in Q8.
Q11 Check students understand that only the signs that are next to each other in the
middle of an addition or subtraction can be replaced. Explain that part e could be
written –8 – +7, but we don’t usually write the + sign for positive numbers.
Q12 Students should round the ‘top’ number in each division to a multiple of rounded
‘bottom’ number. In part c, they should round 19.2 to the nearest 10.
Powers and roots

Q2 Provide an enlarged copy of the number line for students to complete, with space for
them to add in the square roots that they need to estimate.
Q3 Encourage students to write down BIDMAS to help them remember the order of
operations when answering Q3 and Q4.
Q4 Encourage students to write down each step of their working.
Q5 Check recall of square roots.
Q5c Students may need encouragement to see that 36 and 49 can be dealt with
separately.
Q6 Check recall of cube roots.
Working with brackets

Q1 Remind students that they should always work out the calculation in brackets first.
In some of the parts, they will need to apply BIDMAS to this calculation as well.
Q5 If students get the same answer for some parts, encourage them to write down each
step in their working and check they have used BIDMAS correctly.
Enrichment
Q1 Some students will benefit from having cut-out copies of the number cards, as well
as cards showing +, +, – and –, that they can move around.

Q3 Reasoning Check students know how to input a power greater than 3 into their
calculator.
If they are surprised at the size of 215, encourage them to repeatedly double 2 to see how
the answer ‘grows’.
Q7, Q8 Students apply their knowledge of HCF and LCM to work with three numbers.
Q9 Problem-solving Students can draw a diagram to show the position of the two
swimmers after 40 seconds (Sophie will have completed one length; Tina will be a third
of her way back to the first end of the pool), after 60 seconds, and so on. After 120
seconds, Sophie will have completed three lengths, Tina four – but they will be at
opposite ends of the pool. Students should realise that they are looking for the LCM of
60 and 80.
Q10 Problem-solving / Reasoning Checks that students have fully understood the
rules for calculating with positive and negative numbers. They should write one
addition, one subtraction, one multiplication and one division.
Q12 Problem-solving / Reasoning Encourage students to list the square numbers.
They should notice that 5² is less than 28, so 5² is closer to 28 than 4.8² is.
Q13 Problem-solving Requires students to estimate the value of √ 70 and then use
their knowledge of perimeter.
Q14 Problem-solving Students might find it helpful to draw diagrams of the three
squares, labelling each with its side length, perimeter and area.
Q15 STEM Requires students to estimate the value of √ 40 and √ 60
Q24 Requires students to find the answers to the four calculations, using BIDMAS, then
find the range and mean of the answers.
Q25 Problem-solving Encourage students to work out the number on the right first
(6).
They could then use function machines to work out the missing number in the first
calculation.
Reflect: Strengthen
This reflective task aims to demonstrate to students that so much of mathematics
requires multiplication and division. When students acknowledge this, then tasks may
seem easier to them. Students may add cube rooting and finding common factors to
their list, as tasks that require multiplication skills.
Reflect: Extend
This task asks students to consider the use of brackets, and think about why they are
needed for certain calculations. They may refer to calculations involving negative
numbers, or calculations with a variety of operations.
End of Unit 2 test: Number

3.1 Simplifying algebraic expressions

Objectives
• Simplify expressions by collecting like terms.
• A7.1A Use letters to represent unknown values.
• A7.1B Write simple expressions using correct algebraic notation and the four
operations.
• A7.1C Simplify linear expressions by collecting like terms.
• A7.1D Simplify linear algebraic expressions involving multiplication and division.
Resources
• 3.1 Answers
Key words
Algebraic expression, term, like term

• Confusion between 3 + 𝑎 and 3𝑎
• Assuming 𝑥2 = 2𝑥
• Incorrectly simplifying 9𝑦 – 7𝑦 to –2𝑦
Confidence
Why learn this?
Algebra is a language that people in every country in the world can understand. It
doesn’t need to be translated into Japanese, Spanish or any other language.
Big science projects can involve people in many different countries joining together to
share ideas. The rules of algebra mean that someone in Japan can understand what
someone in Spain is saying in mathematical terms.
Fluency
• Writing repeated addition as multiplications.
Explore
Why do we ‘simplify’ in algebra?
What does the word ‘simplify’ mean? Why might it help us express things more clearly?
notes below.
Main lesson
Warm up
• Writing repeated multiplications in index form.
Main teaching
• Explain how we represent an unknown number with a letter.
• Discuss how we might write 𝑎 + 𝑎
• Draw out how an algebraic expression of the form 3𝑎 + 4𝑎 might be simplified.
Extend to simplifying more complex expressions by collecting like terms.
• Remind students how we use indices to show repeated multiplication. Extend this
to algebraic expressions.
• Show students how to simplify algebraic expressions of the form 𝑤 × 𝑤 × 𝑤, 2𝑤 ×
4𝑤
Question notes
Q2 Discussion Why is 𝑥 + 𝑥 + 𝑥 + 𝑥 the same as 4𝑥? Multiplication is repeated addition.
Q3 Students often confuse the signs of the terms.
Q6 Students assume terms containing 𝑎2 and 𝑎 are like terms.
Q7 Stress the order in which the expression should be written: numerical value then
alphabetically (so for example 𝑞 × 7 × 𝑝 = 7𝑝𝑞).
Investigation Students could tackle this in pairs. In Q2 encourage them to think of
possible combinations of terms that could result in 3𝑎 + 2𝑏.
Differentiation
Support
Q3 Show students that the sign in front of the term belongs to that term.
Q6 Ask, Is 32 the same as 3? So is 𝑎2 the same as 𝑎?
12 12a
Q8d–e Encourage students to work out Then discuss what would be. Think of
4 4
sharing 12a between 4 people. How many would each person get?
Stretch
Investigation Design your own pyramid and give it to a partner to solve.
Plenary
Explore
Why do we ‘simplify’ in algebra?
What does the word ‘simplify’ mean? Why might it help us express things more clearly?
We simplify things in algebra to make them easier to manipulate and to help see
relationships between algebraic expressions.
Reflect
This metacognitive task aims to address any negative thinking that has the potential to
impede students’ progress. This is particularly important for algebra, which has a
reputation for being difficult. It is also intended to boost students’ confidence, and
hopefully most will answer A or B.
Homework
3.2 Writing algebraic expressions

Objectives
• Write expressions using four operations.
• A7.1H Write simple expressions (formulae) using letters.
Resources
• 3.2 Answers

x 3
• Confusing and
3 x
2
• Confusing 𝑥 and 2𝑥
Confidence
Why learn this?
Computers can work with algebraic expressions using a computer algebraic
system (CAS).
Computers follow the instructions they are given. Using algebra reduces the chances of
giving bad or incorrect instructions.
Fluency
• Calculating the value of positive numbers raised to a positive power.
Explore
Think of a number. Double it. Add 10. Divide by two. Subtract your original
number. Try this with different numbers. What answer do you get? Why?
Although this is written in words, it can be rewritten using algebra, which makes it easier
to solve.
The information needed to answer the Explore questions are given in the plenary
Explore notes below.
Main lesson
Warm up
• Simplify expressions by collecting like terms.
• Simplify expressions multiplying and dividing algebraic terms.
Main teaching
• Remind students that we represent an unknown number with a letter.
• Show how to construct an algebraic expression (e.g. 2 more than 𝑎). Include all four
operations.
• Discuss how we construct an algebraic expression where more than one operation
occurs (link to priority of operations).
x x+6
• Stress the difference between: + 6 and by using the value of 𝑥 = 9
3 3
• Stress the difference between the two functions: 𝑥 multiplied by 2 then add 3: (2𝑥 +
3) and 𝑥 add 3 then multiplied by 2: ((𝑥 + 3) × 2)
• Show how to represent this, using brackets.
Question notes
Q4 Encourages students to highlight key information.
Q6 Addresses the misconception that subtraction is commutative.
Q7 Makes students think carefully about the priority of operations.
Differentiation
Support
Q3 Replace 𝑏 with a numeric value and discuss how you would find the solution then.
Q4 Encourage students to write out: Haruto: 𝑥, Lalia: 4𝑥 etc.
Stretch
Q9 Can you design your own ‘trick’?
Plenary
Explore
Think of a number. Double it. Add 10. Divide by two. Subtract your original
number. Try this with different numbers. What answer do you get? Why?
Although this is written in words, it can be rewritten using algebra, which makes it easier
to solve.
2 x +10
The result is always 5. Let the unknown be 𝑥. The expression will be: – 𝑥 which
2
simplifies to 5.
Reflect
This metacognitive task asks students to consider how bar models and function
machines help them to work with algebraic expressions. It also encourages them to
reflect on other strategies they may use when writing expressions.
Homework
3.3 STEM: Using formulae

Objectives
• Substitute into formulae.
• A7.1F Substitute positive integers into simple formulae written in words.
Resources
• 3.3 Answers
• Calculators
Key words
Formulae

• Failing to follow the priority of operations when substituting into formulae.
Confidence
Why learn this?
You can substitute into formulae to work out all sorts of things – from the volume
of the Earth to the cooking time of a meal.
Once you have a formula for a process, it’s easy to work out how to change quantities.
Fluency
• Calculations involving the priority of operations.
Explore
How can you predict your adult height?
What is your current height? At what age do you stop growing?
notes below.
Main lesson
Warm up
• Substitute positive integers into simple formulae written in words.
• Substitute positive integers into algebraic expressions.
Main teaching
• Remind students how to substitute values into algebraic expressions, and that the
priority of operations must be followed.
• Elicit where students have used formulae before (science) and define a formula.
• Show students how to substitute values into a formula (e.g. Area of rectangle =
width × height). Use students’ own examples, if possible.
• Extend to using formulae expressed in symbols e.g. the surface area of cuboid, 𝑆,
with sides of length 𝑎: 𝑆= 6𝑎2
Question notes
Q6–Q9 STEM These questions might pose difficulties for some students as the maths is
embedded within the work problems. If necessary, photocopy the page and suggest that
students use a highlighter to identify the key information.
Differentiation
Support
Q12 STEM Remind students of the priority of operations: brackets before
multiplication.
Stretch
Q11 STEM How could you convert form Kelvin to Celsius?
Q10 If the perimeter of the rectangle was 20 cm, what could 𝑙 and 𝑤 have been?
Plenary
Explore
How can you predict your adult height?
No formula will guarantee an accurate prediction. However, one suggestion is:
1. Add the mother's height and the father's height in either inches or centimetres.
2. Add 5 inches (13 centimetres) for boys or subtract 5 inches (13 centimetres) for
girls.
3. Divide by two.
Reflect
This reflective task asks students to consider the letters used in formulae. It aims to
address the misconception students often develop early on in their learning of algebra
that letters stand for objects or abbreviations.
Homework
3.4 Writing formulae

Objectives
• Write formulae from a description.
• A7.1G Substitute integers into formulae written in letters.
• A7.1H Write simple formulae using letters.
• A7.1J Solve missing number problems and problems involving formulae.
Resources
• 3.4 Answers

• Wrongly ordering division or subtraction.
Confidence
Why learn this?
You can write formulae into a spreadsheet so that it automatically does all the
calculations for you.
Spreadsheets will do a lot of calculations quickly and accurately. Using spreadsheets
saves time and money, and will reduce the chances of mistakes – but you have to be
sure the formulae you use are correct!
Fluency
• Priority of operations.
Explore
What is the formula to convert weeks into minutes?
How many days in a week? How many minutes in a day?
notes below.
Main lesson
Warm up
• Write simple algebraic expressions.
• Substitute integers into algebraic expressions.
Main teaching
• Draw out examples of formulae that students have used.
• Discuss how we might construct a formula. Use simple examples, e.g. link the
number of teachers needed (𝑇) for a given number of students on a school trip
s
(𝑠): 𝑇 = The amount an employee is paid (𝑃) for a given number of hours
20
worked (𝐻) if they are paid £4 per hour: 𝑃 = 4𝐻
• Extend to two-step formulae, reminding students to follow the priority of
operations.
• Use the example: ‘The cost of selling something in an online auction is £1 for listing
it and 50% of the selling price. Write a formula connecting the total cost (𝐶) and the
selling price (𝑠).
• Ask questions like: How much would it cost if the item sold for £10, £8, £𝑥?
Question notes
Q4 Requires students to think about what the terms in a formula represent.
Q6–Q8 Suggest students read the question first, then reread, highlighting the important
information.
Q8 Modelling Students must remember how to find the mean.
Q10 Requires students to remember how to draw function machines.
Differentiation
Support
Q8 Modelling How would you find the mean of 4, 5 and 6?
Q9 Real Replace £12.50 with £12
Stretch
Q9 Real Can you work out a formula for the cost of your mobile phone bill?
Plenary
Explore
What is the formula to convert weeks into minutes?
How many days in a week? How many minutes in a day?
Ask the questions:
How do you convert from weeks to days? Multiply by 7
What formula converts weeks (𝑤) to days (𝑑)? 𝑑 = 7𝑤
How do we convert days to hours? Multiply by 24
What formula converts weeks (𝑤) to hours (h)? h = 24 × 7𝑤, h = 168𝑤
How do we convert hours to minutes? Multiply by 60
What formula converts weeks (𝑤) to minutes (𝑚)? 𝑚 = 60 × 24 × 7𝑤, 𝑚 = 10 080𝑤
Reflect
This metacognitive task asks students to reflect on their work, substituting into, and
then writing their own formulae. It encourages them to take responsibility for their own
learning by identifying where they may require more help or practice.
Homework
3.5 Brackets and formulae

Objectives
• Expand expressions involving brackets.
• A7.1E Expand brackets by multiplying a single positive number term over a
bracket.
Resources
• 3.5 Answers
Key words
Expand
x 3
• Confusing and
3 x
2
• Confusing 𝑥 and 2𝑥
• Failing to follow the priority of operations.
• Not multiplying through all terms.
Confidence
Why learn this?
Scientific formulae often contain brackets.
If you want to know the distance a car travels when it accelerates, you can use a formula
which uses powers. The formula can be used for all rates of acceleration and time, so
knowing how to use the formula makes it easy to carry out the calculations.
Fluency
• Calculating, following the order of operations.
Explore
How do you convert temperatures in degrees Celsius to degrees Fahrenheit?
Are degrees Celsius equivalent to degrees Fahrenheit? If not, what’s the difference? Do the
temperature scales start at the same place?
notes below.
Main lesson
Warm up
• Simplify algebraic expressions.
• Recognise the distributive law.
Main teaching
• Remind students of the priority of operations. Elicit which operation should be
carried out first in the calculation: 3(2 + 5)
• Remind students how to simplify an algebraic expression when two terms are
multiplied together.
• Display the following bar models to illustrate the equivalence of 3(5 + 2) and (3 ×
5) + (3 × 2)
• Extend further to 𝑥(2𝑥 + 5), using the laws of indices. Display the expressions 𝑎 +
a
4, 𝑎 – 2, 2𝑎 and Elicit the value of each expression when 𝑎 = 10
5
• Extend to other expressions involving more than one operation, such as: 2𝑥 + 6, 7𝑥
+ 2𝑦, 𝑥2, stressing that algebraic operations follow the same conventions as numeric
operations.
Question notes
Q4 Discussion How could you check that your answers are correct? Substitute a value for
the unknown into the expression and compare the numerical value of the answer with
the value of the question, when you substitute.
Q5, Q6 Requires students to use brackets in their formulae.
Q7 Discussion How did you answer part d? Is there more than one way? Which is the
quickest way? Either work out the age of each person and sum them, or substitute 𝑥 = 5
into the answer to part 𝐜.
Q8 Addresses the misconception that 𝑏 × 𝑏 = 2𝑏
Differentiation
Support
Q4 Give students more simple expansions to carry out to practise this skill.
Q5 Suggest students start with a numeric value for 𝑥
Q7 Simplify and build up some of these expressions, e.g. start by working out 𝑎2.
Stretch
Q7 Design a question like this using your family members.
Plenary
Explore
How do you convert temperatures in degrees Celsius to degrees Fahrenheit?
Are degrees Celsius equivalent to degrees Fahrenheit? If not, what is the difference?
Do the temperature scales start at the same place?
9
Use the equation 𝐹 = 𝐶 + 32. Is it easier to explore this question now you have completed
5
the lesson? What further information do you need to be able to answer this?
Reflect
This reflective task addresses an important point that is often overlooked when
teaching expressions. What do we actually mean when we ask students to ‘expand’ and
‘simplify’?
In articulating a meaning for themselves students not only reflect on how the words
may be defined, but also on their own understanding.
Homework
3 Check up
Resources
• Calculators
Test question notes

Simplifying expressions
Q1 Tests whether students recognise that 𝑥2 and 𝑥 are not like terms.
Q2 Tests whether students multiply the term in front of the bracket by both terms in the
bracket.
Q3d Tests whether students remember that 𝑡 is the same as 1𝑡 so the expression can be
written as 4𝑡 – 1𝑡.
Q4 Tests whether students multiply all parts of the expression, e.g. 7𝑡 × 4𝑡 = 7 × 4 × 𝑡 ×
𝑡.
Q5 Tests whether students expand the bracket correctly when a multiplying term is a
variable.
Substitution
Q9 Tests whether students recognise they need to use the value of a twice.
Q10 Tests whether students make the correct substitutions.
Q11 Tests whether students apply the priority of operations.
Writing expressions and formulae

Q13, Q14 Tests whether students can interpret a written statement correctly to create
a mathematical expression.
Q15b Tests whether students can create an expression using more than one operation.
Challenge
Q19 Students could write results in a table. This leads on to sequences and partners.
Q20 Use trial and improvement. Think about what is known about particular numbers.
Q21 Choose two numbers which sum to â ˆ’2 and test, how much too big/small the
product is.
• The content in Strengthen is divided in to topics so that students can select specific
Resources

Lesson 1
Write the following algebraic expressions on the board and ask students to write them
in size order (ascending) when 𝑥 = 7
2(𝑥 + 5); 12𝑥; 5𝑥 – 3; 𝑥2; 𝑥2 – 12
Discuss the priority of operations.
Lesson 2
Ask students to write an expression for:
• 2 more than 𝑥
• 5 less than 𝑥
• 𝑦 more than 𝑥 and 𝑥 less than 𝑦 (stress the difference between these two)
• 𝑦 divided b𝑦 𝑥 and 𝑥 divided b𝑦 𝑦 (stress the difference between these two)
• 2 more than three times 𝑥
• double 4 more than 𝑥 (stress the order in which the operations are carried out and
the necessity of brackets here).

Simplifying expressions
Q2 Draw bar models to illustrate these questions.
Q4 Make sure that students are multiplying both terms inside the brackets.
Q7 Students should recognise that they need to multiply all parts of the expression, e.g.
2𝑤 × 3𝑤 = 2 × 3 × 𝑤 × 𝑤.
Q8 Students should recognise the difference between 2𝑛 and 𝑛2
Q11 Students should recognise that 𝑥2 and 𝑥 are not like terms.
Substitution
Q2 Check that students make the correct numerical substitutions for a written equation.
Q4 Draw rectangles and label the sides.
Q5 Students have the choice of expanding the brackets, substituting and evaluating, or
substituting and evaluating the term inside the brackets first and then expanding
(multiplying).
Writing expressions and formulae

Q1 Write each of the expressions on cards and match them using a process of
elimination.
Q2, Q4 Students may need help interpreting a written statement correctly to create a
mathematical formula.
Q4 How would you convert 50 mm, 100 mm, etc. into cm? How would you convert 𝑥 mm?
Q8 Students may need help generating formulae using combinations of operations.
Enrichment
Q2 Students may not recognise that inequalities can be treated like equations.

Q4 As a stretch exercise, make one of the operations in the function machine a
multiplication and plot the coordinates.
Q5 Draw and label the sides of the triangle.
Q6 Draw out the pyramid.
Q8 Look for a row, column or diagonal with 2 numbers already in place to find the third.
Q8 As a stretch exercise, having found the algebraic solution to the magic square, design
your own. Remove all but three values and give to a partner to solve.
Q10 What could the value in cell D5 show? Total wages paid.
Investigation This links to scale factor of enlargement and area after an enlargement.
Encourage students to sketch their solutions to explain it.
Discussion When you double the length of the sides of a square what happens to the
area?
When the lengths double, the area quadruples.
Q19 2U Taxis doesn’t charge per passenger. How is this shown in an equation?
Reflect: Strengthen
This metacognitive task aims to focus students’ attention on the hints, how they use
them, and what kinds of hints prove most useful. Then the final question encourages
students to use their analysis of the hints to become more aware of their preferred ways
of learning maths.
Reflect: Extend
This reflective task aims to focus to students’ attention to the ways that algebra can be
used in real life for solving problems across a wide range of subjects.
End of Unit 3 test: Equations, functions and formulae

4.1 Working with fractions

Objectives
• Compare and simplify fractions.
• Write one number as a fraction of another.
• Work out simple fractions of amounts.
• N7.2I Understand and use equivalent fractions and write fractions in their simplest
form.
• N7.2N Write one number as a fraction of another.
• N7.2L Multiply fractions by a whole number.
Resources
• 4.1 Answers
• Squared paper
• Blank fraction wall to display (like the one in Q4)
Key words
Equivalent fractions, simplest form

• Not simplifying fully when writing a fraction in its simplest form. Resolve by
suggesting that students do a final check each time to see if both the numerator and
denominator can be divided by 2, 3, or 5 (and any more of the prime numbers if
applicable). Alternatively, allow students to use the fraction button on a calculator
to check their answer.
Confidence
Why learn this?
You can compare fractions to find the best deals.
1
If the items cost the same originally, it is enough to compare the fractions: off is a
2
1
better deal than off. If the original prices are different, you need to work out the
3
fractions. For example, compare these two deals:
1
Deal A: off a holiday worth £500!
2
1
Deal B: off a holiday worth £375!
3
Deal A represents the larger saving (£250, against £125) but both holidays cost the
same following the discounts (£250).
Fluency
• Identifying fractions from a diagram.
Explore
What fraction of the stages in the Tour de France are mountain stages?
How many mountain stages are there? How many stages are there altogether? Are these
details the same each year?
notes below.
Main lesson
Warm up
• Finding the HCF of two numbers.
• Comparing unit fractions or non-unit fractions with the same denominator.
Main teaching
• Pictorial Display a blank fraction wall (like the one in Q4). Point to the bottom row
and tell students it represents one unit. Point to the left-hand brick in the second
row. What does this represent? How do you know? (There are two bricks, so each
1 1
represents .) Write ‘ ’ in the brick. Continue until you have labelled the left-hand
2 2
brick in each row.
• Point to, or highlight, combinations of bricks, always starting at the left-hand side.
1
For example, the first and middle brick in the s row. What do these bricks
3
2
represent? ( ) When students are confident, move on to questions such as: Which is
3
2 4 2 2 4
larger, or ? ( ) and Tell me a fraction that is equivalent to ( ). Ask what the
3 7 3 3 6
symbols < and > mean and write up some of the answers using them. Ask
individual students to pose questions for others to answer.
4 3 14
• Display some simple fractions such as , and , and ask students to write
8 15 20
them in their simplest form. Repeat with some fractions that could require more
6 15 40
than one step to simplify, such as , and . How did you do it? Discuss
24 75 240
students’ methods and establish that fractions can be simplified in one step using
the HCF of the numerator and denominator.
• Concrete Give students some coloured cubes, for example 9 red and 3 blue. What
9 3
fraction is red? ( = ) If necessary, remind students that the denominator is the
12 4
total number of cubes, not the number of non-red (blue) cubes. Repeat with
different combinations of cubes.
• Pose a word problem using numbers already met using the cubes. For example, A
softball team has 12 members. There are 9 players and 3 reserves. What fraction of
9 3
the team plays in a game? ( = )
12 4
• Concrete Give students some cubes and ask them to find various unit fractions of
1 1
the total amount; for example of 16, of 20.
2 4
• Establish that, to find a unit fraction of a quantity, you divide by the denominator of
1 1
the fraction. Ask similar questions using quantities. For example, of £16, of 20
2 4
g. Ensure students include the unit in their answer.
1 3
• If you know that of 20 𝑔 is 5 𝑔, how can you work out of 20 𝑔? (× 3 = 15 g) If
4 4
necessary, divide 20 cubes into four groups of four and count three of them in 5s (5,
10, 15).
Question notes
Q4 Encourage students to use a ruler or their finger to trace vertically up or down the
diagram.
Q6 Problem solving This question cannot be solved using the fraction wall in Q4. The
strategy hint encourages students to convert both fractions to equivalent fractions with
the same denominator. They can then compare the numerators.
Q8 Remind students to check that they have found the simplest form of each fraction.
12 12
Q8 Discussion Is there more than one way to simplify ? can be simplified by
20 20
6 3 3
dividing numerator and denominator by 2 ( ) then 2 ( ) or by dividing by 4 ( ).
10 5 5
Students should recognise that 2 × 2 = 4, and that 4 is the HCF of 12 and 20.
Investigation Reasoning Students rewrite equivalent fractions as coordinate pairs and
plot them on a grid to make a straight line.
Investigation part c Discussion Why do you think all the points lie on a straight line?
Students should notice that the 𝑥-coordinate (numerator) is always half the 𝑦-
coordinate (denominator).
So as 𝑥 increases by 1, 𝑦 increases by 2, resulting in a straight line.
Investigation part 3 Discussion Do you think you will always have a straight line,
whatever equivalent fractions you use? Yes, because in equivalent fractions the
relationship between the numerator (𝑥-coordinate) and denominator (𝑦-coordinate) is
always the same.
Q9–Q11 Encourage students to write the fraction in words first, as in the hint for Q9.
Q12 Real / Problem solving Again, encourage students to write the fraction in words
first.
This should help them realise that they need to add the numbers in the second row to
find the numerator, and all the numbers in both rows to find the denominator.
Q14 Encourage students to write down all the steps in their working. For example:
1
of £80 = £80 ÷ 4 = £20
4
3
of £80 = 3 × £20 = £60
4
Q15 Students need to work out the given fractions of both amounts, rather than just
comparing the fractions.
Q16 Problem solving Some students might find it helpful to draw a sketch of the
7 7
rectangle. Discuss whether it is easier to find of one of the dimensions ( of 12 cm =
10 10
7
8.4 cm; or of 5 cm = 3.5 cm) and then calculate the area, or to find the total area (60
10
7
cm2) and then find of that (42 cm). Most students will conclude that the latter is
10
easier!
Differentiation
Support
Q4 If students struggle, give them four strips of paper, all the same length, and ask them
1 1 1
to construct a fraction wall showing a unit, , s and s by folding the strips; ask
2 4 8
questions based on halves, quarters and eighths. Alternatively, given them several blank
copies of the wall in Q4 that they can colour to help them identify the larger fraction in
each case.
Q5 Again, some students will benefit from a blank copy of the wall in the Q4 that they
can colour in.
Q9 Provide a row of 18 small rectangles so that students can label 9 of them ‘H’ (for
Harlequin) to help them visualise the fraction.
Q10 Similarly, provide a row of 15 circles. Encourage students to write out the fraction
in words so they can see the relationship between it and their diagram.
Q13, Q14 Some students will benefit from using cubes or shading a square grid.
Stretch
Q6 Problem-solving Challenge students to write similar questions for a friend to solve.
The two fractions should be in their simplest form and have different denominators.
Q12 Real / Problem-solving What fraction of the games in each set did Player A win?
What can you say about Player A’s performance throughout the match?
Plenary
Explore
What fraction of the stages in the Tour de France are mountain stages?
Information about the stages of the Tour de France can be found online. The number of
stages changes each year.
How many mountain stages are there? How many stages are there altogether? Are these
details the same each year?
Students should now be able to work out and compare the fractions that are mountain
stages in each year. They could also work out the fractions of other types of stages; in
2020 there were eight flat stages, four hill stages, eight mountain stages and one time
trial stage.
Reflect
This metacognitive task encourages students to reflect on what a fraction is and its
notation. It also gives students an opportunity to begin to use the language of fractions
for themselves. Students may write:
Fractions are parts of a whole.
Fractions have a denominator and a numerator.
The same fraction can be written as an improper fraction or a mixed number if it is
numerically more than 1.
All fractions can be written as an equivalent fraction.
6
Note: you might wish to encourage students’ thinking by asking them to consider .
4
Homework
4.2 Adding and subtracting fractions

Objectives
• Write an improper fraction as a mixed number.
• Add and subtract fractions.
• N7.2K Change an improper (vulgar) fraction into a mixed number.
• N7.2M Add and subtract fractions where one denominator is a multiple of another.
Resources
• 4.2 Answers
• Blank bar models for Q7–16
• Copies of the fraction wall used in Lesson 4.1
Key words
Mixed number, improper fraction, common denominator

5 1
• Writing mixed numbers incorrectly. For example, writing as 1 (because 5 ÷ 3 =
3 2
1 r 2). Pictorial Resolve by suggesting that students draw the mixed number so
they can see how many whole parts there are, and the correct fraction remainder.
• Not making the fractions have equal denominators before calculating. Pictorial Use
1 1 1 1 1 1
bar modelling to show that, for example, + is not the same as + or + .
4 3 4 4 3 3
• Adding the numerator and the denominator. Pictorial Resolve using bar modelling
or use a real-life context such as a pizza. Pictorial Draw a pizza and cut it into 8
3 1
equal slices. If I eat then eat another , how much have I eaten? What fraction is
8 8
left? etc
Confidence
Why learn this?
Engineers add and subtract fractions when they calculate the size of bolts needed
to join different pieces of metal.
1 1
For example, if one piece of metal is inch thick, and another is inch thick, their
16 8
1 1
total thickness will be + inch.
16 8
Fluency
• Identifying equivalent fractions.
Explore
Can you add different unit fractions to get 1 whole?
What unit fractions can you think of? How can you write 1 whole as a fraction?
notes below.
Main lesson
Warm up
• Simplifying fractions.
• Finding the LCM of two numbers.
• Dividing by an integer (with remainders).
Main teaching
• Pictorial Display some improper fractions to be written as mixed numbers,
beginning with some where the whole-number part of the fraction is one, then
moving on to some where the whole-number part is greater than one. Draw
diagrams to show how the improper fractions can be converted to mixed numbers.
14
• Say, for example, equals three wholes and two quarters left over. Discuss how
4
you can write an improper fraction as a mixed number without using a diagram.
Students should realise that you can use division, where the remainder is the
number of parts ‘left over’. Work through a couple of examples, asking what the
1
remainder represents in each case (e.g. 10 ÷ 3 = 3 r 1; the remainder 1 represents
3
).
• Pictorial Use bar models to add and subtract fractions with the same denominator.
1 1
For example, write up + and draw a bar with eight squares. Establish that each
8 8
1 1 1
square represents . I have (colour one square) and I have another (colour the
8 8 8
2 1
second square). What do I have in total? ( = ) Include at least one subtraction
8 4
example where the number to be subtracted from is 1. Ask, for example, How many
1
s is 1?
8
• Pictorial Now use bar models to demonstrate adding and subtracting fractions
where the denominator of one fraction is a multiple of the other. For example,
1 1 1
write up + and draw a bar with 8 squares. I have (colour the first square)
8 4 8
1 1 1
and I have . How many s is ? (2; colour the next two squares) What do I have in
4 8 4
3
total? ( )
8
• Establish that you are writing one of the fractions as an equivalent fraction with the
same denominator as the other. Both fractions then have a common denominator.
Model a few more similar questions without using a bar model, then try a few
where one denominator is not a multiple of the other, using the LCM of the
denominators.
• Discuss how you can check your answers. If necessary, explain that the sum of two
fractions is always larger than either of the original fractions; that after subtraction
the answer is always less than the first fraction (but might still be larger than the
second); and that we can use inverse operations, just as we can with integers.
Question notes
11
Q5 Students should write as a mixed number.
5
Q9 Problem-solving Discussion What method did you use to solve this problem? Some
students will probably have attempted this question using trial and error. A more
2 4
efficient method is to write as an equivalent fraction ( ) and then work out two
5 10
1 3
different numerators that add to make the numerator of that fraction (1 and 3; +
10 10
4 2
= = ).
10 5
Q10 In parts a–c, the denominator of one fraction is a multiple of the other. In part d,
students should find the LCM of 10 and 6.
Q14 Problem-solving Encourage students to predict which two fractions give the
greatest total and difference (parts b and d) before working them out.
Discussion How did you work out your answers to parts b and d? Students should have
realised that the two largest fractions will give the greatest total, and that the largest
fraction and the smallest fraction will give the greatest difference.
1
Investigation Problem-solving There is an infinite number of fractions that add to .
4
Encourage students to work systematically; they could discuss their strategy with a
1
partner first. They need to find fractions equivalent to and then split these to make
4
1
two that add up to .
4
1 1 2 2 1 3
For example + , + , + .
8 8 16 16 16 16
Differentiation
Support
Q6 Encourage students who struggle to draw the improper fractions as a diagram, to
see how many wholes they make and how many parts are left over.
Q7–Q16 Provide students with blank bar models.
Stretch
Investigation Challenge students to find four pairs of fractions with different
1 1 2 1 2
denominators that add to (for example, + ). Discuss whether + is really
4 8 16 8 16
1 1
different from + .
8 8
Plenary
Explore
Can you add different unit fractions to get 1 whole?
What unit fractions can you think of?
How can you write 1 whole as a fraction?
A unit fraction has a numerator of 1. Give students copies of the fraction wall used in
Lesson 4.1 so they can cut out the individual fractions and try to arrange some of them
1 1 1
to make one whole. They should come up with + + . To find other, students need to
2 3 6
add fractions using a common denominator. The denominators of the unit fractions will
all be factors of the common denominator.
20
For example, look at the factors of 20 (ignoring 20, because = 1):
20
1, 2, 4, 5, 10. 1 + 4 + 5 + 10 = 20.
1 4 5 10 20 1 1 1 1
So + + + = , giving + + + = 1.
20 20 20 20 20 20 5 4 2
1 1 1 1 1 1 1 1 1 1
Some other examples are, + + + + and + + + + .
24 12 8 2 4 30 20 6 4 2
Reflect
This reflective task encourages consolidation of the steps needed to add and subtract
fractions. Students may begin by writing the steps where one denominator is a factor of
another (as in Q10a).
When considering subtracting fractions, the steps shouldn’t need to change because
subtraction is the inverse of addition.
Homework
4.3 Fractions, decimals and percentages

Objectives
• Work with equivalent fractions, decimals and percentages.
• Use division to write a fraction as a decimal.
• N7.2J Compare and order simple decimals, fractions and percentages.
Resources
• 4.3 Answers
• Calculators
Key words
Equivalent

5 5
• Writing as 5.6 or similar. Discuss the size of the fraction ( must be less than 1
6 6
because the numerator is smaller than the denominator) and remind students that
a fraction can be thought of as division.
• Writing 0.8 as 8% or similar, or vice versa. Encourage students to use a place-value
table. Some students might find it easier to convert between a decimal and a
percentage if they convert to a fraction first.
Confidence
Why learn this?
Proportions can be given as fractions, decimals or percentages.
Percentages are usually used on food labelling (for % of RDA) because they are easier to
read and compare than fractions with different denominators.
Fluency
• Identifying simple equivalent fractions, decimals and percentages.
Explore
Which vegetables contain the greatest percentage of water?
What vegetables can you think of?
How can you find out how much water different vegetables contain?
notes below.
Main lesson
Warm up
• Completing equivalent fractions with a denominator of 10.
• Division (with remainders).
• Writing a number of minutes as a fraction of an hour.
Main teaching
• Pictorial Display a blank table with rows labelled Fraction, Decimal and
1
Percentage and 11 columns (similar to the one in Q4). Write in the middle
2
1
column. What is as a decimal? (0.5) as a percentage? (50%) If necessary, explain
2
that equivalent does not only apply to fractions. What other equivalent fractions,
decimals and percentages do you know? (You are looking for all tenths, fifths and
quarters.) If students cannot complete the whole table, discuss strategies for
1 2
working out values from those you know. For example, = 0.1 = 10% and =2
10 10
1 1 1
× , so = = 0.2 = 20%.
10 10 5
• Point to or highlight one column in the table. What relationships can you see
between these numbers? Establish that, to convert a fraction to a decimal, you divide
the numerator by the denominator; to convert a decimal to a percentage, you
multiply by 100.
• Pictorial Some students will benefit from drawing a flowchart showing how to
convert from one type of number to another. Make sure they include, for example,
converting from a percentage to a decimal as well as from a decimal to a
percentage.
Question notes
Q4 Some students might need to rewrite the fifths as tenths before converting them to a
decimals and percentages. Encourage students to fill in the parts of the table they are
sure of first, and then look for patterns.
Q5 When converting between fractions and decimals with a whole number part,
students should treat the whole number and fraction parts separately.
Discussion What does it mean when people say ‘house prices have increased by 200%’? A
200% increase means the price has increased by 200% of the original value (twice the
original value).
So a house that used to cost £100 000 has increased by £200 000 and now costs £300
000.
Q6 Finance For part b, students need to find the increase in profits (2.5 × £182 000)
and add this to the original profits to find the profit the business makes now. This
follows on from the preceding discussion point.
4
Q7 Students should know that = 0.8. They should work out the rest by dividing the
5
numerators by the denominators.
Q9 STEM / Modelling Ensure students give a reason for their answer. The decimal
equivalent of each fraction is 0.9, rounded to 1 decimal place.
Q10 Problem-solving This question requires students to read values from a bar chart.
If necessary, remind them to use a ruler or their finger to trace down the grid lines to
read off the value for each bar.
Q11, Q12 Some students might find this difficult because they think that, for example,
because 4 × 2 = 8, they need to multiply 0.25 by 2 to find 8. If necessary, use bar models
1 1
to remind students that = ÷ 2, and so on.
8 4
Differentiation
Support
Q5 Provide copies of the tables for students to complete.
Stretch
Q10 Problem-solving Challenge students to make up more questions about the bar
chart for a friend to answer.
Plenary
Explore
Which vegetables contain the greatest percentage of water?
What vegetables can you think of?
How can you find out how much water different vegetables contain?
The table shows the average portion size of a variety of vegetables and the amount of
water contained in the portion. Students can write the amount of water as a fraction of
the portion size, then convert the fraction to percentages in order to compare them.
Salad leaves contain the greatest percentage of water (97%) followed by celery (95%),
then cauliflower and cabbage (both 93%); broad beans contain the least (76%).
Reflect
This metacognitive task encourages students to understand that fractions and decimals
are not two distinct mathematical topics, but rather different ways of representing the
same thing. Students may use a generic statement to explain their answer, or some
specific examples.
Homework
4.4 Multiplying by a fraction

Objectives
• Multiply a fraction by a whole number.
• Multiply a fraction by a fraction.
• N7.2L Multiply fractions by whole numbers.
Resources
• 4.4 Answers

• Confusing rules for multiplying and adding fractions. Pictorial Work through some
examples with bar models to demonstrate the difference. Encourage students to
1 3
think about how large their answer should be. For example, + will be larger
2 4
3 1 1 3 1 3 3
than (and larger than ), whereas × , or of , will be smaller than .
4 2 2 4 2 4 4
• Not simplifying before or after multiplying fractions. Encourage students always to
check their answer is in its simplest form. Demonstrate that cancelling before or
after leads to the same answer, but the numbers are smaller and easier to work
with if you cancel first.
Confidence
Why learn this?
Some medicine doses for children are fractions of adult doses. Doctors need to
calculate with fractions to make sure they prescribe the right amount.
Children's doses are often calculated from adult doses by using body-surface area. Age,
body-weight, or a combination of these factors can also be used.
Fluency
• Use of the commutative law in multiplication
Explore
The half-life of a radioactive atom is the length of time it takes for half of the
atoms to decay. If there are 100 radioactive atoms and the number halves every
hour, how long until there are fewer than 2 atoms left?
Radioactive materials are used in hospitals to help treat some diseases and to act as
tracers inside the body. It’s important to know the levels of radioactivity to make sure the
dosages are safe.
notes below.
Main lesson
Warm up
• Finding a fraction of a quantity.
• Simplifying fractions.
• Multiplying a fraction by an integer (whole-number answers).
Main teaching
• Write up a simple multiplication of a fraction by an integer that has a whole-
5
number answer, for example of 72. Ask students to talk you through the
6
1
calculation. They should tell you to first find by dividing by 6 (12) and then
6
5 5 5× 72
multiply by 5 to find (60). Write this up as × 72 = and show that you get
6 6 6
360
the same answer: = 60. The calculation is the same, but instead of dividing by
6
the denominator and then multiplying by the numerator, you are multiplying by
the numerator and then dividing by the denominator.
• Write up a multiplication of a fraction by an integer that does not have a whole-
5
number answer, for example, × 52. How could we work this out? Establish that it
6
1 5× 52 260
is not easy to find of 52, but you can work out = . Who can remind me
6 6 6
how to write an improper fraction as a mixed number? (divide the numerator by the
denominator) 260 ÷ 6 = 43 r 2. What does the remainder 2 represent? (two sixths
5 2 1
left over) So × 52 = 43 = 43 . If necessary, work though some more examples.
6 6 3
• Pictorial Display a row of 6 squares. How many 1s are there in 6? Write up 6 ÷ 1 =
6. Display a rectangle divided into sixths. How many sixths are there in 1? Write up 1
1
÷ = 6. Display a circle divided into quarters. How many quarters are there in 1?
6
1
Write up 1 ÷ = 4. Repeat with several more examples. Then ask: What do you
4
notice? Students should say that the answer is the same as the denominator of the
fraction. Explain that, to divide by a fraction, you turn the fraction upside down and
multiply instead. Write up 1 × 6 = 6, 1 × 4 = 4, and so on, next to the diagrams.
• Write up some calculations, dividing integers larger than 1 by unit fractions, then
non-unit fractions, and work through them with the class.
Question notes
Q3 Discussion How are you using multiplying and dividing in these calculations? Does it
make a difference if you use the operations the other way around? Students should see
that they can choose the order of operations to make calculations easier.
1 1
Q5a Multiplying by is the same as dividing by 2, so the length of the bar on the
2 3
fraction wall will be divided by 2.
Q6 Some students might be confused that the numerical answer for the area is smaller
than the numerical answer for the perimeter. Explain that because the units are
different (m and m²), the two quantities cannot be compared.
Q7 Give a number for the total membership of the council. To make it easy, make the
1
number 60. Students then see that the number of minority ethnic members is × 60 =
20
1
3. And then calculate × 3 and express the final answer as a fraction.
3
Differentiation
Support
Q4 It might be necessary to remind students how to calculate the area of a rectangle.
Q6 It might be necessary to remind students how to calculate the area and perimeter of
a square.
Stretch
Q6 What is the area of the square in part c as a percentage of the area of the square in
part a?
Investigation Q3 What happens if you express the fractions as decimal fractions?
Plenary
Explore
The half-life of a radioactive atom is the length of time it takes for half of the
atoms to decay. If there are 100 radioactive atoms and the number halves every
hour, how long until there are fewer than 2 atoms left?
Radioactive materials are used in hospitals to help treat some diseases and to act as
tracers inside the body. It’s important to know the levels of radioactivity to make sure the
dosages are safe.
1 1
To find the number of atoms left after 1 hour, multiply by . And then multiply by
2 2
again, and keep multiplying until the answer is less than 2.
Reflect
This reflective task asks students to review two new skills that they have learned in this
lesson, and identify the questions where they were required to use these new skills.
Students may list multiplying fractions to find area (like in Q6). Then the task
encourages students to undertake an error analysis by noting where they made
mistakes answering these questions.
Homework
4.5 Working with mixed numbers

Objectives
• Add and subtract mixed numbers.
• Multiply a mixed number by a fraction.
• N7.2M Add a mixed number and a fraction where one denominator is a multiple of
the other; subtract a fraction from a mixed number where one denominator is a
multiple of the other.
Resources
• 4.5 Answers
• Calculators

• Making errors when the fraction parts of a mixed-number addition make more
than one whole, or when a whole number in a mixed-number subtraction needs to
be broken down.
Pictorial Use diagrams to demonstrate how the whole-number parts need to be
treated.
• Treating the whole number and fraction part of a mixed number separately when
1 1 1 1 1
multiplying or dividing. Show that, for example, 2 × 3 ≠ 2 × 3 + × = 6 by
4 2 4 2 8
7
converting the fractions to decimals: 2.25 × 3.5 = 7.875 = 7 . Encourage students
8
to check their answers using an estimate.
Confidence
Why learn this?
Recipes often use mixed numbers when describing the volume of ingredients.
Some recipes use spoonfuls or cupfuls as quantities.
Fluency
• Addition of fractions.
Explore
1
A recipe for 4 brownie cakes requires 1 tablespoons of sugar. How much sugar
2
would be needed to make 10 brownies?
How many more brownies are being made? How much do you need to multiply to get from
4 to 10? Can you multiply by a mixed number to find the amount of sugar needed?
notes below.
Main lesson
Warm up
• Adding and subtracting fractions.
• Multiplying and dividing fractions.
• Writing improper fractions as mixed numbers.
Main teaching
2 1
• Pictorial Display two mixed numbers diagrammatically; for example, 2 and 3 . I
3 6
2 1 5
have 2 and 3 . How much do I have altogether? (5 ) How did you work that out?
3 6 6
Establish that when adding mixed numbers, you can add the whole-number parts
and then add the fraction parts. Make sure students remember the need to convert
to a common denominator. Write up several more calculations, avoiding additions
where the fraction parts add up to 1 or more.
Ask students to work out the answers, using diagrams at first, if necessary.
• Pictorial Display two mixed numbers diagrammatically: choose numbers with
5 3
fraction parts that add up to more than 1; for example, 1 and 2 . How much do I
8 4
3
have altogether? (4 ) How did you work that out? Establish that when the fraction
8
parts add to 1 or more, you simply add the whole-number part to the whole
number you already have:
5 3 5 3 5+6 3 3
1 +2 =3+ + =3+ =3+1 =4 .
8 4 8 4 8 8 8
• Write up several more examples and ask students to work out the answers, using
diagrams at first, if necessary.
1 1 1 1 19
• Display a subtraction such as 3 – 1 . Can I subtract from ? (No) Write up –
6 3 3 6 6
8
.
6
5
Can I subtract 8 from 19? (Yes) What is the answer? (1 )
6
• Establish that, when subtracting mixed numbers, the easiest method is to convert
them to improper fractions first. Write up a few more examples for students to
answer, working with them at first, if necessary.
Question notes
Q4 Check students remember to use a common denominator when adding fractions.
Discussion Why didn’t the worked example subtract the whole numbers first, then the
3 1
fraction parts? Because is larger than . An alternative method is to ‘borrow’ 1 from
5 4
the first whole number:
1 3 1 3
5 –2 =3+ –
4 5 4 5
5 12
= 3 + –
20 20
5 – 12 would give a negative answer, so:
25 12
= 2 + –
20 20
5 12
= 3 + –
20 20
13
= 2
20
Q6 Requires students to recall the meaning of ‘range’.
Q7 Make sure students understand that, when multiplying and dividing mixed numbers,
they must change the mixed numbers to improper fractions first.
Q8 Problem-solving This question requires students to use the formula for the area of
a rectangle. They need to subtract and then multiply mixed numbers. Check they include
the correct units with their answer.
Differentiation
Support
Q4, 5, 7 Provide partially complete solutions for students to copy and complete.
Stretch
Q7 Give students some questions involving multiplying or dividing a mixed number by a
mixed number.
Plenary
Explore
1
A recipe for 4 brownie cakes requires 1 tablespoons of sugar. How much sugar
2
would be needed to make 10 brownies?
How many more brownies are being made? How much do you need to multiply to get from
4 to 10? Can you multiply by a mixed number to find the amount of sugar needed?
If you know proportions like this, you can adjust the quantities for any number of
brownies.
10 5 1
10 brownies uses = = 2 times the amount of sugar.
4 2 2
Reflect
This reflective task asks students to consider what is the same or different about
calculating with fractions and calculating with mixed numbers. Therefore, it asks
students to consider all the methods they have used throughout the entire unit. For
example, students might recognise that adding fractions and adding mixed numbers can
involve the same method of finding a common denominator, but only after the mixed
number is converted to a fraction. Similarly, when multiplying fractions and multiplying
mixed numbers, the same method of multiplying numerator and denominator is used,
but, again, only after the mixed number is converted to a fraction.
Homework

4 Check up
Resources
• Calculators
Test question notes
Equivalence
Q2 Tests whether students can find the HCF of the numerator and denominator, or
know to check that there are no more common factors.
Q4 Tests whether students can find a common denominator, in order to add and
subtract fractions correctly.
Q5 Tests recall of equivalent fractions, decimals and percentages.
Q6 Tests students’ understanding that the denominator of the fraction is the total
number of students (not the total minus the number who prefer football).
Q7 Part 𝐛 tests students’ understanding of the remainder in the context of fractions.
Multiplying fractions
Q10 Tests whether students can multiply by a fraction and write the answer correctly
as a mixed number.
Q12 Tests students’ ability to read and interpret information, as well as whether they
can multiply two fractions.
Q13 Checks whether students realised they could cancel the fractions before
multiplying.
Working with mixed numbers

Q15 Checks students know what to do when the fraction parts of two mixed numbers
add to more than 1.
Q17 Tests whether students remember to convert mixed numbers to improper
fractions before multiplying.
Challenge
Q19 Students arrange cards in different orders to find the largest and smallest possible
answers. Some students will benefit from copies of the cards, plus cards showing ‘of’ (×
2), ‘+’ and ‘=’, which they can move around. Challenge students to predict their answers
1
and discuss whether they can be sure of them without checking by calculation (no; ×
3
2 1 2
$15 + × £30 = $17, which is larger than × $30 + × $15 = £16).
5 3 5
Q21 Students must recognise that although the question says that each number in the
pyramid is made by adding the two numbers below it, they need to subtract in order to
find the missing numbers. They can use various strategies for the required subtractions.

• Students might feel confident enough to move straight on to the Extend material.
Resources
• Calculator

Lesson 1
Ask each student to write down one fraction, using the digits 1 to 6 only. Moving round
the class, students take it in turns to say their fraction; ‘times’; their number; the
answer. The next student then starts a new calculation.
This can be made more challenging by allowing students to choose between ‘times’ and
‘divided by’ and/or by increasing the range of digits used to make the fractions.
Lesson 2
Display the following fractions, arranged randomly:
1 3 2 3
Red: 6 , 7 , 4 , 5
2 8 3 4
5 1 1 7
Blue: 3 , 5 , 2 , 2
6 4 6 8
2 1 1 7
Black: 2 , 2 , 2 , 2
3 8 2 8
Ask students to sort the fractions into three groups; in each group, a red fraction minus
a blue fraction equals a black fraction. Alternatively, in each group, a black fraction plus
a blue fraction equals a red fraction.
Students could work together in teams, and see which team gets the correct answer
first.
There is an opportunity here to discuss strategies (including teamwork) and what you
3 7
can work out without actually calculating anything. For example, 7 – 2 cannot be one
8 8
of the subtractions, because the answer must be about 4, and all the black fractions have
whole number 2.

Equivalence
Q1 The most important thing when simplifying fractions is to check that the simplest
form has been found.
Q3 Check students realise that the denominator of both fractions is the same.
Q4 This question is structured to help ensure students use the total number of students
as the denominator. Encourage students to write each fraction in words first.
Q5 Reinforces the relationships between sets of fractions, decimals and percentages.
Q6 Remind students that, when converting between fractions and decimals, they can
look at the whole number and fraction part separately.
Q7 Encourage students to list the first few multiples of the denominator before they
begin to divide. Check they remember to write the decimal points before they start
adding zeros.
Multiplying fractions
Q1–Q3 Make sure students understand that ‘of’ and ‘×’ mean the same.
1 2 1 1
Q7 Students should easily be able to see from the bar models that of is and that
2 3 3 2
1 1
of is . For parts 𝐜 and 𝐝, students might benefit from a copy of the bar models to
4 8
draw on.
Q8 Check whether students realised they could cancel the fractions before multiplying.
Working with mixed numbers

Q1, Q2 Encourage students to draw their own diagrams for parts 𝐛–𝐟.
Q3, Q4 Encourage students to write down each step in their working: converting to
improper fractions, finding a common denominator, adding or subtracting the
numerators, converting the answer to a mixed number with the fraction part in its
simplest form.
Q5, Q6 Make sure students convert the mixed number to improper fractions before
calculating.
Enrichment
Q1 If necessary, discuss strategies with students. A good first step would be to convert
all the fractions to equivalent fractions with a common denominator

Q1 Problem-solving / Reasoning If necessary, encourage students to look at the
differences between the numerator and denominator of the simplified fractions.
Q3 Problem-solving / Real life Requires students to read a compound bar chart.
Q4 Encourage students to use the LCM as the common denominator, to keep the
numbers as small as possible. Part 𝐛 involves subtraction, and is a good opportunity to
reinforce the use of inverse operations for checking answers.
Q8 Reasoning Students can test the statements using examples. If necessary, suggest
7 1
they try a subtraction such as – for part 𝐛.
8 8
Q11 Requires students to find the perimeter of a triangle and rectangle.
Q18 If necessary, tell students that there are three pairs of cards.
Q19 Problem-solving There are many different possible answers to this question.
Challenge students to find several, including one where the denominator of the fractions
is not 5
11 8
e.g. 7 –3
15 15
and one where the fraction part of the second number is larger than the first
2 14
e.g. 8 –3
15 15
Q21 Finance / Problem-solving Encourage students to write down what the question
tells them as simply as possible, and what they can work out from that. For example,
they could start with:
1
Martha spends on food.
4
3
So she has left. How much of that does she spend?
4
4
Q22 If necessary, ask how you can write 4 as a fraction ( ) .
1
Investigation Reasoning Students calculate the sums of unit fractions with consecutive
denominators. As 𝑥 increases, the sum continues to increase, but the increase is smaller
each time (because the next fraction added is always smaller than the previous
fractions). Eleven fractions must be added to get a sum greater than 3. The sum will
eventually be greater than 4. Although the increase gets smaller and smaller, the sum
does continue to increase.
Reflect: Strengthen
This reflective task asks students to consider what topic they struggled with most in the
formative assessment (Check up) and what they have since learned about this topic in
the Strengthen lessons. Students are encouraged to seek help on something they still do
not understand or are unsure of.
Reflect: Extend
This reflective task encourages students to recognise that ‘fraction’ is a term and
concept used in subjects and contexts other than only mathematics. Students are asked
to provide a mathematics definition, and then think about what ‘fractional ownership’
may mean. This is where several parties own a share (fraction) of an asset. Usually it is a
high-value asset, such as a holiday home, yacht or jet.
End of Unit 4 test: Fractions
End of Term 1 test: Units 1 to 4

• Year 7 End of Term 1 test
• Year 7 End of Term 1 mark scheme
5.1 Working with angles

Objectives
• Use a protractor to measure and draw angles.
• Solve problems involving angles.
• Work out unknown angles when two or more lines cross at a point.
• G7.2A Describe and name acute, obtuse and reflex angles.
• G7.2B Use a protractor to measure and draw angles.
• G7.2C Know and use the rules for the sum of angles on a straight line and angles
round a point.
• G7.2D Identify vertically opposite angles and know they are equal.
• G7.2E Solve problems involving angles.
Resources
• 5.1 Answers
• Protractors
• Rulers
• Protractor (classroom demonstration)
Key words
Protractor

• Using a protractor incorrectly. Use a large scale or electronic protractor to
demonstrate effective measuring.
• Measuring the wrong angle. Make sure students understand the notation of the
angle arc.
Confidence
Why learn this?
Solar panels must be set at a specific angle to collect the most energy from the
Sun.
Solar panels are becoming increasingly popular and are a visible example of using
angles in practical contexts. This is discussed further in Explore.
Fluency
• Recap of acute, obtuse and reflex angles (from measurements, not diagrams).
Explore
At what angle from the horizontal should a solar panel be set to collect the most
energy?
When is a solar panel at its most efficient? Does it matter what time of year you set it up?
Would the angle be different in different parts of the country? Do we know where the sun
will be at particular times of the year and day?
Note that measuring and predicting the Sun’s path has long been of interest to scientists
and mathematicians. Geometry literally means ‘measuring the Earth’.
notes below.
Main lesson
Warm up
• Use a ruler to measure a line in millimetres.
Main teaching
• Demonstrate how to measure an angle using a protractor. Emphasise the need to
read the correct scale and to line up the protractor accurately. Check by
observation that students are able to do this.
• Using the same equipment, demonstrate how to construct an angle of a given size
using a protractor.
• Remind students of the difference between horizontal lines and vertical lines.
Model by drawing angles. What is meant by an angle of 𝑥° from the horizontal or
vertical?
Question notes
Q5 Discussion Why do you subtract the smaller angle from 360°? The angle that Isabel
needs can be found by measuring the smaller angle and subtracting the result from
360°. Ensure that students understand why this gives the correct result.
Q7 Students are required to draw angles bigger than 180°. Remind them to use the
same technique as in Q5.
Q9 Real/STEM This is a further opportunity for discussion about a practical application
of angles. The optimal angle for sitting is reported as being between 100° and 110° to
the horizontal (i.e. slightly tilted backwards).
Q10 Discussion Do everybody’s angles fit the rule? Yes. Is this enough evidence to show
that the rule is true? No. Draw more angles to make sure.
Differentiation
Support
Many students will struggle with measuring and drawing angles accurately, so be
prepared to allow extra practice.
Q4 Many students have poor estimation of angle skills. If estimations are very
inaccurate, provide further examples and suggest strategies such as comparing to a
right angle and half a right angle.
Q5 Make sure students understand they are being asked for the angle shown by the red
angle arc.
Stretch
Q9 Why is 75° a safety rule for ladders? What might happen if the ladder is less than 75°
or more than 75°?
Q11 Add angles 𝑎 + 𝑏, and then add 𝑐 + 25°. And then add all four angles together. What
do you notice?
Plenary
Explore
At what angle from the horizontal should a solar panel be set to collect the most
energy?
Solar panels are most efficient when they are perpendicular to the direction of the Sun.
The angle of the Sun above the horizontal varies depending on where you are in the
world, the time of year, and the time of day. Solar panels at the equator will be installed
at different angles to those installed north or south of the equator. Solar farms have
panels that move so they are always at the best angles.
In this lesson students learn how to estimate and measure angles, so would be able to at
least approximate the angle that a solar panel should make to the horizontal.
Reflect
This task asks students to consider the strategy of estimating and then measuring or
working out accurately. Students should recognise that if their accurate answer is the
same as, or is close to, their estimate, then they can be more confident that they are
correct. This is a good strategy, not just for measuring angles, but also when doing
calculations or when using a calculator. It is a strategy that may also be used in science:
students may estimate a result in an experiment before taking an accurate reading, or in
food or design technology.
Homework
5.2 Triangles
Objectives
• Describe the line and rotational symmetry of triangles.
• Use properties of a triangle to work out unknown angles.
• Understand how to prove that a result is true.
• Use the properties of isosceles and equilateral triangles to solve problems.
• G7.3A Describe, name and compare equilateral, scalene, isosceles and right-angled
triangles.
• G7.3C Know and use the sum of angles in a triangle.
• G7.3D Calculate exterior angles of triangles.
• G7.3F Solve angle properties involving triangles.
• G7.4A Recognise and describe rotational symmetry.
• G7.4B Identify and describe all symmetries of common 2D shapes.
• A7.1L Solve missing number problems and problems involving formulae.
Resources
• 5.2 Answers
• Protractor
Key words
Prove, proof, equilateral, isosceles, scalene, interior angle, exterior angle

• Students fail to understand the nature of a proof of a rule. Explain that in order to
show that a rule about angles is true, you must show that it is true for all possible
angles. That is why you use letters to stand for angles. A proof is a series of logical
steps that show the rule must be true for all angles.
• Students fail to notice that a triangle is equilateral or isosceles. Advise students to
look out for equal sides and angles whenever they see a triangle. If a triangle is
isosceles or equilateral, they should mark the equal angles and sides on the
diagram.
Confidence
Why learn this?
The isosceles shape of a step ladder makes it strong and stable.
Triangle structures generally are inherently strong because the sides are constrained by
their lengths and angles.
Fluency
• Angles on a straight line.
• Subtracting integers from 180.
Explore
What is the angle at the top of a folding ladder?
What kind of triangle does the ladder make? What information would you need to answer
the question?
notes below.
Main lesson
Warm up
• Identify equilateral, isosceles and scalene triangles.
• Know the equal angles of equilateral and isosceles triangles.
Main teaching
• Ask students to draw a triangle, measure the angles and add them together. What
do you notice? (sum to 180°) Describe the angles inside a triangle as interior angles
and write the rule: the interior angles of a triangle add up to 180°.
• Display a triangle with two given angles, e.g. 30° and 70°. How can you find the
unknown angle 𝑥? Write: 𝑥 = 180° – 30° – 70° = 80° (angle sum of a triangle),
reminding students to give a reason for each answer. Repeat for a right-angled
triangle.
• Draw an isosceles triangle with one base angle of 40°. What kind of triangle is this?
(isosceles) What do you know about the base angles of an isosceles triangle? (equal)
Work out the angle at the top vertex. Draw another isosceles triangle with
unknown base angles and the top vertex angle 70°. What must the two base angles
add up to? (180° – 70° = 110°) How can you find the size of the base angles? (110° ÷
2 = 55°)
• Draw this triangle and extend the side shown.
• How do you know this rule is true for all triangles? (you cannot because it's
impossible to draw all triangles) You can prove the rule is true by drawing a general
triangle with letters instead of numbers. Display the diagram in Q8. How can you
work out angle 𝑎? (subtract 𝑒 from 180° or subtract the sum of 𝑏 and 𝑐 from 180°)
This shows that 𝑒 must be the same as the sum of 𝑏 and 𝑐. You can write this proof as
a series of logical steps. Write:
Question notes
Q3 Reasoning Ask students to write out the complete proof. Emphasise the need to give
a reason for each step.
Q5 Problem-solving What do you know about the base angles of an isosceles triangle?
(equal)
Q5 Problem-solving Students can make a sketch of the triangle, marking the equals
sides and base angles.
Q8 Students work through an alternative proof to the last bullet of the main teaching
above.
Q8 Discussion Why does the last statement follow from the other two statements? (𝑒 + 𝑎
= 𝑏 + 𝑐 + 𝑎 so 𝑒 = 𝑏 + 𝑐 because you can subtract 𝑎 from both sides)
Q11a Problem-solving / Reasoning What kind of triangle is the green triangle?
(isosceles) How can you find one of its base angles? (subtract 110° from 180°)
Differentiation
Support
Q2 Concrete Students cut out and fold an isosceles triangle in half to show that the base
angles are equal.
Q3 Concrete Students cut off the corners of a triangle and arrange them on a straight
line to show their sum is 180°.
Stretch
Q5 Reasoning Draw a triangle with angles 𝑎, 𝑎 and 2𝑎. Ask students to form an equation
find 𝑎.
Q9 Reasoning Draw a right-angled triangle with acute angles 𝑎 and 𝑏. Ask students to
prove that 𝑎 = 90° – 𝑏
Plenary
Explore
What is the angle at the top of a folding ladder?
What kind of triangle does the ladder make? If equilateral, 60°. If isosceles, subtract twice
one of the base angles from 180°. If scalene, subtract the base angles from 180°. Also
consider a ladder leaning against a wall, making a right-angled triangle.
Reflect
This task brings up the idea of formal mathematical proof. Students should begin to
understand that Safia’s statement does not prove the theorem for all triangles – just the
ones she has drawn.
By using algebra, the proof in Question 3 shows that the statement is true for all
triangles.
Homework
5.3 Quadrilaterals
Objectives
• Describe the line and rotational symmetry and the properties of quadrilaterals.
• Understand how to prove that angles of a quadrilateral add up to 360°.
• Solve problems involving quadrilaterals.
• G7.3B Describe, name and compare quadrilaterals (square, rectangle, rhombus,
parallelogram, kite and trapezium).
• G7.3C Know and use the sum of angles in a triangle and sum of angles in a
quadrilateral.
• G7.3D Calculate exterior angles of triangles and quadrilaterals.
• G7.3F Solve angle problems involving triangles and quadrilaterals.
• G7.4A Recognise and describe rotational symmetry.
• G7.4B Identify and describe all symmetries of common 2D shapes.
Resources
• 5.3 Answers
• Protractor
• Squared paper
• Tracing paper
• Paper and card quadrilateral shapes large enough to measure angles
Key words
Quadrilateral, square, rectangle, parallelogram, rhombus, kite, trapezium, isosceles
trapezium, arrowhead, line symmetry, rotational symmetry, order of rotational
symmetry, diagonal, bisect

• Students assume features of a shape, e.g. parallel lines, equal angles/sides, angle
bisectors. Emphasise that they must not make any assumptions about abstract
diagrams.
• Students fail to use the properties of a shape to deduce unknown sides and angles.
Encourage students to firstly identify a shape and then recall or look up its
properties.
Confidence
Why learn this?
Quadrilaterals will help you draw 3D shapes.
Quadrilaterals can be drawn on squared or isometric paper to draw 3D solids.
Fluency
• Angle sum of a triangle and a quadrilateral.
• Definition of a quadrilateral.
Explore
What is the quickest way to draw a kite? Or a rhombus?
What do you know about the sides, angles and line symmetry of a kite, rhombus? How does
this information help you to draw them? What information would you need to answer the
question?
notes below.
Main lesson
Warm up
• Identify different quadrilaterals.
• Identify angles in different quadrilaterals – right angles, acute and obtuse angles.
Main teaching
• Ask students to draw a quadrilateral, measure the angles and add them together.
What do you notice? (sum to 360°) Write the rule: the angles of a quadrilateral add
up to 360°
• Display a quadrilateral with three given angles, e.g. 60°, 90° and 110°. How can you
find the unknown angle 𝑥? Write: 𝑥 = 360° – 60° – 90° – 100° = 80° (angle sum of a
quadrilateral), reminding students to give a reason for each answer. Repeat for a
quadrilateral with a reflex angle, e.g. 200°.
• Distribute paper quadrilateral shapes. Ask students to trace their shape, write its
name below, together with the number of lines of symmetry and degree of
rotational symmetry. Use a parallelogram to demonstrate how rotational symmetry
shows that opposite angles are equal (trace a plastic parallelogram on the board,
mark one angle, rotate the shape, mark the opposite angle). Ask students to mark
the equal sides and angles on their diagrams. Invite students to describe how
symmetry shows the equal sides and angles of their shapes.
• Students swap their shapes, trace them and draw their diagonals. Ask them to
measure the angles made by the diagonals and to mark equal angles on their
diagrams. Invite students to describe the properties of the diagonals, e.g. they
bisect each other, they cross at right angles, they bisect the interior angles.
• Display a range of quadrilaterals with their names. Here are some examples.
• Mark some of the sides and angles of these displayed quadrilaterals. Ask students
to use the properties of their quadrilaterals to find the unknown sides and angles.
Include the diagonals with some diagrams.
Question notes
Q4 Students should mark all of the sides and angles with dashes and arcs.
Q4 Discussion What can you say about opposite angles in a parallelogram? (equal) Is
this the same for a rhombus? (yes)
Q7 Reasoning Copy and complete these sentences.
A rhombus is a special type of ________ .
A parallelogram is a special type of _________ .
Q8 Problem-solving Advise students to use their answers to Q3, 4 and the
Investigation to search for shapes with these properties.
Q9 Reasoning Students should copy and complete the entire proof.
Q11 Reasoning Encourage students to write a reason for each answer.
Investigation Students investigate the diagonals of quadrilaterals. Students will need to
accurately draw some shapes to determine whether their diagonals bisect interior
angles, e.g. a parallelogram. This is best done using squared paper.
Differentiation
Support
Q3 Concrete Provide students with cut-out shapes and tracing paper to demonstrate
their line and rotational symmetry.
Q9 Concrete Students cut off the corners of a quadrilateral and arrange them around a
point to show their sum is 360°. Students can also tessellate multiple identical
quadrilateral shapes.
Stretch
Q5 Reasoning Draw a suitable quadrilateral (rhombus, trapezium or parallelogram)
and mark the angles 𝑎, 𝑎, 2𝑎 and 2𝑎. Ask students to form an equation and find 𝑎.
Plenary
Explore
What is the quickest way to draw a kite? Or a rhombus?
What do you know about the sides, angles and line symmetry of a kite (one line of
symmetry, two pairs of equal sides, two opposite equal angles), rhombus? (two lines of
symmetry, equal sides, opposite equal angles, diagonals cross at right angles, diagonals
bisect interior angles) How does this information help you to draw them? (both can be
drawn on squared paper by drawing their diagonals first, if they are known)
Reflect
This reflective task asks students to make explicit all the questions they ask themselves
when identifying shapes. Students should consider all properties, to include sides,
angles, diagonals and symmetry. Students are asked to test their questions on some
quadrilaterals and compare their questions with others in the class, each time refining
them. This models the process of creating, testing and then comparing an idea, to make
it as good as possible.
Homework
5.4 Construction
Objectives
• Draw triangles accurately using a ruler and a protractor.
• Draw diagrams to scale.
• G7.3E Use a ruler and protractor to draw triangles accurately and simple scale
diagrams.
Resources
• 5.4 Answers
• Ruler
• Protractor
Key words
Scale, scale drawing, clinometer

• Students read the wrong scale of a protractor. Emphasise that they should read an
angle from the 0° mark.
• Students read the wrong scale on a ruler. Ensure that they understand the
millimetres and centimetres scales.
• Students do not sketch a shape before making an accurate drawing. Encourage
students to make a labelled sketch when it is not clear what the final shape will
look like. Explain that a sketch helps position a shape so that it will fit onto the page
Confidence
Why learn this?
Mapmakers and surveyors use accurate scale drawings to work out positions of
objects.
Surveyors use a tripod-mounted theodolite to measure the angles of distant points in
the vertical and horizontal plane.
Fluency
• Angle properties of triangles.
Explore
How is triangulation used to make maps?
If you know two vertices of a triangle, what information do you need to find the third
vertex?
What information would you need to answer the question?
notes below.
Main lesson
Warm up
• Use a ruler to accurately draw lines.
• Use a protractor to accurately draw acute and obtuse angles.
• Use the correct notation to label a triangle.
Main teaching
• Use the methods in Q4 and Q8 to draw these triangles with the class.
Emphasise the need for accuracy, measuring lengths to the nearest millimetre and
angles to the nearest degree. Ask students to measure the unknown sides and
angles.
• Describe the triangle ABC where AB = 8 cm, ∠ABC = 42° and ∠BAC =115°. It helps
to make a sketch of a triangle before drawing it accurately. Make a sketch and then
ask students to draw the triangle. Remind students of other angle notation, e.g.
angle ABC.
• Display the quadrilateral.
What do you know about this quadrilateral? (parallelogram, opposite angles / sides
equal) Discuss how to draw the quadrilateral accurately using the methods covered
for triangles.
• This is a scale drawing of a field.
How can you make a scale drawing of the field? (decide a scale) Let's choose a scale
of 1 cm to 100 m. How long will the side AB be in the scale drawing? (450 ÷ 100 gives
4.5 cm)
Ask students to draw the field accurately, explaining that they can draw side AB
horizontally.
What is the length of side BC on your scale drawing? (33.7 cm) How long is the side
BC of the real field? (100 × 33.7 gives 337 m)
Question notes
Q4c Explain that students can draw the triangle with AC horizontal. The orientation of a
triangle is only important in certain contexts, e.g. a ladder against a wall.
Q8 Encourage students to measure the third angle and check that it is correct using
their knowledge of angles in a triangle.
Q8 Encourage students to measure angles to the nearest degree.
Q12 STEM / Real Students can make their own clinometer using an enlarged printed
protractor. They can then estimate the heights of outdoor structures.
Differentiation
Support
Q6 Students should start by drawing DE or EF horizontally. It's easier if you start by
drawing a known horizontal side first. Make a sketch if necessary.
Q7 Ensure students can draw the triangle using the correct scale.
Q11c Remind students what the arrows and double arrows mean.
Stretch
Q10 What is the angle at the top of the truss? How can you work this out without
drawing the triangle? What could Ray do to get the height he needs?
Plenary
Explore
How is triangulation used to make maps?
If you know two vertices of a triangle, what information do you need to find the third
vertex? (two angles to the line joining the vertex) Triangulation is used to determine the
position of a new location by reading the bearings of two other known locations. In this
way, an area can be mapped step by step.
Reflect
This reflective task encourages students to use their knowledge to develop counter-
examples. They should recognise that not all triangles are possible and be able to give
an example of one that cannot be drawn (a counter-example).
Homework

5 Check up
Resources
• Protractors
• Rulers
• A set of quadrilaterals made from card for students
• Sets of angle cards
• Rods for Strengthen – Triangles and quadrilaterals 𝐐𝟔
Test question notes

Working with angles
Q1 Tests ability to measure accurately to the nearest degree using a protractor. Watch
out for students using the wrong scale.
Q2, Q3 Students can demonstrate their ability to draw accurately using a ruler and
protractor. Students frequently find this difficult. Choose a suitable level of accuracy, e.g.
within 2°.
Q4 Tests knowledge of angle properties.
Triangles and quadrilaterals

Q5, Q6 Students fail to use the properties of triangles to find angles and sides.
Q7 Demonstrates ability to recall and use the fact that angles on a straight line add up to
180° and angles in a triangle add up to 180°.
Q10 Tests knowledge that the angles in a quadrilateral add up to 360°.
Accurate drawings
Q11 Students can demonstrate their ability to draw accurately using a ruler and
protractor.
Students frequently find this difficult. Choose a suitable level of accuracy, e.g. within 2°.
Q12 Tests ability to work with scales.
Challenge
Q14bâ€“e Students will find it easier to use squared paper.
Q14d Draw a pentagon with one line of symmetry, another with no lines of symmetry,
another with 5 lines of symmetry.
Q14e Draw an octagon with two lines of symmetry, another with no lines of symmetry,
another with 8 lines of symmetry, another with 1 line of symmetry.

Resources
• Calculator
• Protractor

Lesson 1
Show two images of equal angles, where one is an enlargement of the other and has
been rotated. Which is the bigger angle? How do you know? Try to draw out any
misconceptions. Use a board protractor or electronic equivalent to demonstrate how to
measure the angles and to show that they are both the same.
Lesson 2
Concrete Create a set of quadrilaterals from card. Without the students seeing which
one you have selected, show a portion of the shape from behind a board or non-
transparent object. Move it a little at a time. What quadrilateral could this be? Every time
the shape is stopped. Ask students to give reasons for their choices in mathematical
language, i.e. it has a pair of parallel sides.

Working with angles
Q1 Strategy Ensure that students are clear that angles are measured from the ‘T’ on a
semi-circular protractor.
Q4, Q5 Concrete Individual / Pair activity Give each pair of students two sets of angle
cards covering 30°, 60°, 90°, 120°, 150°
Students have to arrange to cards to form parallel lines, alternate angles, angles on a
straight line, angles around a point, angles of a triangle. Here are some examples.
Triangles and quadrilaterals
Q3b Some students might be confused because of the orientation of the triangle as
shown.
Suggest that they redraw the triangle with angle 𝑔 at the top.
Q3c–e Strategy Copy the diagram. Mark the two equal base angles.
Q4 Requires recall of angle properties on a straight line.
Q6 Concrete Pair activity Give each pair of students 4 rods of equal length and 2
longer rods of equal length. One student constructs a quadrilateral, the other identifies
it and states the equal sides and angles and other properties.
Q9 Some students might be confused because of the orientation of the kite B.
Q10 Pictorial Students draw a parallelogram on squared paper. They draw one of its
diagonals. Using a protractor, they demonstrate that the diagonal does not bisect the
interior angles. They draw the other diagonal to demonstrate that the diagonals are of
differing lengths but that they do bisect one another.
Accurate drawings
Q2 Get students to measure the angles of the completed triangle. What should they add
up to?
Q4 Concrete Students draw a triangle and trace it. They measure the angles and sides
and mark them on the diagram. They use a ruler and compasses to make an accurate
copy. They overlay the traced triangle to check the drawing for accuracy.
Enrichment
Q1 Students should notice that the size of the angles is not affected by the lengths of the
lines of the parallelogram.

Q1 There are three red rhombuses with angle 𝑥 and three blue rhombuses with angle 𝑦
around a point. This is a two-step problem, firstly to use the properties of a rhombus to
find the value of 𝑥, and then to use the properties of angles around a point to find 𝑦.
Students can either use 𝑥 + 𝑦 = (360 ÷ 3), or 3𝑥 + 3𝑦 = 360.
Q5 Discussion How many different quadrilaterals can you make in part b? (kite,
rhombus, square, parallelogram) How can you make a square using two isosceles
triangles? (45°, 45°, 90° triangle)
Q6 Copy the diagram. Find all the angles you can using the angle properties of isosceles
and equilateral triangles. Mark all of the angles you know on the diagram as you find
them.
Q8 Students should draw the positions of the hands of the clocks. Encourage them to
find the solutions by working out the angles between each hour.
Q9 Questions like this can appear quite daunting. Encourage students to identify the
easy angles (angle 𝑎 = 180 – 90 – 45) and work from there.
Q10 Discussion Why can a triangle never have a reflex angle but a quadrilateral can?
Gives the opportunity for students to show they understand that no angle in a triangle
can be reflex.
Q11 Remind students what is meant by ‘bisects the angle’.
Q14 This question introduces Pythagoras’ theorem.
Investigation Focuses on categorising using a two-way table. Encourage students to
sketch the shapes and describe their properties.
Q15c Students must substitute the value for the distance they calculated in part 𝐛 into
the formula for time.
Reflect: Strengthen
This reflective task asks students to identify the topic they found easiest, and what they
are confident about, along with the topic they found hardest, and what they still do not
understand or are unsure about. Students are encouraged to ask for help on the topic
they are not confident in. You might try to match students for peer learning, so that
those who have noted that they fully understand something, explain to those who have
noted the same thing, but are still unsure of it.
Reflect: Extend
This reflective task aims to make conscious any negative thinking that has the potential
to impede students’ progress. This is particularly important when answering difficult
questions that can cause anxiety and require perseverance. Having identified the nature
of any negative experiences, students are asked to write down some strategies for
staying calm and positive in such situations. Students may compare their strategies with
others to get some alternative ideas.
End of Unit 5 test: Angles and shapes

6.1 Place value and rounding

Objectives
• Recognise the place value of each digit in large numbers.
• Round decimals to 1 decimal place.
• N7.1A Recognise the place value of each digit in numbers beyond 1 000 000 (one
million) to 1 000 000 000 (one billion).
• N7.2C Round decimals to 1 decimal place.
Resources
• 6.1 Answers
• Number lines marked in tens but not labelled
• Place value tables
• Tape measure
• Calculators
Key words
Place value table

• Not understanding the role of the digit 0 in place value. Pictorial Use place value
tables to show how place value is assigned and to show that a 0 in a place value
table is needed to make sure digits to the left of the 0 are in the right place (are
assigned the correct place value).
• Finding it difficult to apply the rules of rounding to decimal numbers. Pictorial Use
number lines to demonstrate which whole number a decimal number is closer to.
Practise identifying the two whole numbers that a decimal number lies between,
emphasising that there are only ever two possible answers – the whole number
stays the same or goes up by one. Make connections with whole number
equivalents, e.g. 4.6: 46 rounds up to 50 so 4.6 rounds up to 5.0 which we must
write as just 5.
• Not understanding what rounding to one decimal place means. Make connections
with larger whole numbers and rounding to the nearest 10, as above: 432 rounds
to 430 so 4.32 round to 4.30 which we write as 4.3. Use number lines showing
tenths and practise placing numbers on the line, so that students can see which
tenth the decimal is closer to. Make the connection with money, rounding to the
nearest 10p.
Confidence
Why learn this?
Rounding numbers allows us to estimate values. For example, in 2019 the
population of the world is approximately 7.53 billion.
It is obviously not possible to measure the population of the world accurately, because
people are being born and dying all the time, so rounded values are used to give
estimates.
Fluency
• Round numbers to 10.
Explore
What is the predicted population of the world for 2025?
How do you try to work out what the population will be in 2025? How do you count all the
people?
notes below.
Main lesson
Warm up
• Fill in missing values on number lines.
• Round to the nearest 10 and 100.
Main teaching
• Use a 10-section unlabelled number line. Label one end 0 and the other end a
variety of different values for students to work out what each section is worth: 0 to
100, 0 to 50, 0 to 200, 0 to 1000; then use in-between points for students to
estimate values: Is it more or less than halfway between…?
• Label each end with consecutive hundreds or thousands or whole numbers to give
intervals of 10, 100 and 0.1 respectively. Repeat, identifying and estimating points
on the number line.
• Label every fourth section with consecutive hundreds then thousands to show
intervals of 25 and 250. Continue identifying and estimating points on the line as
before.
• Label every fifth section with consecutive hundreds then thousands to show
intervals of 20 and 200. Continue identifying and estimating points on the line as
before.
• Revise the rules of rounding and explain that decimals can be rounded in the same
way as whole numbers, using the same rules: 0.5 and above rounds up.
• Use a decimal number line or sketch one on the board or use a 10-section counting
stick, giving the ends various consecutive whole numbers, e.g. 6 and 7. Ask students
to come up and mark given decimal numbers, starting with the 6.5 marker, then
two on either side of it. Explain that decimals can also be rounded – decimals with
one decimal place can be rounded to the nearest whole number. For each number
on the line identify which round up (are nearer) to 7 and which round down (are
nearer) to 6.
• Repeat by changing the end numbers. Use a tape measure marked in metres and
tenths of metres to demonstrate.
• Repeat, using a number line covering, say, 4 to 6, with 4 and 6 marked. Ask
students to mark 4.5, 5 and 5.5 then other decimals. Identify the nearest whole
number saying 4.6 rounds up to 5; 5.2 rounds down to 5 etc.
• Ask students to suggest numbers between consecutive one-place decimals such as
4.5 and 4.6 or 12.3 and 12.4.
• Repeat, with just two consecutive whole numbers again but marking decimals with
2 decimal places such as 6.25 and 6.75. Explain that the decimals 0.50 or more
round up and 0.49 or less round down, in the same way that 50 rounds up and 49
rounds down to the nearest 100.
• Identify which of the marked decimals round up and which round down.
• Test understanding, asking questions such as Between which two whole numbers is
6.34? Which whole number is it closer to? Which whole number does 6.34 round to?
• Now make the ends of the line consecutive tenths, e.g. 3.2 and 3.3. What number
will go exactly half way? Give students the opportunity to place numbers to 2
decimals places on the line, identifying which tenth is closer and therefore which
tenth they round to. Make the connection with rounding 3-digit numbers to the
nearest ten: 3.24 rounds to 3.2 in the same way that 324 rounds to 320, 6.78
rounds to 6.8 in the same way that 678 rounds to 680. Alternatively use the
concept of money, making the connection with rounding to the nearest 10p.
• Ensure that students know what to do with numbers involving 9 in the tenths
column that need rounding up, as in the worked example. Practise with 6.97, 6.92,
12.93, 11.95, 13.99, 15.94.
Question notes
Q4 Students need to take care transcribing the numbers into the place value table. It
may help to suggest they cross out each digit as they write it into the table. They must
treat 0s in the same way as all other digits.
Q4c Discussion Ivan says ‘99 154 must be the largest because it begins with the largest
digit’. Explain why he is wrong. This is an opportunity to talk about the difference
between numerical values 0–9 and place values.
Q5 Explain that the digits in very large numbers such as 30 000 000 are grouped in
threes, to make it easier to keep track of thousands, millions and billions.
Q9 Real Make sure students can work out the number of millions using the groups of
three digits.
Q10 Students need to be confident with their calculators.
Differentiation
Support
Q5 Provide blank place value tables to help subtractions and additions.
Q10 Some students will need help with their calculators.
Stretch
Q10 Get students to estimate answers to their calculations before using their
calculators.
How close where the estimates?
Plenary
Explore
What is the predicted population of the world for 2025?
It wouldn’t be possible to say exactly what the population will be, so a rounded figure
would be used. Predictions made in 2020 suggest the world population will be about 8.2
billion.
Reflect
This reflective task asks students to consider the similarities and differences between
very large numbers and very small numbers. They may identify the need to be careful
when assigning place values to the left and to the right of the decimal point, and may be
aware of the possible errors that can be introduced when calculating with very large or
very small numbers.
Homework
6.2 Ordering decimals

Objectives
• Write decimals in ascending and descending order.
• N7.2A Recognise the place value of each digit in a number with three decimal
places.
• N7.2B Write decimals with up to three decimal places in order of size and write
statements using inequality signs, < or >.
Resources
• 6.2 Answers
• Place value table
Key words
Ascending, descending

• Confusing ascending and descending. Emphasise that descending means the
numbers are decreasing or going down.
• Placing negative numbers in the wrong order. Concrete Use a thermometer or
temperature scale and ask students whether –2°C is less than (colder) than –1°C.
Confidence
Why learn this?
You can work out who finished first in a race.
In a race, the person who comes first has the fastest time. This will be the smallest
number.
So, the times will be placed in ascending order.
Fluency
• Place a set of integers in order.
• Identify place value up to hundredths.
Explore
Which element has the lowest boiling point?
What is an element? What does ‘boiling point’ mean? Where could we find the information
needed to answer this question?
notes below.
Main lesson
Warm up
• Order numbers.
• Use < and > signs.
Main teaching
• Pick three numbers, for example 8.35, 8.53 and 8.5. Draw up a place value table
similar to the one in the example. Ask how to place the numbers into the table.
• Ask how the table can be used to put the numbers into order.
• Talk about using a ‘zero place holder’ or ‘adding a zero’ for 8.5 to make it 8.50.
• Compare each column in turn. Start with the units column and work from left to
right across the table. Make comparisons to alphabetical order.
35
• Remind students about expressing decimals as fractions. Say that is the
100
53
smallest and is the largest.
100
• Ask students to place the numbers in order from smallest to largest and then from
largest to smallest.
• Ask students to write the same numbers in ascending order and descending order.
• Ask students to use < or > sign to make these statements correct:8.35 … 8.5
8.5 … 8.35
Question notes
Q7b, 7d In a throwing event, the longest distance wins, so the athletes are placed in
descending order. In a running event the quickest time wins so athletes are placed in
ascending order.
Differentiation
Support
Q5c–d Students need to start with the number that is the furthest from zero. As
numbers move closer to zero, they are increasing or ascending. It might help to
illustrate this with a number line.
Q6c–d Students need to start with the number that is nearest to zero. As numbers move
away from zero, they are decreasing or descending. It might help to illustrate this with a
number line.
Stretch
Encourage students to think about other situations where ascending order might be
used and times when descending order might be used.
Plenary
Explore
Which element has the lowest boiling point?
What is an element? A list of elements, or chemical elements, can be found by looking at
a periodic table. What does ‘boiling point’ mean? ‘Boiling point’ is the point when a liquid
turns to a gas.
Where could we find the information needed to answer this question? A list of elements
and their boiling points can be found in a chemistry textbook or by looking online.
Reflect
This reflective task gives students the opportunity to consider the decimal point and its
purpose. Students should recognise that it separates the whole number part from the
fractional part of a number. Students are encouraged to compare their description of the
decimal point with others in the class, so that they may learn from each other.
Homework
6.3 Adding and subtracting decimals

Objectives
• Add and subtract decimals.
• N7.2F Add and subtract decimals up to and including three decimal places.
Resources
• 6.3 Answers
• Number lines
Key words
Estimate, zero place holder

• Forgetting to borrow when subtracting.
• Forgetting to insert a zero place holder when the second number is more accurate
than the first number.
Confidence
Why learn this?
You can keep track of how much money you have saved.
It is important to keep track of money you have saved so that you make sure you are on
track to meet your savings target. Sometimes payments into your account will take time
to be recorded. You should also keep track of your money so that you can check the
account has not been used fraudulently.
Fluency
• Write a number in millions to 1 decimal place.
Explore
A mobile phone contract gives 2.5 GB of downloads a month. How many films can
you download?
How much data does one film need? What else do you need your data for?
notes below.
Main lesson
Warm up
• Basic addition and subtraction or whole numbers.
• Subtraction of whole numbers that requires borrowing.
• Working out the missing number in an addition.
Main teaching
• Display these questions:
9 – 0.6 11 – 3.67
• Discuss strategies for answering these questions. Students might find a number
line helpful.
• Display these three questions:
• Talk about the strategies used to answer each question – carrying, borrowing and
inserting a zero place holder.
• Ask students to estimate the answer. Then ask them to work out the exact answer.
Discuss the fact that an estimate is a good way of checking an answer.
Question notes
Q4 Provide students with blank number lines to help.
Q6 Remind students about the need for a zero place holder so that 4.3 is written as 4.30.
Q10 Students can rewrite 12 m as 12.00 m. Encourage them to estimate their answer
first.
Q12 Discussion Will this always happen? Explain your answer. Yes, it will always
happen.
The same numbers are being added or subtracted, just in a different order.
Differentiation
Support
Q4 Borrowing is just the same with decimals as it is for whole numbers.
Q5 Carrying is just the same with decimals as it is for whole numbers.
Q5, Q7 Encourage students to estimate their answers first.
Stretch
Q7c Students will notice that their estimate was not very accurate in this case. Ask them
to design a question where the estimate is much too small (e.g. 14.49 – 7.51) or much
too large (14.51 – 7.49).
Plenary
Explore
A mobile phone contract gives 2.5 GB of downloads a month. How many films can
you download?
How much data does one film need? What else do you need your data for?
How much data do you have for films after all your other data needs are taken into
account? Work out the amount of data available for films, then subtract the amount
needed for a film. How much is left?
Reflect
This task allows students to reflect on the similarities and differences between
calculating with decimals and integers. Decimals still follow the rules of place value, but
subtracting larger decimals from smaller ones can be tricky, for example if students
need to ‘introduce’ a zero place holder.
Homework
6.4 Multiplying decimals

Objectives
• Multiply a decimal by an integer.
• Round decimals to make estimates.
• N7.2E Multiply decimals mentally.
• N7.2D Round decimals to make estimates and approximations of calculations.
• N7.4A Use estimates to check answers.
• N7.2G Multiply and divide decimals by single digit whole numbers.
Resources
• 6.4 Answers

• Multiplication always makes a number bigger.
Confidence
Why learn this?
You can work out the total cost of vegetables by knowing the price per kg and
weighing the item.
In a supermarket, prices per kg are displayed for most fruits and vegetables. Scales are
available for shoppers to weigh the item, so they know how much the total cost will be.
Fluency
• Multiplying and dividing by powers of 10.
Explore
Does multiplying always make a number bigger?
Write down an example of a number that will make the answer bigger. Which number
does not change the answer when you multiply by it? What happens when you multiply by
a number between 0 and 1? What happens when you multiply by a number less than 0?
What happens when the initial number is negative?
notes below.
Main lesson
Warm up
• Practice of column multiplication.
• Using partitioning to multiply a 1 digit number by a 2 digit number.
• Rounding to the nearest 10 to approximate a 2 digit multiplication.
Main teaching
• Display these questions:
7.5 × 9 8 × 12.47
• Encourage students to set the questions out as a long multiplication without the
decimal place.
• Discuss how we change the place value in the questions, so we must change the
place value in the answer. For example, 1247 ÷ 100 = 12.47, so we must divide the
answer by 100
• We know 12.47 × 8 = 99.76. What would be the value of 1.247 × 8? Talk about
12.47 ÷ 10 = 1.247, so the answer must be divided by 10.
• Ask students to write down a multiplication that would have an answer of 997.6
Question notes
Q6c Students might prefer to work this out by using the fact that 20 × 9 = 180 and the
knowledge that there are two digits after the decimal point in the question to write
down the answer 1.8 Alternatively students can work out 20 × 9 = 180 and use the fact
that 9 ÷ 100 = 0.09 to realise the answer must be divided by 100, so the answer is 1.8
Q7 Discussion What do you notice? Students should notice that the answer is the same.
Multiplying by 0.1 is the same as dividing by 10
Q9 Discussion For each part, count the number of digits after the decimal point in both
numbers in the question. Count the number of digits after the decimal point in the answer.
What do you notice? The number of digits after the decimal point in the question is the
same as the number of digits after the decimal point in the answer.
Q13 This uses doubling and halving. Ask students to identify what is happening to the
first number in each question (it is being doubled) and what is happening to the second
number (it is being halved).
Differentiation
Support
Q5, Q6 Emphasise the method from Q4 – the number of digits after the decimal point in
the question is equal to the number of digits after the decimal point in the answer.
Q12 Get students to count the numbers of digits after the decimal point in each
calculation.
Q13 Students may need help to work out which number to double and which to halve.
Encourage them to choose the easy ones: double 50 = 100, double 250 = 500 (which can
be doubled again).
Stretch
Q7 Discussion Extend this to multiplying by 0.01, 0.001, etc. Which division would be
the same as these multiplications? Would the reverse work, i.e. would division by 0.1 be
the same as multiplication by 10? (Yes)
Plenary
Explore
Does multiplying always make a number bigger?
Write down an example of a number that will make the answer bigger. Any number
greater than 1
Which number does not change the answer when you multiply by it? Multiplying by 1 does
not change the answer.
What happens when you multiply by a number between 0 and 1? The answer is smaller
than the initial number.
What happens when you multiply by a number less than 0? The answer is negative, so it
will be smaller than the initial number.
What happens when the initial number is negative? The rules above only work when the
initial number is positive. If the initial number is negative, then multiplying by a number
greater than 1 makes the number smaller and multiplying by a number less than 1
makes the answer bigger.
Reflect
This metacognitive task asks students to revisit the methods they have learned to
multiply decimals. For each, students are asked to make up a calculation and answer it,
showing their working. In particular, students are asked to consider how they chose the
numbers for the calculations, which should reveal to them when each method is most
useful.
For example, for multiplication facts, students are likely to choose to multiply a single
digit number by a decimal that has zero in all columns, except in tenths or hundredths.
For doubling and halving, students are likely to choose to multiply a number that ends
in .5.
for partitioning, students are likely to choose to multiply a double digit number by a
decimal with units and tenths.
Homework
6.5 Dividing decimals

Objectives
• Divide decimals by a whole number.
• Solve problems by dividing decimals.
• N7.2G Multiply and divide decimals by single digit whole numbers.
• N7.2H Solve problem involving decimals.
Resources
• 6.5 Answers

• Ignoring place value in division. For example, 0.08 ÷ 0.2 = 4, because 8 ÷ 2 = 4
• Keeping place value in a question incorrectly. For example, 0.08 ÷ 0.02 = 0.04
Confidence
Why learn this?
You can compare different quantities of an item in a supermarket to work out
which represents the best value.
Occasionally supermarket goods are priced so that buying more of a product is not
better value. Special offers on lower quantities of, for example, shampoo, can make it
better value to buy more of the smaller quantity.
Fluency
• Multiplying by 10 and 100.
Explore
Does dividing one number by another always make it smaller?
Write down an example of a number that will make the answer smaller. Which number
does not change the answer when you divide by it? What happens when you divide by a
number between 0 and 1? What happens when you divide by a number less than 0? What
happens when the initial number is negative?
notes below.
Main lesson
Warm up
• Review of division.
Main teaching
• Place this question on the board.
• Encourage students to solve the question using a long division. Make sure the
decimal point in the answer is placed directly above the decimal point in the
question.
• Place these questions on the board:
3 30
• To justify why this is a correct method, ask students if is the same as (yes).
4 40
What has been done here? The numerator and denominator have both been
multiplied by 10.
Question notes
Q3 Encourage students to use an approximation to check their answer.
Q6 Students may need help adding 0s to the number being divided. Explain you can
keep adding as many 0s as needed.
Q8 Reasoning Students may need help getting started. Start them off with 3.41 × 9
1 1
Q9 Students should recognise some of these divisions as common fractions, such as ,
3 4
1
, , etc. They should know the decimal equivalents.
5
Q11 Problem-solving / Reasoning It might help to write the question as an algebraic
expression. Represent Salman’s number by the letter 𝑛.
Q12 When working out an approximate calculation, round the numbers to values near
to the original that will make the calculation significantly easier.
Differentiation
Support
Q4 Real / Reasoning Students should make an approximate calculation of 3 ÷ 5.
Q7 Make sure students understand that if the decimal point is moved on one side of the
equals sign, it needs to be moved on the other side of the equals sign as well.
Stretch
Q11 What would happen if Salman multiplied his number by 10 and divided by 70?
Plenary
Explore
Write down an example of a number that will make the answer smaller. Any number
greater than 1
Which number does not change the answer when you divide by it? Dividing by 1 does not
change the answer.
What happens when you divide by a number between 0 and 1? The answer is bigger than
the initial number.
What happens when you divide by a number less than 0? The answer is negative, so it will
be smaller than the initial number.
What happens when the initial number is negative? The rules above only work when the
initial number is positive. If the initial number is negative, then dividing by a number
greater than 1 makes the number bigger and dividing by a number less than 1 and
bigger than 0 makes the answer smaller. Dividing by an answer less than zero will make
the answer bigger.
Reflect
This reflective task encourages students to ask ‘what happens if...’ questions. In
particular, students consider what happens if you divide a positive number by a number
between 0 and 1(the answer is larger than the original number) or multiply a positive
number by a number between 0 and 1 (the answer is smaller than the original number).
To answer this, students should be encouraged to look back, and reflect on their
answers to some of the questions in this lesson. Students own ‘What happens if___’
question may relate to dividing or multiplying negative numbers by a number between
0 and 1.
Homework
6.6 Decimals, fractions and percentages

Objectives
• Compare and order decimals, fractions and percentages.
• Convert between percentages, decimals and fractions.
• Write one number as a fraction of another.
• N7.2J Compare and order simple decimals, fractions and percentages.
• N7.3A Convert percentages to decimals and decimals to percentages.
• N7.3B Convert fractions whose denominator is a factor of 10 and fractions whose
denominator is a factor of 100.
• N7.3C Write one number as a fraction of another (where the denominator is a
factor of 100) and then as a percentage.
Resources
• 6.6 Answers
• Calculators
Key words
Per cent, percentage, recurring

2
• Not converting a fraction to a decimal correctly. For example, saying = 0.23
3
Confidence
Why learn this?
In speed calculations, we often need to convert hours and minutes into a decimal
number of hours.
If a journey takes 1 hour and 10 minutes, we cannot use 1.1 as the decimal in the
calculation because there are only 60 minutes in an hour. We first need to work out
what fraction of one hour is represented by 10 minutes.
Fluency
• Dividing by 10 and 100.
Explore
What does 'up to 50% off' actually mean?
Will everything in the shop be on sale? What is the most an item will be reduced by? What
other likely percentage reductions might there be? How else might the reduction be
shown?
notes below.
Main lesson
Warm up
• Identifying tenths and hundredths.
• Converting simple fractions to decimals.
Main teaching
7
• Ask students what means. Tell them that one meaning is 7 divided by 8.
8
Whenever we see the fraction bar, we should think of division.
• Ask students to put the following fractions, decimals and percentages in ascending
3 9
order. 0.4, 4.4%, , 44%, , 0.04
10 20
Discuss different strategies: change all the numbers into decimals or percentages
9
first. With the , say that we must change the denominator so that it is 10, 100 or
20
1000. Ask students how they would make the denominator 10, 100 or 1000, and
explain the need to multiply top and bottom.
5
• Ask students to type into their calculator. How can the result be written? Discuss
6
that 3 recurring can be written as 3̇ so 0.8333… can be written as 0.8 3̇. Explain the
notation used for recurring decimals.
5
• Ask students how they might write as a decimal? (0. 4̇ 5̇)
11
• Ask students to raise their hand if they are left-handed. Express this as a fraction of
the whole class and get students to work out the proportion of students who are
left-handed, expressed as a decimal. Convert the proportion into a percentage.
Question notes
17
Q9 Problem-solving How do you convert to a fraction with a denominator of 100?
20
Multiply top and bottom by 5.
Q11e Discussion Why isn’t 1 hour 25 minutes 1.25 hours? There are only 60 minutes in
25 5
an hour, not 100. It is 1 hours = 1 hours = 1.41 6̇
60 12
Investigation The pattern should continue 0.333…, 0.444…, …, 0.999…. Students should
13 4
think about as 1 , so it will be 1.444… Fractions with 99 as the denominator
9 9
produce a similar pattern. For example, if 23 is the numerator, then 23 repeats after the
decimal point. Students should be able to answer the last questions in the investigation
using this pattern.
37 65 6 2
Answers are , and (which can be reduced to )
99 99 99 33
Q16 Some students might try to multiply top and bottom to get a denominator of 100.
16 4
Q17 Encourage students to simplify their fractions where possible ( = )
100 25
Differentiation
Support
3
Q3 Make sure students can see that 1 = 1.6
5
Q11 Some students may need help expressing the times in minutes.
Stretch
Investigation Ask students whether 0. 9̇ = 1
1 9
Say that we know = 0. 1̇ and if we continue that pattern = 0. 9̇
9 9
9
Say that we also know that =1
9
Plenary
Explore
What does ‘Up to 50% off’ actually mean?
Will everything in the shop be on sale? No, some items could be the usual price.
What is the most an item will be reduced by? The most an item could be reduced by is
50% or a half of the original price.
What other likely percentage reductions might there be? Multiples of 5 are the most
1
common percent reductions, and 33.3% for off.
3
1 1 1
How else might the reduction be shown? It could be a fraction, e.g. off, off, off.
2 3 4
Reflect
This task asks students to consider the different calculations they have needed to do to
make the necessary conversions. It will help them understand the relationships and
equivalences between fractions, decimals and percentages. get them to share their
conversion methods with classmates and discuss how they go about things.
Homework
6.7 Calculating percentages

Objectives
• Mentally calculate a percentage of an amount.
• N7.3D Mentally calculate percentages of an amount.
Resources
• 6.7 Answers
• 100 square for display on the board
• Students may confuse percentages increases and decreases with absolute totals, for
example, if a town’s population is 50 000, a population increase of 5% will give an
increase of 2500, but a total population of 52 500. Make sure students read the
questions correctly.
• Percentage decreases can cause confusion. It may not be obvious that for example,
95% of a quantity is the same as the quantity minus 5%.
Confidence
Why learn this?
Urban planners calculate population growth so they know how many houses to
build.
Population growth is usually expressed in percentages, so planners need to calculate
how many people are going to need houses.
Fluency
• Converting fractions and percentages.
Explore
What will the population of your town be in 10 years' time?
How many more children will need space at the local school? Are there enough doctors in
the local health centre for the extra people?
notes below.
Main lesson
Warm up
• Dividing by 10 and 100.
• Using fraction and decimal percentages.
Main teaching
• Pictorial Display a 100 square on the board and discuss how you would shade
1
50%. Elicit that this is . Establish that you can find 50% by dividing by 2. Repeat
2
for 10% and 1%.
1 3 1
• Repeat for other fractions, such as , , and so on.
4 4 5
• Show students how to increase and decrease a value by 50%, 10% and 1%.
• How would you work out 15% of 60? Demonstrate how to calculate by splitting 15%
into 10% (10% of 60 = 6) and 5% (5% of 60 = 3), to give 6 + 3 = 9
Question notes
Q5 Students can divide by 4, or they might use 25 = 10 + 10 + 5
Q6 Write 20% as a fraction and simplify.
Q7 The increased population will be 7 500 000 000. + 10% of 7 500 000 000
Q8b Students should recognise that they can use the answer to Q8a to answer this.
Q10 Problem-solving / Reasoning Students can find 20% of 15 and subtract, or find
80% of 15. Which gives the easier calculations?
2
Q13 Reasoning of 63 is most easily done as a fraction, so students shouldn’t try to
3
convert to a decimal or a percentage.
Differentiation
Support
Q3d This can be expressed as a mixed number or a decimal.
Q9b What fraction is equivalent to 75%?
Stretch
Q14b iv How can you use your answers to other parts of Q14b to calculate 68%
Plenary
Explore
What will the population of your town be in 10 years' time?
How many more children will need space at the local school? Are there enough doctors in
the local health centre for the extra people?
If you can calculate the total population, you can work out what services need to be
provided and how much it will cost for the extra people.
Reflect
This reflective task asks students to explain the processes they have learned in this
lesson.
This helps them clarify in their own minds what is involved and understand the
alternative methods. Encourage them to describe as many methods as they can.
Homework
6 Check up
Resources
• Calculator
Test question notes

Place value, ordering numbers and rounding
Q2 This tests students’ understanding of decimal place value.
Q4 This tests ability to round decimals.
Q5 This tests place value in large numbers.
Add and subtract decimals

Q6 This tests fundamental addition and subtraction of decimals.
Multiply and divide decimals

Q9 This tests ability to round and estimate.
Q12 This tests problem-solving abilities.
Fractions, decimals and percentages

Q14 This tests whether students recognise that to convert the fraction, they should
multiply by 4, instead of dividing by 25.
Q15 Students must be able to differentiate between the extra number of products and
the total number of products.
Challenge
Q22a This question shows students that a percentage increase followed by the same
percentage decrease does not return you to the original value.
Q22b Students will need to investigate this problem by working systematically. What is
the best way to get 1 kg less than 100 kg?
Q22c, d Students should intuitively be drawn to the two biggest percentage increase
cards to obtain the largest amount. But does the order matter? No, it doesn’t, multiplying
by 1.2 and then by 1.25 is the same as multiplying by 1.25 and then 1.2.
Resources
• Calculator

Lesson 1
Draw this up on the board. Encourage students to complete the missing values without
using a calculator.
Fill in the missing values. Challenge students to create their own percentages and
values.
Lesson 2
Work out:
Place value, ordering numbers and rounding
Q4 ‘written to 1 decimal place’ means there is 1 digit to the right of the decimal point.
Q5 Round up if the last digit is 5 or more, round down if the last digit is 4 or less.
Add and subtract decimals

Q2 Remember to start by first lining up the decimal points.
Q3 Line up the decimal points and then add a zero place holder.
Q4 Difference means subtract.
Multiply and divide decimals

Q4 The number of digits on the right of the equals sign in the question must equal the
number of digits on the right of the equals sign in the answer.
Q6 Keep dividing by 10.
Q7 First work out the division without the decimal point.
Q8 Keep multiplying by 10.
Fractions, decimals and percentages

Q1 How many of the tenths can be simplified to fifths?
Q2 Work systematically. Cross off cards as you find a match.
Q3c Some students may write 1345%. Remind them that to convert to a percentage, you
multiply by 100.
Q7 First convert all the quantities into either decimals or percentages.
Q11c, Q12c Students should see that they can answer parts 𝐜 by using their answers to
parts 𝐚 and 𝐛.
Enrichment
Q1 The value at the end of each year is calculated as a percentage of the value at the
start of that year, not the value at the start of the whole 5-year period.

Q2a Work out each bar separately. Write down this value and add them all up. Assume
that a bar that looks halfway between two 10s is halfway.
Q4 The population at the end of each decade is calculated as a percentage of the
population at the end of the previous decade, not the value at the start of the whole 5-
year period.
Q4d What is the total percentage increase from 2010 to 2070?
Q7 Remember that an acute angle is less than 90° and an obtuse angle is greater than
90°.
A 90° angle is neither acute nor obtuse: it is a right angle.
Q10 Keep dividing by 10
Q13 Students may need to be reminded how to find the mean.
Q15 𝑥𝑦 is the same as 𝑥 multiplied by 𝑦
Q19 First convert all the quantities into either decimals or percentages.
Q20d How many adults were illiterate in 2010?
Reflect: Strengthen
This metacognitive task encourages students to think about the purpose of number
lines, and to reflect on whether they found them useful in their own mathematical
problem solving, and how.
Reflect: Extend
This metacognitive task encourages students to think carefully about what a decimal is,
and provide as accurate a definition as possible, even taking account of the notation (the
decimal point). Students are introduced (perhaps for the first time) to the term
‘notation’, and its meaning in mathematics.
End of Unit 6 test: Decimals and percentages

7.1 Writing ratios

Objectives
• Write and understand ratios.
• Write a ratio in its simplest form.
• N7.5B Write and interpret ratios written in ratio notation.
• N7.5C Reduce a ratio to its simplest form.
Resources
• 7.1 Answers
• Calculators
Key words
Ratio, parts, simplify, equivalent, fraction, decimal, multiplier

• Students sometimes do not recognise that 2:3 is equivalent to 4:6.
• Use bar models to support their visualisation.
Confidence
Why learn this?
You can judge the performance of football players by comparing the ratio of goals
scored to matches played.
Students could research their favourite footballers and list the number of matches they
have played and the number of goals scored.
From their list they can use ratios to judge the best performance.
Fluency
• Students practise short division, what are the skills needed for reducing ratios to
their simplest form?
Explore
What is the ratio of males to females in your school? In your country? What about
in the world?
notes below.
Main lesson
Warm up
• Recap on prior knowledge in order to prepare them for the content of the unit.
• Remind students of the definition of highest common factor. Students find the
highest common factors of pairs of numbers.
• Practise writing ratios.
• Recap on common metric conversions.
Main teaching
• Show some cubes of two different colours and explain that ratio compares part
with part.
• Is 5 : 4 the same as 4 : 5?
• Ask students to write the numbers of different coloured cubes as ratios.
• Display two green cubes and three blue cubes. Ask students to write the ratio 2 : 3
Model how doubling the number of green cubes and blue cubes produces an
equivalent ratio.
• Show how equivalent ratios can be produced by multiplying both parts of the ratio
by the same number.
• Ask students to list three ratios equivalent to 3 : 5
• List some of the students’ responses and ask what they need to do to both sides of
the ratio to get back to the original ratio. (divide)
• Introduce the concept of the simplest form by listing ratios:
Question notes
Q3 Discussion Is the ratio 3 : 2 the same as ratio 2 : 3? No – the order of the ratio is
important.
3 red beads to 2 white beads is different to 2 white beads to 3 red beads.
Q5 Discussion Are the ratios in part a and b the same? Yes because they are equivalent
ratios.
Q10 Real: Prompt students to write the ratio of adults to teachers before simplifying.
Q17 Real: Prompt students to find equivalent ratios to 1 : 1.5
Differentiation
Support
Q8 Students could write the ratio of copper to sulfur in its simplest form first, e.g. 2 : 1
Q16 Students could write each ratio as a decimal, then find equivalent ratios by
multiplying by 10 or 100 to get whole numbers before simplifying.
Stretch
Q16 Encourage students to write the fractions as improper fractions.
Plenary
Explore
What is the ratio of males to females in your school? In your country? What about
in the world?
What is the ratio of girls to boys in your year? In your school?
Do you think this will be the same for people in the whole of your country?
Search online to explore the ratios of males to females in different countries of the
world.
Which country has the highest ratio of females to males?
Does it vary for different age groups?
Record students’ guesses so you can see at the end of the lesson who was closest.
Reflect
This task asks students to reflect on the similarities between fractions and ratios. They
should notice the same multiplicative relationship, and might realise that fractions and
ratios show proportions in different ways. This provides a good grounding for the rest
of the proportion work in this unit.
Homework
7.2 Sharing in a given ratio

Objectives
• Share a quantity in two or more parts in a given ratio.
• N7.5D Solve word problems that involve dividing a quantity into two parts in a
given ratio.
• N7.5E Solve word problems where given a ratio and one quantity, students have to
find the other quantity.
Resources
• 7.2 Answers
• Calculators
Key words
Ratio, parts, simplify, share, divide, equivalent

• Students often automatically assume that any question involving dividing into
parts is where they add the parts first.
• Encourage students to write out the ratio and identify whether they are looking at
total parts or part of the ratio.
Confidence
Why learn this?
A smoothie recipe uses the correct ratio of ingredients to make it taste nice.
Display a smoothie recipe
2 bananas
200 m𝑙 semi-skimmed milk
2 tablespoons brown sugar
8 ice cubes
Ask questions such as:
How will the smoothie taste if we use 100 𝑚𝑙 of milk? 1 banana? 5 bananas? 6 tablespoons
of brown sugar?
Students could make their own smoothies with different ratios of ingredients to
compare tastes.
Fluency
• Students practise writing equivalent ratios to 4 : 3.
Explore
Investigate the ratio of brown-eyed people to green-eyed people.
notes below.
Main lesson
Warm up
• Practise finding equivalent ratios and simplifying ratios.
Main teaching
• Introduce Q3 – Pavel and Sarah are making hats. Pavel spends £20 on wool and
Sarah spends £80. They sell all the hats for a total of £1000. Is it fair that they get
£500 each?
Lead a whole class discussion on what is fair. What would be the best way to split the
winnings?
• Model how to divide 240 in the ratio 5 : 1
Use bar models to show how the ratio can be split:
• How many parts are there? What is the value of 1 part? What is the value of 5 parts?
• Introduce the problem: Divide 54 in the ratio 1 : 3 : 5
• Model how to solve the problem using a bar model.
Question notes
Q8 In this question, students need to identify that 5 parts is 110 not 9 parts.
Differentiation
Support
Q4 Students could draw bar models to support.
Stretch
Q10 Ask students other questions such as: How much did Jeni give to charity in 2012 and
2013? In 2014, she gave 25% more than she did in 2013, how much did she give in 2014?
Plenary
Explore
Investigate the ratio of brown-eyed people to green-eyed people.
Students could investigate the ratio of brown-eyed to green-eyed people in their class.
Using their ratio or the ratio 9 : 1 (World ratio), if there are 200 students in a year
group, how many would you expect to be brown-eyed, green-eyed? What about in the
school?
Reflect
This question encourages students to think carefully about the methods used in solving
ratio problems.
Homework
7.3 Proportion
Objectives
• Understand the relationship between ratio and proportion.
• N7.5F Use fractions to describe and compare proportions.
• N7.5G Use percentages to describe and compare proportions.
• N7.5H Understand and use the relationship between ratio and proportion.
Resources
• 7.3 Answers
• Calculators
Key words
Ratio, proportion, convert, fraction, percentage, equivalent
• Students can have misconceptions about the difference between ratio and
proportion.
• Use diagrams such as bar models to show ratio as comparing part to part and
proportion as comparing part to whole.
• Students need to have an understanding of how to convert between fractions and

percentages and vice versa.
Confidence
Why learn this?
To make green paint, you can mix yellow and blue paint. Increasing the
proportion of blue paint will make a darker shade of green.
Ask students to imagine what happens when red paint and white paint are mixed.
What will happen if more white paint is added?
Discuss the meaning of the word proportion.
Refer back to the original question about green paint, ask students how they could make
a lighter shade of green.
Fluency
• Students practise converting simple fractions to percentages and vice versa.
Explore
How has the proportion of gold medals won by Team GB changed from the 2008
Olympic games to the 2012 Olympic games?
How many medals in total did Team GB win in 2008? In 2012?
notes below.
Main lesson
Warm up
• Practise converting fractions to percentages and writing fractions in their simplest
form.
Main teaching
• Check that students understand how to convert between fractions and percentages.
• Display this question on the board: There are 6 boys and 4 girls playing in a tennis
tournament.
• Use a bar model as a visual representation.
• What is the ratio of boys to girls? (6 : 4)
• Ask students when they think it might be useful to use proportions.
Question notes
Q5 In this question, students have a three-part ratio. Check students understand that
the total of the 3 parts is 25.
Q8 Discussion Why is it sometimes useful to write proportions as percentages?
Percentages are useful when comparing different proportions.
Q7–Q9 These questions ask students to compare proportions and demonstrate why it is
useful to compare proportions using percentages.
You could ask the question: Why do you think it is useful to use percentages rather than
fractions to compare these proportions?
Investigation
Students investigate the ratio of time they spend at school, eating, watching TV, doing
homework, sleeping and then compare to other students in their class.
Ask them to start by making a data collection sheet where they collect the information
in hours.
A data collection sheet could look similar to the one below.
Students should calculate the ratio for their data and calculate proportions of their time
spent doing each activity. Encourage students to write their proportions as percentages.
They could then collect data for 5 or 10 other people in their class, calculate proportions
for other people and compare to their personal times.
Differentiation
Support
Q4, Q5 Percentages are easy to calculate.
Stretch
Q9 Students compare proportions and need to explain their answer. Encourage
students to use the key vocabulary.
Plenary
Explore
How has the proportion of gold medals won by team GB changed from the 2008
Olympic games to the 2012 Olympic games?
Students could research the information themselves or you could present this
information for them.
What proportion of the 2008 medals were gold? Silver? Bronze?

What proportion of the 2012 medals were gold? Silver? Bronze?
Is it better to compare the proportions as a fraction or a percentage?
Ask students to write an article for a newspaper, comparing the medals won in the 2008
and 2012 Olympic games.
Reflect
This reflective question encourages students to make sensible decisions about their
working and how they express their answers.
Homework
7.4 Proportional reasoning

Objectives
• Solve simple word problems involving ratio and direct proportion.
• Solve simple word problems involving ratio and inverse proportion.
• N7.5A Solve simple problems involving direct proportion in a range of contexts.
Resources
• 7.4 Answers
• Calculators
Key words
Proportion, direct proportion, inverse proportion, multiple, multiply, divide, multiplier,
divisor

• Students can sometimes have misconceptions about the multiplicative relationship
between quantities in direct proportion and look at what is added or subtracted
rather than multiplied or divided.
• Use visual representations to show why quantities in direct proportion have a
multiplicative relationship.
Confidence
Why learn this?
Architects use proportion when making scale drawings of buildings.
Show students some scale drawings of famous buildings.
Why is it useful to use scale drawings?
Fluency
• Practise doubling and halving numbers.
Explore
How would you change the proportions of a photograph to make you look taller?
notes below.
Main lesson
Warm up
• Students are given the value of one item then asked to find the cost of different
numbers of items.
• Draw out the fact that students are using multiplication.
Main teaching
• Use the worked example to present a context.
Alex uses 250 g of cheese to make pizzas for 4 people.
Use a bar model as a visual representation.
4 people represents 250 g
How much cheese would be needed for 8 people?
• Emphasise that to find the amount for 8 people the amount needs to be multiplied
by 2.
• Emphasise that to find the amount for 2 people the amount needs to be divided by
2.
Show alternative representation, drawing out the multiplier:
• Ensure students understand that when two quantities are in direct proportion, the
ratio is multiplied or divided by the same multiplier.
• When students have understood direct proportional relationships, discuss inverse

proportion.
• Use the second worked example to present a context.
• Explain that when two quantities are in inverse proportion, as one increases the
other decreases in the same ratio. Show the representation:
Question notes
Q4 In this question students need to calculate the amount of ingredients needed for 14
people and then compare to the ingredients Sofia has. Encourage students to write a
statement to answer the question referring back to their working out.
Q5 Value for money question. Students could either compare the cost of six plants or
three plants but they must compare the cost of equal numbers of plants.
Q8 Discussion There are 24 people on a roller coaster. The ride takes 3 minutes. How
long will it take if there are 48 people on it? Is this an example of direct proportion? If
not, why not? How long would it take if there are only 12 people? Will the number of
people effect the length of the ride?
Differentiation
Support
Q2, Q3 Simple multiplier questions or students can use a bar model to support.
Stretch
Q6, Q7, Q9 Inverse proportion questions. Encourage students to draw a table.
Plenary
Explore
How would you change the ratios of a photograph to make you look taller?
10 : 8 is widely used for portrait photos, as well as 6 : 4 and 7 : 5
Which one would make you look taller? Using 6 : 4, how could you change the ratio so that
you are twice as big? Three times as big? What would happen if you changed the ratio
from 6 : 2?
Explore for other photograph ratios.
Reflect
This task allows students to look back over the work they have done in this lesson and
consolidate the definitions for direct and inverse proportion, using their own words.
Homework
7.5 Using the unitary method

Objectives
• Solve problems involving ratio and proportion using the unitary method.
• Solve best buy problems.
• N7.5A Solve simple problems involving direct proportion in a range of contexts.
Resources
• 7.5 Answers
• Calculators
Key words
Proportion, direct proportion, best buy, value for money, compare, simplify

• Students can sometimes make mistakes when comparing proportions to solve best
buy problems. They might not understand the need to compare the same quantity
so that they can compare costs. Show the unitary method using visual
representations such as the bar model to show how to compare either one or the
same amount.
Confidence
Why learn this?
You can work out the best value of products by finding out how much 1 item or
100 g or 1 kg costs.
What kind of prices do you see in supermarkets?
How can you use the ticket prices of goods to calculate which one is cheapest?
Fluency
• Practise multiplication and division facts by completing a multiplication square.
Explore
How much does a footballer earn in 10 minutes?
notes below.
Main lesson
Warm up
• Practise multiplying and dividing.
• Practise simplifying ratios where they might have to convert to the same unit.
Main teaching
• What does best value for money mean?
Present this problem to the class:
In shop A, 10 bananas cost £2
In shop B, 15 bananas cost £3.15
Which shop offers best value for money? (shop A)
How much would 15 bananas cost in shop A? (£3)
Why do you need to compare the same amount of bananas? (to make it a fair
comparison and know how much each unit or banana costs)
• Introduce the unitary method. Ensure students understand that the method uses
comparison with one item.
Link back to direct proportion, multiplying or dividing by the same amount.
In shop A, 10 bananas cost £2
so 1 banana costs £0.20
In shop A, 15 bananas cost £3.15
so 1 banana costs £0.21
• Show the worked example:
Write the ratio 2 : 5 in the ratio 1 : 𝑛
Explain that to make an equivalent ratio you need to multiply or divide both sides
of the ratio by the same number.
• How is this similar to the unitary method?
Question notes
Q7 Real / Problem-solving This problem can be solved using the unitary method or by
writing each offer as a ratio in the form 1 : 𝑛
Q8 Real / Problem-solving Students should find how many miles they can travel on 1
litre of petrol or much petrol will be consumed in 1 mile. Students need to think about
what they are comparing.
Q10 Real Students write ratios in the form 1 : 𝑛 and then compare the ratios.
Differentiation
Support
Q4 Scaffold the question.
Stretch
Q9 Students need to find the cost of 1 kitchen-paper roll for Offer A and then as Offer B
is 1.5 times as much, find the cost of one for Offer B before answering the question.
Q11 Students find the cost of 10 g of honey rather than 1 g and compare.
Plenary
Explore
How much does a footballer earn in 10 minutes?
Top three footballers pay per year:
Lionel Messi – €130 000 000
Cristiano Ronaldo – €113 000 000
Neymar – €91 500 000
Choose one of these footballers. How much do they get paid per month, per week, per
hour?
What assumptions do you need to make?
Can you compare the top three using ratios?
Reflect
In answering this question, students will gain a clearer understanding of what is meant
by ‘the unitary method’.
Homework

7 Check up
Resources
• Calculator
Test question notes

Ratio
Q4 The question tests recognition of the LCM of 22, 44 and 55.
Q7 The question tests ability to apply ratios to simple numerical calculations.
Q9 This question checks if students can use equivalent ratios.
Direct and inverse proportion
Q10 Checks that students can write proportions as fractions.
Q11 Checks that students can write proportions as fractions and percentages.
Q13 Checks that students understand direct proportion.
Q14 Checks understanding of the unitary method.
Q15 Checks understanding of value for money.
Q17 Checks understanding of inverse proportion.
Challenge
Q20 Students need to visualise the number of people that could stand in a square of side
1 m by 1 m and extend that to the size of a football pitch 120 m by 50 m.
Encourage them to imagine the number of people across, by the number of people
vertically.
They can then look at equivalent ratios for the football pitch.

Resources
• Calculator

Lesson 1
The ratio of dark chocolate to milk chocolate in a box of chocolates is 4 : 6
Write the ratio of dark chocolates to milk chocolates as a ratio in its simplest form.
If there are 9 milk chocolates, how many dark chocolates are there?
If there are 11 dark chocolates, how many milk chocolates are there?
A box contains 20 chocolates altogether, how many dark chocolates are there?
What is the difference between dark chocolates and milk chocolates in a large box of 50
chocolates?
Lesson 2
In a pencil case there are 4 pencils, 5 pens, 1 ruler.
Write the ratio of pencils to pen to rulers.
What proportion of the pencil case contains pencils? Pens?
What does direct proportion mean? Inverse proportion?
Jenny can buy 4 pencils at 80p or 6 pencils at £1.08. Which should she buy to get the best
value for money?

Ratio
Q4 Students need to change each number in the ratio to a whole number before
simplifying.
Q5c Students might forget to simplify 4 : 6
Q6–Q9 Students could use a bar model to support.
Q11 Students must give both amounts for each ratio, e.g. $4 : $16. Explain that they
should do this every time to check their answers – the total of their ratio must the same
as the total of the whole amount given in the questions.
Direct and inverse proportion

Q1 Students will probably express the proportions as fractions, but could express them
as decimals or percentages.
Q2 Students need to compare fractions. They can either find the equivalent fractions, or
convert to decimals to make the comparison.
Q4 Students should write the fraction first, then work out the equivalent percentage.
Q8c Get students to estimate their answer first – 14 is a bit less than 3 × 5, so the cost
must be a bit less than 3 × 30. Some students might see that the cost is (3 × 30) – the
cost of one calculator.
Q15 There are more builders, so the job will take less time, so divide the number of
days.
Q17 Work out the total number of student-days 4 × 10 = 40, then divide by the
numbers of students.
Enrichment
Q2 Students need to find the total distance first by reading the table and then convert
into km for part ii.
Q3 Questions could be:
Direct proportion:
How long would it take him to clean 2 cars? 3 cars?
How many cars can he clean in 2 hours?
Inverse proportion:
How long would it take 2 men to clean a car?
4 men?

Q1 Students should start with Karen when writing the ratios.
Q2 Students might need reminding of the metric to imperial conversions.
Q3b Students might need to be reminded how to find the range.
Q6 Students could draw a bar model to support as the question asks them how many
more people have brown eyes and they have to calculate the difference.
Q8 Students can draw a bar model. Discuss why to start with 5 equal parts each.
Q9 Students can draw a bar model to support.
Q14 Students need to find out the fraction saved before writing ratios. Encourage them
to write them as ratios where the fraction of each part has the same denominator.
Reflect: Strengthen
This metacognitive task encourages students to think about the purpose of diagrams,
and reflect on whether they found them useful in their own mathematical problem
solving, and how. Students might consider arrow diagrams, number lines and bar
models.
Reflect: Extend
This task encourages students to carefully consider ratio and proportion. They are
different things: ratios compare one part to another part; proportions compare one part
to the whole.
End of Unit 7 test: Ratio and proportion

8.1 STEM: Metric measures

Objectives
• Convert between metric units of measures of length, mass and capacity.
• Solve problems in everyday contexts involving measures and conversions.
• G7.1A Convert between metric units of measures of length, mass and capacity, up
to and including three decimal places.
• G7.2B Solve problems in everyday contexts involving measures and conversions.
Resources
• 8.1 Answers
• Measuring tape
Key words
Length, millimetre (mm), centimetre (cm), metre (m), kilometre (km), mass, gram (g),
kilogram (kg), capacity, millilitre (m𝑙), litre (𝑙)

• Using the wrong operation (×10 instead of ÷10) when converting between units.
Ensure, for example, that students understand that, as mm are smaller than cm; it
takes more of them to make the same length, therefore to change from cm to mm,
multiply by 10.
• Confusion between mean, median and mode. If necessary, identify the difference
between them before the lesson starts.
Confidence
Why learn this?
Scientists need to know how to convert between different units of measure in
order to use formulae and make calculations.
Scientific formulae have to be written carefully so that they can be used consistently. If
the wrong units of measure are used, the answers will be wrong. In 1999, the Mars
Orbiter spacecraft was lost because of a mistake translating from imperial to metric
units.
Fluency
• Multiply and divide by 10, 100 and 1000.
Explore
How much do all the cars in a school car park weigh?
How much does one car weigh? Are all the cars the same size? How many cars are there?
notes below.
Main lesson
Warm up
• Multiply and divide by 10, 100 and 1000.
Main teaching
• Use an image of a ruler marked in cm and mm projected onto a board. Use a simple
example such as ‘how many mm is 5 cm?’
• Model the solution by showing that because each cm is 10 mm, we will need to find
‘5 lots of 10’ to find the number of mm, in this case 50 mm.
• Next, show an example of a decimal measure, say 6.4 cm. Check that students
understand that this will be 6.4 × 10 = 64 mm. Highlight that because mm are
smaller than cm, more of them are needed to measure the same distance.
• If required, repeat with a 10 metre measuring tape to convert between cm and m.
Question notes
Q3 Clarify that students are expected to fill in the correct multiplier or divisor before
calculating the answer.
Discussion When you convert between units, how do you know whether to multiply or
divide?
Use diagrams and practical examples to show how to decide whether you multiply or
divide.
Q7 Students can convert to the larger units, or the smaller units.
Q8 Check that students can remember the median and mode from prior learning. If
required, add further practice.
Q9 Students need to convert the units first, and then simplify the ratio, if possible.
Q11b STEM/ Modelling Students must recognise that they need to keep the total
weight below 7.5 tonnes.
Q13 Problem-solving This activity needs students to understand that water can be
poured out of the jugs. For example, to get
2500 m𝑙 in the large jug, pour away the 500 m𝑙 jug, and then fill it from the big jug.
This will leave 2500 m𝑙 in the big jug.
Differentiation
Support
Q3–Q6 Insert the correct multiplier or divisor in the first box if students are confused,
asking the appropriate question such as ‘how many mm are in a cm?’
Q8 If students cannot recall the median or mode, add further questions such as: for the
numbers 3, 4, 6, 6, 7, 8, 10, find a) the median and b) the mode.
Stretch
Q8 Find the mean height of the five students. Give the answer in metres and centimetres.
The answer in metres will have three decimal places.
Plenary
Explore
How much do all the cars in a school car park weigh?
How much does one car weigh? Are all the cars the same size? How many cars are there?
If all the cars are the same size, you can multiply the number of cars by the weight of
one car. But it’s more likely that the cars will be different sizes and weights, so you
would need to add them all.
Reflect
This metacognitive task asks students to reflect on how they chose to convert measures
in the questions: by dividing to convert from a small to a large measure, or multiplying
to convert from a large to a small measure. It asks students to be aware of whether their
decision was based on finding it easier or harder either to multiply or divide by powers
of 10.
Homework
8.2 Perimeter
Objectives
• Find the perimeter of regular polygons with one side given.
• Find the perimeter of irregular polygons including compound shapes.
• G7.1C Work out the perimeters of regular and irregular polygons, when not all
lengths are given, including compound shapes.
Resources
• 8.2 Answers
Key words
Regular polygon, perimeter

• Using the wrong calculation for perimeter and area. Use an example such as the
white lines around a football pitch for perimeter, and the amount of grass on a
pitch to represent the area.
• Not collecting terms accurately when using algebraic expressions. Look out for
misconceptions such as 3𝑥 + 3 = 6𝑥. Stress the use of the letter to represent a
number. Use numerical examples if required, by giving a nominal value to an
unknown.
Confidence
Why learn this?
Farmers have to calculate the perimeter of a field to work out the amount of
fencing they need.
It’s important for a farmer to have the right amount of fencing, so that there are no gaps
in fences that might let livestock escape.
Fluency
• Mental calculations.
Explore
How much fencing is needed for an L-shaped field?
What are the lengths of the different parts of the field?
notes below.
Main lesson
Warm up
• Name regular polygons.
• Calculate missing sides from compound shapes involving right-angled figures.
Main teaching
• Pictorial Display an image of a sports pitch (such as a football, rugby or hockey
pitch), or a sports court (such as a basketball or badminton court).
Explain to students the difference between perimeter and area, i.e. that the
perimeter is the distance of the white line around the edge of the court and the area
is the space within the court.
• Concrete Take a large cuboid box or object, and explain that you need to know the
required length of a piece of tape to go around the box (one way). Use a piece of
string to model finding the perimeter, which can then be measured on a metre rule.
• Pictorial Draw or project a rectangle on the board. Mark the length of one long side
and one short side. What are the lengths of the two missing sides? Why?
• Display a simple compound shape made from rectangles. Mark appropriate
dimensions and model how missing lengths can be calculated, using the properties
of equal, opposite parallel sides in a rectangle.
• Model how to collect like terms to simplify an expression. Remind students that 3𝑥
+ 5𝑥 = 8𝑥, as 𝑥 stands for an unknown answer. Show that if 𝑥 = 4, 3 × 4 + 5 × 4 = 8 ×
4.
Question notes
Q4 Students should see that the perimeter of a square is 4 times the side length, and
that the perimeter of a rectangle 2 × length + 2 × width.
Q5 Students can add 5 mm repeatedly, or multiply it. make sure they get the right
number of additions or multiplications. If they choose to add, they need to be systematic
in counting and recording the number of sides.
Q6 Watch for students who fail to calculate 𝑎 and 𝑏 correctly.
Q8 The expression should first be written in terms of the width and the length, and can
then be simplified using the relationship between the width and the length.
Q10 Students may need help identifying that they must find the length of the 12 cm side
which is part of the overall perimeter.
Differentiation
Support
Q3 Make sure that students understand that in a regular polygon, all the sides have the
same length.
Q5 Make sure students know which sides are of equal lengths.
Stretch
Q4 Ask students for a simplified equation for the perimeter of a rectangle expressed in
terms of the width and the length (perimeter = 2(width + length)).
Q6c How many different ways can you find to calculate the perimeter?
Q9b Would it be true if a right-angled triangular piece was removed from the field?
Plenary
Explore
How much fencing is needed for an L-shaped field?
What are the lengths of the different parts of the field? The perimeter is the sum of all the
different lengths of the sides of the field.
Reflect
This metacognitive task asks students to think about the different methods they have
used for working out the perimeter of a shape. Students may recognise how a diagram
makes it easier to visualise a problem, and to ensure they have captured all relevant
information. They may also understand that algebra can be used when calculating the
perimeters of regular shapes.
Homework
8.3 Area
Objectives
• Calculate the area of squares and rectangles.
• Calculate the area of compound shapes made from rectangles.
• Solve perimeter and area problems.
• G7.1D Calculate the areas of squares and rectangles and shapes made from
rectangles.
• G7.1E Solve perimeter and area problems.
Resources
• 8.3 Answers
• Squared paper
Key words
Area, compound shapes, squared

• Multiplying by 2 when squaring. Use an image of squares to remind students that
the equal sides are multiplied together, not by two.
• Not knowing or recognising square roots of square numbers. Encourage students
to learn the square numbers up to 100.
Confidence
Why learn this?
Carpet fitters need to calculate the area of the room when they lay carpets.
Carpets are often priced and sold by the square metre, so carpet fitters need to know
how much a carpet will cost, based on the area.
Fluency
• Multiply integers.
Explore
How much will it cost to carpet a U-shaped room?
What are the areas of the different parts of the room? How much does carpet cost per
square metre?
notes below.
Main lesson
Warm up
• Find the perimeter of a square and a rectangle.
• Simplify some simple algebraic expressions.
Main teaching
• Pictorial Display an image of a sports pitch (such as a football, rugby or hockey
pitch), or a sports court (such as a basketball or badminton court).
Remind students about the difference between perimeter and area, i.e. that the
perimeter is the distance of the white line around the edge of the court and the area
is the space within the court.
• Using squared paper, show how to count the squares to find the area. Count the
squares across (in columns) and the squares down (in rows). and show that the
area can be found by multiplying the numbers of squares across by the number of
squares down.
• Write this calculation as the equation area = length × width. Explain the units of
area as squared units such as cm², m².
• Show a rectangle on squared paper with the length and width clearly labelled. Use
the formula to calculate the area, and then count the squares to confirm the answer.
• Show a compound shape comprising of two rectangles and ask for ideas about how
to calculate the area. Elicit the idea of splitting the shape into separate rectangles
and then adding the areas of the separate rectangles.
Question notes
Q4d Take care with units. One side is given in millimetres and one in centimetres.
Students can choose which to convert, but make sure they give the answer in the correct
square units.
Q6 Get students to work systematically, working out the total area = area 1 + area 2
Q7 Discussion How many different ways are there to work out the area of the floor?
Students should be able to see that the area could be calculated in several ways,
depending on how you break up the compound shape. Discussion should draw out the
easiest calculation in this instance.
Q8 Students should recognise 81 = 9²
Q9 Problem-solving / Reasoning Students need to be able to remember the factor
pairs of 24.
Differentiation
Support
Q11 Students might need to be reminded how many sides hexagons and octagons have.
Stretch
Q7 What is different about calculating the area and the perimeter of a large rectangle
with a smaller rectangle cut off from one corner? The perimeter is the same with the
smaller rectangle cut off, but the area is reduced.
Q8 Provide additional questions using larger square numbers.
Plenary
Explore
How much will it cost to carpet a U-shaped room?
What are the areas of the different parts of the room? How much does carpet cost per
square metre?
A U-shaped room will be split into a number of separate areas. The area of each part
needs to calculated separately, and then added together to get the total area. In real life,
it’s likely you would need to buy more than the calculated area to allow for the shape.
Reflect
This reflective task demonstrates to students how they went about calculating areas.
They should offer the strategies they have used, particularly with compound shapes,
and they should be able to summarise the types of information needed – dimensions
and shapes.
Homework
8.4 3D solids
Objectives
• Identify properties of 3D solids, including cubes, cuboids and prisms.
• Identify reflective symmetry in 3D solids.
• G7.4C Identify reflective symmetry in 3D shapes.
Resources
• 8.4 Answers
• Different 3D objects (optional)
Key words
Face, edge, vertex (plural vertices), plane of symmetry
• Failing to visualise a shape from a 2D representation. Concrete If possible have
shapes available so that students can physically see a shape to help visualise how it
is constructed.
• Some students struggle to see planes of symmetry in three dimensions.
• Assuming that a rectangle has a diagonal line of symmetry and a cuboid has a
diagonal plane of symmetry.
• Failing to see planes of symmetry through all faces of a 3D shape, e.g. a prism does
only have planes of symmetry through the opposite faces.
Confidence
Why learn this?
3D models are built to scale from 2D plans.
Architects and builders use 3D models to help show people what new buildings are
going to look like.
Fluency
• Reviews the names of common 2D shapes.
Explore
Which solid has the most planes of symmetry?
What is meant by a plane of symmetry? How do we identify planes of symmetry on 3D
shapes?
notes below.
Main lesson
Warm up
• Ask students to name some common 3D solids and the 2D shapes that form the
faces.
Main teaching
• Ask students what they know about faces, edges and vertices.
Draw a cuboid and a hexagonal prism on the board. Ask the students to count the
faces, edges and vertices.
Draw this cuboid on the board. Ask students for the dimensions of the faces (sides)
of the cuboid.
• Remind students about lines of symmetry in 2D shapes. Show common 2D shapes

(square, rectangle, equilateral and isosceles triangles, etc) and ask students to
identify the lines of symmetry. It may help to talk about mirror lines.
• Explain that 3D shapes have planes of symmetry in the same way as 2D shapes
have lines of symmetry. Show a cube (in 3D if possible, a picture otherwise). Ask
students to show where the lines of symmetry are on one face – through the middle
of the face in two orientations and across the diagonal. How many planes of
symmetry does the cube have? Are they the same as the lines of symmetry on the faces
of the cube? Don’t forget to look at all the faces of the cube.
• Repeat for other cuboids. Students should see that lines of symmetry on the faces
through the mid-points of the faces are also planes of symmetry, but that lines of
symmetry on diagonals may not be planes of symmetry.
• Repeat for other prisms (triangular, pentagonal). Identify the lines of symmetry on
the faces and the planes of symmetry. Are there other planes of symmetry apart
from the ones through the faces?
• Now show a sphere. What can you say about the planes of symmetry of a sphere?
Question notes
Investigation Reasoning
The number of faces (F), edges (E) and vertices (V) is shown in the table below.
Students should find that the rule (Euler’s Rule) is F + V = E + 2

The rule is for solids whose faces are polygons. A circle is not a polygon (it does not
consist of straight edges) so the rule does not apply to a cone, sphere or cylinder.
Students could discuss how many faces, edges and vertices they think these shapes
might have and see whether the rule does work or not.
Q6 Students might find it helpful to sketch the shapes and the planes of symmetry.
Encourage them to look at each face in turn.
Differentiation
Support
Q3 It may help to provide models of a cube, cuboid and a triangular-based prism.
Q4 It may help to provide a model of a square-based pyramid.
Stretch
Q6 What can you say about the planes of symmetry of each shape? They all intersect in
the middle of the object.
Plenary
Explore
Which solid has the most planes of symmetry?
What is meant by a plane of symmetry? How do we identify planes of symmetry on 3D
shapes?
A plane of symmetry is an imaginary plane cut through the shape to create two identical
halves of the shape. Students should recognise that a sphere has an infinite number of
planes of symmetry. Any plane that goes through the centre, in any orientation, is a
plane of symmetry.
Reflect
This task encourages students to review what they have learned in this lesson and to
consider what more they might learn about the topic. Asking about one thing you want
to find out more about encourages deeper thinking into the topic.
Homework

8 Check up
Resources
Test question notes

Metric measures
Q3 This tests knowledge of units and conversion of units.
Perimeter and area

Q4 This tests understanding of the term ‘perimeter’.
Q5b This tests ability to convert units and express area correctly.
Q7 Students should recognise that 9 is a square number.
Q8 This requires problem-solving skills to find the missing dimensions.
Q10 This tests whether students can see how to equate two expressions to find an
unknown.
Q11 This tests the ability of students to find factor pairs of 12.
3D shapes
Q12 This tests ability to visualise the pentagonal prism.
Q13 This tests whether students are systematic in investigating each face for symmetry.
Challenge
Q15 Students need to see that 9 is a square number to find the dimensions of the
square. Parts b to d will test their problem-solving skills.

Resources
• Calculator

Lesson 1
Which shape has the largest perimeter? Give the students the following problem:
Using only regular polygons, I have a triangle of side length 12, a square of side length
11, a pentagon of side length 10, a hexagon of side length 9, a heptagon of side length 8,
an octagon of side length 7, a nonagon of side length 6, a decagon of side length 5 and so
on.
Which shape has the biggest perimeter? Which shape will be the first to have a smaller
perimeter than the triangle? This activity can be differentiated by using larger numbers.
Lesson 2
What do we know about symmetry in 2D shapes? How do we use what we know about
symmetry in 2D shapes to explore planes of symmetry in 3D shapes?
Show students pictures of regular and irregular 2D shapes. They should be able to
identify the lines of symmetry where they exist. 2D shapes can have lines of symmetry
even when they aren’t regular polygons. Ask students for examples.
Do the same exercise with 3D shapes and their planes of symmetry. Relate the 2D lines
of symmetry to 3D planes of symmetry.

Metric measures
Q2 Students need to multiply by different powers of 10.
Q3 Students need to divide by different powers of 10.
Q4b, c Students may need reminding how to find the mean and median.
Perimeter and area

Q2c, d Make sure students get the perimeter and the area the right way round.
Q3 The correct units must be used for perimeter and area.
Q7 Work out the missing dimensions first.
3D shapes
Q3 If students struggle with this, get them to look at the faces that the planes go through
and identify the lines of symmetry on these faces.
Q4 Students may only look at the planes through the triangular faces.
Enrichment
Q1 STEM Eliminate the hedgehogs that are too light, then look at the BMI value.

Q1 Modelling Encourage students to look at the data before calculating. Are there any
anomalous results? Discuss with the class the impact of removing some of the data. Do
you think this is fair?
Q1a Students must see that they need to convert the distances in centimetres to metres
in order to calculate the average in metres.
Q2 Students should break this down into stages, working out the perimeters of each
shape and expressing the perimeter of the square as an algebraic expression.
Q7 Strategy Encourage students to look for counter-examples.
Q9 Students should be able to visualise these shapes, even if they have not encountered
them before. A prism is shown in the question.
Q10 Discussion Which method do you prefer? Why? Students can state their own
personal preference. In this case the first method is likely to be preferable because the
numbers are given in this way as it makes this method easier. Students should be aware
of both methods: sometimes the method they least prefer might be a lot easier.
Q12 For the purposes of this question, assume NF3 is a flat molecule (i.e. the centres of
each atom lie on the same plane).
Q13 Students may split the shape into different sets of rectangles.
Investigation This focuses on discovering the relationship between cm² and the
equivalent number of mm². Students can work individually or in pairs. Students should
be able to see that
1 m² = 10 000 cm², and that 1 km² = 1 000 000 m².
Reflect: Strengthen
In this reflective task, students should look back to see where diagrams helped them.
They may recognise that drawing diagrams helps clarify ideas about shape and
relationships between 2D and 3D shapes.
Reflect: Extend
This task asks students to consider how to demonstrate whether mathematical
statements are true. The most likely method they would use would be to present a
counter-example. They may also be able to use an algebraic statement. This task
involves an introduction to ideas of mathematical proof.
End of Unit 8 test: Measures and shapes

End of term 2 test: Units 5 to 8
9.1 Sequences
Objectives
• Work out the terms of an arithmetic sequence using the term-to-term rule.
• Work out a given term in a simple arithmetic sequence.
• A7.2A Describe simple pattern or number sequences.
• A7.2B Find or generate terms of a sequence using a term-to-term rule.
• A7.2D Generate terms of a sequence using a simple position-to-term rule given in
words.
Resources
• 9.1 Answers
Key words
Sequence, terms, finite, infinite, ascending descending, arithmetic sequence, common
difference, integers, 1st term, term-to-term rule

• Assuming the 5th term of a sequence is n then the 10th term is 2n. Look at the 2nd
and 4th, 5th and 10th etc. terms of arithmetic sequences and discuss whether they
are double one another. Discuss why this system will not work.
Confidence
Why learn this?
Economists spot patterns and sequences when they are predicting trends in
business growth.
Banks and investors are advised by economists to work out whether a business will get
bigger or smaller when they are deciding how to invest their money.
Fluency
• Multiples.
• Finding a value halfway between two others.
Explore
How long will it take you to count in 2s up to 1 million?
notes below.
Main lesson
Warm up
• Find the next three terms in linear sequences.
• Find missing terms in simple sequences.
Main teaching
• Introduce the word ‘sequence’ and the idea that it can be ascending/descending
and finite/infinite.
• Explain that each number is called a term.
• Draw out how we might describe a sequence using the first term and term-to-term
rule.
• Introduce the terminology ‘arithmetic sequence’ and the definition.
• Look at some examples of arithmetic sequences, finding the next few terms.
• Draw out a method for finding the 20th term (first term + 19 × common
difference).
• Extend the method to any term in an arithmetic sequence.
Question notes
Q4 Remind students of the definition of multiples, squares and primes.
Q7 Discussion What type of sequence do you get from a positive common difference? …
a negative common difference? Positive common difference: ascending; negative
common difference: descending
Q9b Encourage students not to simply ‘count on’ to solve this problem. Discuss the fact
that many lots of 2 will need to added to make the total more than 40.
Discussion How did you work out the answer to part b? Is there a quick way to work out
the answer? Add (2 × 9) to 1.
Q10c Discuss why it might be useful not to have to find all the terms in between if you
wish to find the 100th term.
Differentiation
Support
Q5 To find the term-to-term rule we have to calculate the 2nd term and subtract the 1st
term.
Q6 If the differences between the 1st and 2nd terms, and the 2nd and 3rd terms, and the
3rd and 4th terms are all equal then the sequence is arithmetic. The ‘gaps’ between
terms must be the same.
Stretch
Q11 Modelling / Reasoning When could you expect values to increase/decrease
arithmetically?
Plenary
Explore
How long will it take you to count in 2s up to 1 million?
There are 500 000 even numbers between 0 and 1 million. If you assume it will take an
1 1
average of a second to count each number then: 500 000 × = 250 000 seconds =
2 2
69.4 hours ≈ 3 days!
Reflect
This reflective task encourages students to think carefully about what a sequence is, and
so how they recognise and understand sequences. It also encourages them to
acknowledge that though other students may have written different definitions, these
may be just as valid.
Homework
9.2 The 𝑛th term

Objectives
• Work out and use expressions for the 𝑛th term in an arithmetic sequence.
• A7.2E Use linear expressions to describe the nth term of simple sequences.
• A7.2F Solve problems involving sequences.
Resources
• 9.2 Answers
Key words
General term

• If the common difference is 3 the general term is always 3𝑛.
Confidence
Why learn this?
Surveyors need a general rule to work out the materials needed for different
heights of building.
Have a look at some different buildings in your local area. How would you work out how
much material was needed to build them?
Fluency
• Finding the 10th term of sequences of multiples.
Explore
How many windows do you need for a row of 100 beach huts?
notes below.
Main lesson
Warm up
• Identify the term-to-term rule for an arithmetic sequence.
• Substitute positive values into linear algebraic expressions.
• Solve one- and two-step equations.
Main teaching
• Remind students of the new vocabulary introduced in the previous lesson.
• Explain that a sequence can be described by giving a general term.
• Find the first few terms of a sequence given the general term. (Use 2𝑛, 3𝑛, 4𝑛)
• Draw out how the general term might be found by looking at the sequence (use the
examples of the multiples of 2, 3 and 4 that are on the board)
• Display the sequence: 4, 7, 10...
• Draw out that it is one more than the multiples of 3 by looking at differences. Hence
the general term is 3𝑛 + 1
Question notes
Q4 Discussion How else could you describe these sequences? The multiples of 5, 7 and
12.
Q5 Reasoning Discussion Is it easier to find a term of a sequence using the general term
of a sequence or the 1st term and the term-to-term rule? Explain your answer. It’s easier
using the general term since you can find any term without finding the terms in
between.
Q6 Encourage students to notice that the common difference is equal to the coefficient
of 𝑛 in the general term.
Q9, Q12 Students could draw up tables of values to help them identify the relationship
between the term number and the sequence, e.g.
Q10, Q12 Students could draw up tables (as in Q9) to record their answers. This will
also help support the relationship between the common difference and the coefficient of
𝑛 in the general term.
Q10 Discussion How does the common difference relate to the general term in each
sequence? The common difference is the coefficient of 𝑛.
Q18 Encourage students to use the general term rather than counting on.
Differentiation
Support
Q14 What are the first few terms in the sequence? What other way could they be
described?
Q15 Encourage students to look at how they answered Q14.
Stretch
Q17 How can you tell if all the terms in a sequence will be odd/even or whether they are a
combination?
Plenary
Explore
How many windows do you need for a row of 100 beach huts?
Discuss how many windows each beach hut has. Are there more on the beach huts at
the end?
Reflect
This metacognitive task asks students to think about the different ways a general term
can be used. It encourages them to see the nth term as a useful formula as well as a term
itself.
Homework
9.3 Pattern sequences
Objectives
• Generate sequences and predict how they will continue.
• Recognise geometric sequences and work out the term-to-term rule.
• A7.2A Describe simple pattern or number sequences.
• A7.2C Recognise different types of sequences.
Resources
• 9.3 Answers
Key words
Consecutive, geometric sequence

• Assuming all sequences increase arithmetically.
Confidence
Why learn this?
Identifying patterns in nature can help biologists spot population growth or
decline in the animal kingdom.
A decline in populations might lead to extinction if nothing is done to protect animal
species.
Fluency
• Finding terms in the sequence of multiples of 2 and identifying an arithmetic
sequence.
• Substitution
Explore
What is the half-life of a radioactive substance?
notes below.
Main lesson
Warm up
• Draw the next term in a sequence of simple patterns.
• Triangular and square numbers
Main teaching
• Remind students of the definition of an arithmetic sequence.
• Display: 2, 4, 8, 16 ...
Discuss why this is not arithmetic and introduce the concept of geometric.
• Explain that a geometric series can be described by giving the first term and the
term-to-term rule.
• Ask students to suggest first terms and rules for a geometric sequence.
• Challenge students to suggest a sequence that is neither arithmetic nor geometric.
Question notes
Q6 Suggest looking for a multiplying factor if the sequence is not arithmetic.
Discussion Is the sequence in part c geometric? Geometric, since you are multiplying by
1
2
Q9 Remind students of the priority of operations.
Investigation Suggest different colours for the offspring of different rabbits. Also work
out the number of children ‘Rabbit 1’ has, then ‘Rabbit 2’ and so on.
Differentiation
Support
Q6 Explain all the rules are ‘multiply by …’
Investigation Simplify the problem by asking them to work out how many rabbits there
will be after 3 months, then after 6 months.
Stretch
Q10 Can you design a Fibonacci style sequence using positive numbers with a fifth term
of 7? No. Hint: work backwards.
Plenary
Explore
What is the half-life of a radioactive substance?
The half-life of a radioactive substance is the length of time it will take for the level of
1
radioactivity to decay by
2
The half-life can be viewed as a geometric sequence where the term-to-term rule is
‘divide by 2’, e.g. The half-life of radon is 3.8 days, so if you started with 10 radioactive
atoms after 3.8 days there will only be 5 atoms.
Reflect
This metacognitive task encourages students to think about the types of geometric
sequences that exist, and challenges the misconception that geometric sequences are
always increasing.
Narayani could have been thinking of the geometric sequence 2, 4, 8, 16, 32, ... and the
arithmetic sequence 2, 4, 6, 8, 10, ... Here, multiplying by 2 has a more 'dramatic' effect
than simply adding 2 each time.
Uzma could have been thinking of a geometric sequence where the multiplier is 1.1,
giving a sequence that is close to constant: 3, 3.3, 3.63, 3.993
Students should experiment with different types of numbers to multiply by or add, and
see what effect that has on the sequence. Using a spreadsheet is a good way for them to
see the effect more quickly.
Homework
9.4 Coordinates and line segments

Objectives
• Use positive and negative coordinates.
• Work out the midpoint of a line segment.
• A7.3D Find the midpoint of a line segment given the coordinates of the endpoints.
Resources
• 9.4 Answers
Key words
Coordinate, line segment, 𝑥-axis,𝑦-axis, origin

• Mixing 𝑥 and 𝑦 coordinates.
• In Q4 remind students of the ‘along the runway before taking off’ method.
• Adding –1 + 7 to give 8
Confidence
Why learn this?
Air traffic controllers use the coordinates of aircraft and plot their journeys to
ensure there are no accidents.
Areas around airports can be very busy with a lot of planes taking off and landing. Using
coordinates lets air traffic controllers track the course of all the planes to keep them a
safe distance apart.
Fluency
• Halving whole numbers, adding a negative to a positive, order of operations.
Explore
How do you tell a computer to display graphics in the bottom left corner of the
screen?
notes below.
Main lesson
Warm up
• Coordinates in the first quadrant.
Main teaching
• Remind students how to plot coordinates in the first quadrant and extend to all
four quadrants.
• Ask students to plot the points (–2, 3) and (–2, 7). They then join them. Explain this
is a line segment.
• Work though finding a midpoint using the graph. Elicit how to find the midpoint
without plotting the points.
• Find the midpoint of the points (2, 7) and (–4, 2) without plotting them.
Question notes
Q3 Discuss whether the line segments are horizontal or vertical.
Discussion How could you find the distance between (2, 7) and (2, 3) without plotting
them? Does this work for (3, 1) and (5, 6)? By finding the point halfway between both
the 𝑥 and 𝑦 coordinates separately.
Q7, Q8 Provide a coordinate grid, if necessary.
Q8 Remind students how to add a negative value to a positive value.
Differentiation
Support
Q7 Encourage students to plot and then discuss with them how they might find the
midpoint without plotting.
Q8 Simplify the question by replacing negative coordinates with positive values.
Stretch
Q8 If the midpoint of a line is (3, 5) what are the possible endpoints?
Plenary
Explore
How do you tell a computer to display graphics in the bottom left corner of the
screen?
A coordinates system is used: the number of pixels along the horizontal axis and then
the number of pixels up the vertical axis.
Reflect
This reflective task encourages students to recognise common mistakes, including
stating the 𝑥 and 𝑦 coordinates the wrong way around (Freya), and forgetting the
negative sign for points below the 𝑥-axis (Stef). Only Melanie is correct. It then asks
students to write a hint about reading coordinates, thus reinforcing the correct method.
Homework
9.5 Graphs
Objectives
• Draw straight-line graphs.
• Recognise straight-line graphs parallel to the axes.
• Recognise graphs of 𝑦 = 𝑥 and 𝑦 = –𝑥
• A7.3A Recognise, name and plot graphs parallel to the axes and the graphs of 𝑦 = 𝑥
and 𝑦 = –𝑥
• A7.3B Plot straight-line graphs using a table of values.
Resources
• 9.5 Answers
• Coordinate grids for various questions
Key words
Graph, equation

• Assuming graphs of the form 𝑥 = 𝑎 are parallel to the 𝑥-axis and 𝑦 = 𝑎 are parallel to
the 𝑦-axis.
Confidence
Why learn this?
Meteorologists plot graphs to show trends in data and predict future weather.
It’s important to try and predict future weather so people can prepare themselves for
any dangerous weather, such as flooding.
Fluency
• Order of operations including negative numbers.
Explore
Do two straight lines always cross? Can they cross more than once?
notes below.
Main lesson
Warm up
• Calculate missing values in 2-step function machines.
• Substitute value of 𝑥 into simple linear equations.
Main teaching
• Show students the graph of 𝑥 = 2 and draw out the fact that any point has 𝑥-
coordinate 2.
Repeat for 𝑦 = 3 (always have 𝑦–coordinate 3).
• Discuss how 𝑥 = 2 is parallel to the 𝑦-axis and 𝑦 = 3 is parallel to the 𝑥-axis.
• Explain that the equation of a graph describes the relationship between the 𝑥 and 𝑦
coordinates.
• Use the example of 𝑦 = 𝑥 + 1 (the 𝑦-coordinate is always one more than the 𝑥
coordinate).
• Draw a table of values giving positive and negative values of 𝑥 and draw out
corresponding values of 𝑦.
• Plot the graph on the coordinate axis.
• Repeat for graph of 𝑦 = 4𝑥 – 10, discussing your choice of 𝑥-coordinates and the
coordinate axis required to plot the graph.
Question notes
Q4 Discussion Which axis is the graph of 𝑥 = 6 parallel to? The 𝑦-axis.
Q5 Discussion Which axis is the graph of 𝑦 = 2 parallel to? The 𝑥-axis.
Q6–Q12 Provide coordinate grids.
Investigation This may be carried out as a whole-class investigation or using ICT with
students discussing the properties of the graphs.
Differentiation
Support
Q5 Ask students to list some of the coordinates of points that lie on these lines before
plotting.
Q9–Q11 Replace the negative values of 𝑥 with positive values.
Stretch
Q11 What is the minimum number of coordinates you need in order to be able to plot a
straight-line graph?
Plenary
Explore
Do two straight lines always cross? Can they cross more than once?
No, if they are parallel they don’t cross. Discuss which two are parallel in the exercise.
They cannot cross more than once.
Reflect
This metacognitive task encourages students to reflect on the aspects of graphs that
they find easy and hard, and so where they may require more help or work to improve
understanding. In doing so, it urges students to take responsibility for their own
learning.
Homework
9.6 Working with graphs

Objectives
• Draw graphs that represent relationships.
• Solve problems involving coordinates and straight lines.
• A7.3C Draw graphs to represent relationships.
• A7.3E Solve problems involving coordinates and straight lines.
Resources
• 9.6 Answers
• Square grid paper
Key words
Coordinates, coordinate grid, coordinate pair

• Misreading axis scales. Advise students to read the graphs’ titles and axis labels,
then look carefully at the axes and work out what each square represents before
answering the question; encourage them to use a ruler to read off values or follow
the grid lines with their finger.
• Confusing 𝑥- and 𝑦-coordinates (especially when one or the other is 0). Resolve by
giving students lots of practice before the lesson, so they become fluent.
• Confusing positive and negative coordinates. Resolve by encouraging students to
relate the coordinate grid to a number line.
Confidence
Why learn this?
Scientists can draw graphs to see how two variables relate to one another.
Fluency
• Finding terms in sequences.
Explore
Do the age and value of a car form a straight-line graph?
Most cars lose value as they get older. If you want to buy a used car, it helps to know how
much you need to spend to get a car of a certain age.
notes below.
Main lesson
Warm up
• Reading and plotting points on a coordinate graph.
• Reading values from a real-life graph.
Main teaching
• Pictorial Display the following graph.
• What does this graph show? (the amount charged by an electrician by the hour).
• Explain the call-out charge, which is the cost for 0 hours.
• Ask questions to check that students can read values off the graph. How much does
it cost for 3 hours? ($65).
• A customer pays $80 for a repair job. How long did the electrician take for the work?
(4 hours).
• Pictorial Display a coordinate grid, with both axes numbered from 0 to 6. Explain
that the horizontal axis is the 𝑥-axis and the vertical axis is the 𝑦-axis. Plot the point
(4, 3) and label it A. Demonstrate reading off the 𝑥-coordinate and explain that this
is the 𝑥-coordinate. Repeat with the 𝑦-coordinate and explain that points on a
coordinate grid are represented by coordinate pairs. The plotted point is
represented by the coordinate pair (4, 3).
• Plot another point, such as (1, 4) and label it B. What is the 𝑥-coordinate? What is
the 𝑦-coordinate? How do we write the coordinates? Write up the answers as you go.
Repeat with more points. As students become more confident, omit the first two
questions and just ask What are the coordinates? Include pairs where both
coordinates are the same, e.g. (3, 3), or where one is 0.
• Display a fresh grid, with both axes numbered from 0 to 6. Ask students to tell you
how to plot the point (3, 6). Call out points and ask individual students to come up
and plot them.
• Display a coordinate grid with both axes numbered from –6 to 6. Again, plot points
and ask What are the coordinates? focusing first on coordinates with negative 𝑥-
coordinates. Repeat with points in each quadrant.
• Explain that we can write the 𝑥- and 𝑦-values in a table. Display a table similar to
the table in Q2 and write in the 𝑥-values. When 𝑥 is 0, what is the value of 𝑦? Write in
the 𝑦 value for 0. Repeat to complete the table.
• How could we show these values on a graph? Establish that we can write the 𝑥- and
𝑦-values as coordinates. Say, for example, When 𝑥 = 0, 𝑦 = 0. How do we write this as
coordinates? Write up (0, 0). Repeat for the other coordinates.
Question notes
Q3 Check students choose suitable scales for the axes. It will be easier to answer the
questions if they use 2 squares per hour on the 𝑥-axis.
Q5e Reasoning Responses could be anywhere from 300 g upwards. Stress that it’s
impossible to give a more precise answer from the information you are given.
Q6b There is only one possible answer for part 𝐢 (square), but multiple answers for
parts 𝐢𝐢-𝐢𝐯.
Differentiation
Support
Q3, Q4 Some students might think that graphs need to go through the origin. Explain
that this isn’t always the case.
Q6 Some students may need reminding about the different quadrilaterals
Stretch
Q5e Reasoning How could you find out what the elastic limit is?
Q7 Describe the difference between the lines plotted for 𝑦 = –𝑥 + 2 and 𝑦 = –𝑥 – 2
Plenary
Explore
Do the age and value of a car form a straight-line graph?
Most cars lose value as they get older. If you want to buy a used car, it helps to know how
much you need to spend to get a car of a certain age.
Use a magazine or website to look at the prices of used cars. Most cars lose a lot of value
in the first year, and then less in following years, so the age and value probably don’t
form a straight-line graph.
Reflect
This reflective task encourages students to reflect on the aspects of graphs that they find
easy and hard, and so where they may require more help or work to improve
understanding. In doing so, it urges students to take responsibility for their own
learning.
Homework

9 Check up
reflect on their level of confidence and helps them to choose their next step:
Resources
• Coordinate axes for some of the questions
Test question notes

Sequences
Q1 Tests understanding of the term ‘term-to-term rule’.
Q3 Tests understanding of the term ‘arithmetic sequence’.
Q7 Tests the distinction between arithmetic and geometric sequences.
Graphs
Q11 Tests students’ understanding of the equations of graphs parallel to the 𝑥- and 𝑦-
axis.
Q12 Tests students’ ability to follow the priority of operations and calculate with
negative numbers
Q14 Tests students’ recognition of the graphs 𝑦 = 𝑥 and 𝑦 = –𝑥
Challenge
Q18 Can students answer this without writing out all the terms?
Q20 There are lots of answers to this. Encourage students to go beyond the obvious.

Resources
• Graph paper (Extend only)

Lesson 1
Invite two pupils to give you a whole number each. Display these as the first two in a
sequence and discus how the sequence continues. Extend to discussing whether it is
arithmetic, geometric or neither.
Lesson 2
Using a graph-sketching package, display the graphs of: 𝑥 = 2, 𝑦 = 5, 𝑥 = –4, 𝑦 = –3.5, 𝑦 = 𝑥,
𝑦 = –𝑥. Invite students to suggest their equations.

Sequences
Q5 Write out the sequence and show the number added, drawing loops between terms.
Discuss how many more ‘loops’ you need to draw to find the 10th term.
Q9 Encourage students to draw a table of values for each of these questions.
Graphs
Q1 When 𝑥 is constant, the line is parallel to the 𝑦-axis.
Q2 When 𝑦 is constant, the line is parallel to the 𝑥-axis.
Q4 Provide a coordinate axis for these questions.
Q6 Pictorial Show students the graph of 𝑦 = 𝑥 and 𝑦 = –𝑥 and ask them to find the
coordinates on the grid and see which line they are on.
Q7 Pictorial Encourage drawing the line segments.
Enrichment
Q2 Students may not realise this is a sequences problem.

Q1 Modelling Discussion Are these predictions sensible? No, the profits will be affected
by a recession or a growth of the business so are unlikely to increase in a linear fashion.
Q4 Problem-solving Plot the points.
Q10 Reasoning Draw the line on the grid and work out the equation of the line.
Discussion Does the graph in part 𝐜 go through point 𝐷? No since graph is 𝑦 = 𝑥 and D is
the point (4, 3).
Q22 Reasoning Start by looking at the differences between consecutive terms.
Investigation
2 First difference: 3, 5, 7, 9, …
3 Second difference: 2, 2, 2, 2, …
4a First difference: 3, 5, 7, 9, … second difference: 2, 2, 2, 2, ...
4b First difference: 3, 5, 7, 9, … second difference: 2, 2, 2, 2, ...
4c First difference: 6, 10, 14, 18, … second difference: 4, 4, 4, 4, …
For 𝑛3:
First difference: 7, 19, 37, 61, 91, …
Second difference: 12, 18, 24, 30, …
Third difference: 6, 6, 6, 6, …
Reflect: Strengthen
This reflective task encourages students to notice the most common mathematics words
in a unit, and so the most important words to understand. In this case, the words are
term and coordinates. Students are asked to define them in their own words, to
reinforce their meaning.
Reflect: Extend
This metacognitive task asks students to bring together everything they have learned in
this unit and consider how it has been about following patterns. Therefore, students
may write sentences such as ‘Sequences in diagrams always add the same number of
tiles each time, so follow a pattern’; ‘A term-to-term rule is all about following the same
pattern to make a sequence‘; ‘Coordinates of straight line graphs add the same to the 𝑥-
value each time, and the same to the 𝑦-value each time, so they follow a pattern.
End of Unit 9 tests: Sequences and graphs

10.1 Congruency and enlargements
Objectives
• Identify congruent shapes.
• Use the language of enlargement.
• Enlarge shapes using given scale factors.
• Work out the scale factor given an object and its image.
• G7.5G Identify congruent shapes.
• G7.5H Enlarge shapes using positive-integer scale factors (without a centre of
enlargement).
• G7.5I Work out the scale factor given an object and its image.
Resources
• 10.1 Answers
• Ruler
• Centimetre squared grid paper
• Tracing paper
• Geometry software or alternative prepared 2D shapes
Key words
Congruent, enlargement, scale factor, object, image

• Confusing similar shapes and congruent shapes. Reinforce: similar shapes are the
same shape, but can be different sizes; congruent shapes are the same shape and
size. Use short starter activities to highlight the difference.
• Not understanding enlargement as a multiplicative relationship. Use dynamic
geometry software or similar electronic images that model enlargement by a scale
factor.
Confidence
Why learn this?
Logo designers must think about what a logo will look like when enlarged from
their drawing on to big advertisements.
A good logo can be a very powerful tool to help sell products and services. Think about
some of the big businesses you are familiar with. What do their logos look like?
Fluency
• Multiplying integers
Explore
Does Andy Warhol use congruency in any of his art works?
Andy Warhol was an American artist who used a lot of repeated images in his work, such
as portraits of film stars.
notes below.
Main lesson
Warm up
• Identify identical shapes.
• Simple single-digit multiplication and division.
Main teaching
• Pictorial Using dynamic geometry software or prepared images, show two
congruent images and one enlargement of them. Do the shapes look the same? Move
one of the congruent images so that it is directly over the other congruent image.
Say that this is a test of whether two shapes are congruent.
• Move one of the congruent shapes next to the enlarged image. Do the angles look
the same? Yes. Is it the same size? No. Describe what has happened to the shape.
Draw out the word ‘enlarged’ or ‘enlargement’. Explain the crucial difference
between congruent and enlarged or similar shapes.
• Next, display the original image and reflect it or rotate it. Is this still congruent or
not? It is. Make clear to the students that shapes are regarded as congruent if they
are the same shape and size even if they are in a different orientation. We can test
for congruency by flipping (or reflecting) the shape or rotating it.
• Display a simple shape such as a rectangle. Describe how enlargement means to
change the size of the shape and introduce the term ‘scale factor’. Show how a scale
factor of 2 means multiplying the lengths of all sides of the rectangle by 2. Test
understanding of congruency by asking Is the bigger shape still congruent with the
smaller original?
• Repeat the enlargement with triangles and more complicated shapes. In each case,
show how the enlargement factor must be applied to all sides of the shape.
Question notes
Q3 Discussion Which countries use congruent shapes in their flags? This puts
congruence into the context of flags. Some students will not be aware that the blue
triangles in the Union Jack are not all congruent. Are all the bars in the UAE flag the same
size and shape? Are the red and blue parts of the South African flag congruent?
Investigation Problem-solving Pentominoes using five squares to create a shape.
Students find as many different (non-congruent) shapes as they can (there are twelve).
Rotations and reflections (see main teaching) count as congruent.
Q9 This links to ratio, as students need to connect the scale factor of the enlargement to
the multiplicative changes in length.
Q10 Reasoning Ensure that students do not confuse perimeter and area here, as the
relationships are different.
Differentiation
Support
Q6 STEM Some students may need help identifying congruent shapes in different
orientations (such as shapes H and I). Get students to use different colours to colour in
pairs of congruent shapes.
Stretch
1
Q7 Encourage students to consider what a scale factor of would do to the image.
2
Plenary
Explore
Does Andy Warhol use congruency in any of his art works?
Andy Warhol was an American artist who used a lot of repeated images in his work, such
as portraits of film stars.
A quick online search of Andy Warhol art images shows that he used repeated and
congruent images frequently. Students have learned from this lesson what congruent
means.
Reflect
This task asks students to think about places where they regularly see similar shapes.
They should be encouraged to consider what they see in daily life and how enlarged
shapes are used.
Homework
10.2 Reflection
Objectives
• Recognise and carry out reflections in a mirror line.
• Reflect a shape on a coordinate grid.
• Describe a reflection on a coordinate grid.
• G7.5B Recognise and carry out reflections in a mirror line.
• G 7.5C Reflect a shape on a coordinate grid, describe a reflection on a coordinate
grid.
Resources
• 10.2 Answers
• Geometry software or alternative
• Squared paper
• Tracing paper
Key words
Reflection, transformation, mirror line, lines of reflection, equations

• Errors in reflections of non-vertical and horizontal lines. These can be modelled
using dynamic geometry software. Common misconceptions around reflecting in
the line 𝑥 = 𝑦 can also be addressed by using tracing paper.
Confidence
Why learn this?
Symmetry and reflections are used a lot in science. Scientists use the reflection of
light to measure distances, such as the distance between the Earth and the Moon.
What is the distance between the Earth and the Moon? What can scientists use this
information for?
Fluency
• Identify the 𝑥-axis and 𝑦-axis.
• Read coordinates in the first quadrant.
Explore
What symmetries are there in nature?
Do you see symmetry in plants? Or in animals?
notes below.
Main lesson
Warm up
• Plot coordinates in all four quadrants.
• Match lines of the form 𝑥 = 𝑛, 𝑦 = 𝑛 and 𝑦 = 𝑥 to their equations.
Main teaching
• Use dynamic geometry software to demonstrate how shapes can be reflected in a
mirror line when the mirror line is not an edge of the shape. Moving the mirror line
away from the shape will show that the image also moves away. Students should
observe that the distance between the object and the mirror and the image and the
mirror remains the same.
• Tilt the mirror so that it appears non-vertical or horizontal. Ask students to focus
on a particular point or vertex. Again, show that this remains the same distance
away from the mirror, and contrast with a nearer or further point. Connect a point
and its image with a straight line.
• If dynamic geometry software is not available, similar demonstrations are available
online, or can be modelled using card shapes and string for mirror lines.
Question notes
Q3 Reasoning These questions will expose common misconceptions such as the
distance between the mirror line and the image and the orientation of the image.
Address these issues by modelling using tracing paper or dynamic geometry software.
Discussion Is your body symmetrical? Humans are largely symmetrical externally, but
not precisely so. Images created by using mirror imaging software make the human face
look androgynous. Internally, humans are very asymmetric, e.g. the heart is on the left
side.
Q5 Discussion When a shape is reflected in a mirror line, what can you say about the
perimeter of the shape and its reflection? What about the area of both? The perimeter and
area of a shape and its image after reflection remain the same.
Q7 Students identify what shapes have been reflected in what lines. Look out for
misnaming of 𝑥 = −1 as 𝑥 = 1.
Q8 Demonstrate this using the notes in the main teaching section as a guide.
Investigation Reasoning Investigates how the coordinates are connected when
reflecting through 𝑦 = 𝑥 and 𝑦 = −𝑥 i.e. (0, 3) becomes (3, 0) in 𝑦 = 𝑥 and (−3, 0) in 𝑦 = −𝑥.
Differentiation
Support
Q6c iii Students might need support to find the area. Point out that all four triangles
have the same area, and suggest that students think what would happen if two triangles
were joined in a different way to form a rectangle.
Q8 Students might find reflection in the lines 𝑦 = 𝑥 and 𝑦 = –𝑥 difficult. Demonstrate how
to draw the perpendicular lines across the lines of reflection from each corner of the
shape.
Stretch
Q8 Reflect through other non-horizontal lines such as 𝑦 = 2𝑥.
Plenary
Explore
What symmetries are there in nature?
Do you see symmetry in plants? Or in animals?
There are an almost infinite set of examples of symmetry in nature, e.g. sunflowers,
honeycombs, butterflies. Fantastic images can be found by searching for ‘symmetry in
nature’ on the internet. Lots of books have been written on this topic. The
understanding of reflection learned in this lesson should help an appreciation of
symmetry.
Reflect
This task encourages students to become aware of the steps they take when solving
problems that require reflecting in lines parallel to the 𝑥- and 𝑦-axes (Q3), and reflecting
in the lines 𝑦 = 𝑥 and 𝑦 = −𝑥 (Q8). For both questions, students might include a step that
involves counting distances from the mirror line. However, for Q3, these distances are
horizontal or vertical; while for Q8, they are diagonal.
Homework
10.3 Rotation
Objectives
• Recognise and carry out rotations.
• Describe and carry out rotations on a coordinate grid.
• G7.5D Recognise and draw rotations about a centre of rotation.
• G7.5E Rotate a shape on a coordinate grid, describe a rotation on a coordinate grid.
Resources
• 10.3 Answers
• Tracing paper
• Geometry software or alternative
Key words
Clockwise, anticlockwise, rotation, centre of rotation

• Rotating a shape clockwise instead of anticlockwise and vice versa. Concrete Place
a clock in the room and refer to the movement of the hands.
• Not rotating every part of the shape. Can be addressed by showing appropriate
models.
• Not maintaining the distance to the centre of rotation. Dynamic geometry software
will model this, but tracing paper can also be used by students.
Confidence
Why learn this?
For fairground rides and moving machinery you need to be able to trace the path
of an object as it rotates around a fixed point to check that it won’t hit anything.
This is an introduction to the concept of a locus. Objects which rotate around a single
point always leave a circular locus.
Fluency
• Name regular polygons.
Explore
What does it mean when scientists say, ‘The Earth rotates about its axis’?
How do we know the Earth spins? What is meant by ‘axis’? Which way does the Earth spin?
notes below.
Main lesson
Warm up
• Identify coordinate points in all four quadrants.
• Recap the number of degrees in a full, half and quarter circle.
• Recap clockwise and anticlockwise.
Main teaching
• Explain that another way to translate a shape is to rotate it.
• Concrete Ask students to draw a square on a handheld whiteboard/piece of paper
1 1 3
and to rotate it through , , turns and discuss what it looks like. Repeat for
4 2 4
other shapes (rectangle, trapezium, kite etc.)
1
• Draw a shape on the board and an image that has been rotated through turn
4
clockwise and ask students to identify what it has been rotated through.
• Show how to work this out using a piece of tracing paper.
1 3
• Discuss the two different ways of describing the rotation: clockwise /
4 4
anticlockwise.
Question notes
1
Q3 Discussion Does it matter in which direction you rotate shape b? No, rotating turn
2
1 1 3
clockwise is the same as turn anticlockwise. turn clockwise is the same as turn
2 4 4
1 3
anticlockwise. turn anticlockwise is the same as turn clockwise.
4 4
Q5 Discussion Which direction is the rotation in part c? Does it matter? The direction
does matter; if you rotate clockwise it is 270°, anticlockwise it is 90°.
Q6 Ensure that students write complete and correct sentences for their answers.
Q7 Discussion Why do you not need to state clockwise or anticlockwise with 180°
rotation? Since 180° is half a turn, it does not matter whether you go clockwise or
anticlockwise.
Q8 Insist on complete answers that include direction, angle and the centre of rotation.
Differentiation
Support
Q4 When drawing the image, suggest students trace the original, turn the tracing paper
through the required angle, then pressing very hard draw over the shape on the tracing
paper. When the tracing paper is removed the indentation of the shape should be visible
on the page and can be drawn.
Q7 This can be made simpler by using tracing paper.
Q8 Trial and error with tracing paper is a strategy for students who find this difficult.
Stretch
Q8 Can students think of another way of describing how triangle C maps onto triangle
D? D onto E?
Plenary
Explore
What does it mean when scientists say, ‘The Earth rotates about its axis’?
How do we know the Earth spins? What is meant by ‘axis’? Which way does the Earth spin?
Scientists have long known that Earth rotates around its axis in a clockwise direction, as
viewed from the south pole. The axis means a line drawn through the centre of the
planet. Through this lesson, the students should be able to appreciate what a rotation is.
Connect the idea that one complete rotation is a day, and that days on other planets are
different lengths.
Reflect
This task aims to bring together the knowledge students have gained in lessons 10.2
and 10.3.It encourages students to consider not only what it means to reflect and/or
rotate, but also the nature of the shapes that they are working with. A reflection of a
symmetrical shape (say a letter T) in the x-axis can give the same result as a rotation of
180° about (0, 0). However, a reflection of a shape with no symmetry (say a letter R)
cannot give the same result as a rotation.
Homework
10.4 Translations and combined transformations
Objectives
• Translate 2D shapes.
• Transform 2D shapes by combinations of rotations, reflections and translations.
• G7.5A Translate 2D shapes.
• G7.5F Transform 2D shapes by combinations of rotations, reflections and
translations.
Resources
• 10.4 Answers
• Tracing paper
• Squared paper
• Geometry software or alternative prepared 2D shapes
Key words
Translation, transformation

• Translation errors usually involve incorrect use of negative numbers or travelling
vertically first. Remind students of the conventions used with coordinates, i.e.
horizontal before vertical. Visual Show an aeroplane taking off. It must travel along
a runway before it takes off, therefore you must give the instructions for sideways
movement before up / down.
• Assuming the translation is the ‘space’ between the two shapes. Visual Show
students how to choose a corner to move initially on the shape and then move the
other corners.
Confidence
Why learn this?
With 3D modelling software, designers can use transformations to move objects
around their screen.
All computer games use transformations to move characters or objects around the
screen, and all the computer programs used to write games are based around
transformation geometry.
Fluency
• Identify left and right direction.
Explore
How many squares of a chessboard can the knight land on?
How does a knight move on a chess board? Where does it start on the board? Are there any
squares it cannot eventually get to?
notes below.
Main lesson
Warm up
• Reflect an object in 𝑦 = 1, 𝑥 = â ˆ’1.
• Draw the image of a rotation.
Main teaching
• Explain that translating a shape requires sliding the shape.
• Concrete Ask pupils to stand and take 3 steps forward; explain that they have been
translated 3 up. Repeat for other movements giving left/right instructions first and
up/down second.
• Model translation on the board by using dynamic geometry software, online
resources or a large shape made of card. Whichever resource you use, it is
important that students see the translation occur. Does the shape change shape, size
or the way it is facing when it is translated? No. Make it clear that although
translations can go in any direction, they are controlled by a horizontal movement
followed by a vertical movement. Ensure students understand that this is the only
order, and point out how negative directions (left and down) are used.
• Ask students to name the transformations they have learned about in the past three
lessons – reflection, rotations and translations. Explain that reflections, rotations
and translations can be combined to transform a 2D shape.
• Display an object and its image after two transformations, e.g. reflected in the x-axis
and rotated 90° about the origin. Can you describe the combination of
transformations that have been performed? Encourage the use of accurate language
to describe the transformations. Break down the transformations to cement
understanding.
Question notes
Q2 Remind students to describe the translation in terms of the horizontal movement
first before the vertical movement.
Q3 Discussion When a shape is translated what can you say about the perimeter and
area of both shapes? Are both shapes congruent? The perimeter and area of a shape and
its image after translation remain the same. The shapes are congruent.
Q4 Make sure students are translating shape X in each part, and not translating each
successive new position.
Q5 Make sure students go across before going up or down.
Q7 This is a first attempt at combining transformations. Check students’ answers
carefully, as minor errors are common when combining transformations.
Q8 Reflecting in 𝑦 = 𝑥 will catch some students out. Show how to map each corner of the
triangle in the line of reflection.
Differentiation
Support
Q4 It might help to provide tracing paper, or a cut-out of the shape which can be moved
on the squared paper.
Q6 Students might need help remembering the three different types of transformation.
Q7 Get students to draw the first part of the transformation before trying to do the
second part. Make sure they choose the correct lines of reflection. Which lines are
parallel to the 𝑥-axis, and which are parallel to the 𝑦-axis?
Stretch
Q4 Describe the translation from 𝐴 to 𝐷.
Q7 What happens if you do the transformations in the reverse order, e.g. in part 𝐚, do
the reflection first and then do the translation. What do you notice? The resulting shape
is the same. Is this always the case? No. See what happens if you do the same in part 𝐛.
Plenary
Explore
How many squares of a chessboard can the knight land on?
How does a knight move on a chess board? Where does it start on the board? Are there any
squares it cannot eventually get to?
A knight’s move is any ‘L’ shape consisting of 2 then 1 or 1 then 2 squares with a right-
angled turn in between. Students can represent this using an ‘L’ shape consisting of four
squares and as a result of the learning in this chapter transform it around a chess board
to demonstrate that any square can eventually be reached.
Reflect
This task asks students to consider which transformations they found easiest and
hardest. Then students are asked to write themselves a hint to help with the
transformation they found hardest. Encourage them to write a hint that directly
addresses whatever it is they found so hard.
Homework
10 Check up
Resources
Test question notes

Congruency and enlargements
Q1 Reinforces understanding of congruency.
Q2 Shows ability to apply a scale factor correctly.
Q3 Shows the relationship between ratios and scale factor.
Reflections and rotations

Q6 Tests proper understanding of reflections in lines parallel to the 𝑥- and 𝑦-axes.
Q7 Tests understanding of centres of rotation.
Translations and combinations of transformations

Q10 Tests whether students carry out transformations in the correct order.
Challenge
Q12 Niko is not correct. Shapes D and F are not congruent, so D cannot be translated
onto F.
Idris is correct. H is a reflection of B in the line 𝑦 = 2.

Resources
• Tracing paper
• Prepared cards with the words: translation, reflection, rotation, congruent,
polygon, shape, mirror line

Lesson 1
Pair students and give each pair a set of cards on which is written:
translation, reflection, rotation, congruent, polygon, shape, mirror line
Students need to describe each mathematical term to their partner, without using the
actual word.
Lesson 2
Draw a square on squared paper. Using one line, how many ways can you cut this square
into two congruent shapes?

Congruency and enlargements
Q4 Choose one line that matches on each of shape A and B. How many squares long is the
line on 𝐴? How many squares long is it on 𝐵? Divide the larger number by the smaller
number to find the scale factor.
Reflections and rotations

Q1 Supply students with a mirror.
Q2, Q3 Strategy/Pictorial If required, keep a reminder of clockwise and anticlockwise
displayed.
Q4 Draw the lines parallel to the 𝑥 and 𝑦-axes.
Q5 Provide squared paper.
Q6 Check students plot the points correctly, particularly those with negative
coordinates.
Translations and combinations of transformations

Q1 Check the order of the translations – across first, then up/down.
Q3 Check that the transformations are done in the correct order, e.g. in part 𝐛, do the
rotation first, and then do the translation.
Enrichment
Q1 Strategy/Concrete Model using cubes if required.
Q2a You can use lines of symmetry to check for congruent shapes.
Q5 Reasoning/Strategy Suggest students look for a connection between the scale
factor of enlargement from A to B, B to C and A to C. They should be able to spot that A
1 1
to B is 2 and B to C is 1 , so A to C is 1 × 2 = 3.
2 2
Q6 Problem-solving/Strategy Suggest that students use what they have learned in Q5
to help them.
Q10 Problem-solving/Strategy Students might find it helpful to write movements to
the right as positive numbers, to the left as negative numbers, and likewise up (positive)
and down (negative). From this, the idea of vectors can emerge.
Q12 Reasoning/Strategy Most students will need to create a copy of the diagram to
complete this activity.
Investigation Problem-solving/Reasoning Encourage students to generalise what
they find out. Then test these generalisations with other shapes but the same
transformations.
Reflect: Strengthen
This task asks students to think about reflection, rotation and translation, and to choose
words and shapes to describe them. Then students are asked how the definition helped
them choose the shapes. This emphasises to students the importance of understanding
mathematical definitions to help decide what to do.
Reflect: Extend
This task encourages students to seek and be aware of the links between concepts in
mathematics. For example, students may notice that for rotation they used angles, for
enlargement they used multiplication, and for reflection they used coordinates.
End of Unit 10 test: Transformations

11.1 Comparing and calculating probabilities

Objectives
• Use and interpret probability scales.
• Calculate and compare probabilities.
• S7.3A Use and interpret a probability scale with words.
• S7.3B Use and interpret the probability scale from 0 to 1 or 0% to 100%.
• S7.3C Identify outcomes and equally likely outcomes.
• S7.3D Calculate probability of single and mutually exclusive events.
Resources
• 11.1 Answers
Key words
Probability, probability scale, impossible, unlikely, even chance, likely, certain, outcome,
event, fair, random

• Students confuse outcomes and events. Use an ordinary dice to demonstrate 6
outcomes. Define the event 'even' that comprises 3 of the outcomes (the successful
outcomes 2, 4, 6).
An event is a set of outcomes. A single outcome can also be an event, e.g. 'roll a 5'.
• Students do not list all of the outcomes, e.g. miss out identical outcomes. Use the
spinner in the worked example to list the five possible outcomes: red, red, blue,
blue, blue. The spinner has five ways to land, so there are five possible outcomes,
even though they look the same when written.
Confidence
Why learn this?
Understanding probabilities helps you predict how likely it is to rain today.
Weather forecasters use probabilities based on their data and computer models to
predict the likelihood of rain.
Fluency
• Compare probabilities using diagrams.
Explore
What chance of rain (in percentage) would make you decide to take an umbrella?
What do you think a 40% chance of rain means? Why do many weather forecasters now
like to use descriptions like "scattered showers" rather than percentages? What
information would you need to answer the question?
notes below.
Main lesson
Warm up
• Compare fractions.
• Identify equivalent fractions, decimals and percentages.
Main teaching
• Display the probability scale in Q3. Write a probability as a decimal, percentage or
1
fraction, e.g. . Ask for its equivalent decimal, percentage or fraction. Invite
4
students to mark the probability on the scale. Where on the scale would you write
'very likely' and 'very unlikely'? (further to the right and left of likely and unlikely;
there is no precise definition)
3
• The probability of rain tomorrow in London is , in Sydney is 55% and Moscow is 0.7.
5
How can you decide where it is most likely to rain tomorrow? (convert the
probabilities to percentages)
• Display this spinner.
How many ways can this spinner land? (5) Each way is called an outcome. What are
the possible outcomes? Write 2, 2, 3, 3, 4 emphasising that duplicate outcomes must
be included. Define the term fair. There is one 4 out of five possible outcomes. One
1 1
out of five can be written as the fraction . The probability of spinning a 4 is .
5 5
How many ways can the spinner land on 3? (2) What is the probability of spinning a
2
3? ( ) There are two successful outcomes that satisfy the event 'spin a 3'. What is
5
3
the probability of the event 'spin an even number'? ( )
5
• Display the fair spinner below.
Which is more likely: spinning a 3 with the first or second spinner? (second because
2 2
is greater than ) Would a game be fair if John has to spin a 2 with the first
4 5
spinner and Karen has to spin a 2 with the second spinner? (no because John has a
2
probability of = 40% of winning compared to Karen who only has a probability of
5
1
of winning)
4
Question notes
Q5d Check that students don't count 2 twice.
Q9 Advise students not to cancel the fractions so that comparison is easier.
Investigation Students work out the smallest number of each coloured counter in a bag
and give the fractional probability of each colour. What is the lowest common
denominator? (30)
Differentiation
Support
0
Q6a iii How many red sectors are there? None, 0 So what is the probability of red? or 0
10
Q7 Concrete Deal out 10 playing cards face up. Ask for simple probabilities, e.g. P(red),
P(picture). Students can repeat this in pairs.
Stretch
Q12 A combination lock on a safe has two wheels, with one wheel with numbers 0–9 and
one wheel with letters A–Z. Is this more safe or less safe than a two-wheel combination
lock with both wheels with numbers 0–9?
Plenary
Explore
What chance of rain (in percentage) would make you decide to take an umbrella?
What do you think a 40% chance of rain means?
Why do many weather forecasters now like to use descriptions like "scattered showers"
rather than percentages? The average person is unlikely to understand descriptions
based on percentages. So, forecasters prefer descriptions that everyone can understand.
Reflect
This reflective task involves a typical probability situation, which students may have
met many times: having to throw a 6 on a fair dice in a game. It challenges the
commonly held belief that throwing a 6 is more difficult. However, students should be
able to use what they have learnt in this lesson to work out that the probability of
1
throwing a 6 on a fair dice is and this is the same as the probability of throwing a 3.
6
Homework
11.2 More probability calculations

Objectives
• Calculate more complex probabilities.
• Find the probability of an event not happening.
• S7.3C Identify outcome and equally likely outcomes.
• S7.3D Calculate probability of single and mutually exclusive events.
• S7.3E Calculate the probability of an event not happening.
Resources
• 11.2 Answers
• Number cards
• 10-sided spinner
Key words
Relative frequency, expected frequency, estimated probability, mutually exclusive, risk

• Students may not include outcomes that appear identical. Spin a spinner such as
the one in the student book worked example to emphasise that outcomes may look
the same but are in fact different. They must all be listed.
• Students may not understand the difference between an event and an outcome. To
distinguish between the two, use the idea of successful outcomes, i.e. the successful
outcomes make the event happen.
• Students may count the same outcome twice. Demonstrate using playing cards by
asking questions involving ‘or’, e.g. How many cards are black or an ace?
Confidence
Why learn this?
A roadside repair service can use probabilities to help decide on the spare parts
to carry.
It is best to carry the spare parts that are most likely to be needed. You would carry
parts for the most common makes of cars and the parts which are most likely to need to
be repaired or replaced.
Fluency
• Calculate simple probabilities.
Explore
What is the probability of a car breaking down because of a flat tyre or flat
battery?
What is the probability of a car having a flat tyre? What is the probability of a car having
a flat battery?
notes below.
Main lesson
Warm up
• Express probabilities in words, decimals and percentages.
Main teaching
• Concrete/pictorial Show the class the 10-sided spinner.
• How many ways can this spinner land on a 1 or 2? 2 + 2 = 4. How many possible
4
outcomes are there? 10. What is the probability of it landing on a 1 or 2? . Remind
10
students that they do not need to simplify the fractions. Repeat for other
combinations, e.g. red or blue, 2 or 3.
• Write the numbers $\color{blue} {1}$, $\color{red} {1}$, $\color{red} {2}$,
$\color{black} {2}$, $\color{black} {3}$, $\color{black} {3}$, $\color{black} {3}$,
$\color{black} {3}$, $\color{blue} {3}$, $\color{blue} {3}$ on the board. How many
ways can the spinner land on a red number or 1? 3. Cross out the red numbers first
then the blue 1. Count each successful outcome once. What is the probability of the
3
spinner landing on a red number or 1? . Repeat for other combinations, e.g. black
10
or 3.
2
• What is the probability of spinning a 2? . What is the probability of not spinning
10
8 8 10 2
a 2? . Write = - . If you know the probability of something happening,
10 10 10 10
you can find the probability of it not happening.
Repeat to find P(not red).
• What is the percentage probability of spinning a 2? 20%. How can you work out the
percentage probability of not spinning a 2? 100% â ˆ’ 20% = 80%. Repeat for
decimals. If the probability of rain tomorrow is 40%, what is the probability of it
not raining?
• Show students the table in Q7. Make sure students know how to read information
from the table. How many girls have hazel eyes? (25) How many students are there
25 5
in total? (160). What is the probability of picking a girl with hazel eyes? ( = ).
160 32
Remind students that they should always try to simplify probabilities.
Question notes
Q6 Each occurrence of the letter E and the letter P must be counted.
Q7b In this case, it is better to leave the probabilities as fractions of 160 instead of
simplifying them, to make it easier to make the comparison. Alternatively, express the
probability as a percentage or decimal.
Q12 P(1) + P(2) + P(3) =1. You know P(3) = 0.4, and you know P(1) = P(2), so you can
solve for P(1) and P(2).
Differentiation
Support
Q6c This may confuse some students. Explain that an impossible outcome can still be
expressed as a probability.
Q11 To avoid possible confusion explain that sound cards that are thrown away are
scrapped.
Stretch
Q7 Given that the students picked is a girl, what is the probability that she has blue eyes?
This introduces the idea of conditional probability.
Plenary
Explore
What is the probability of a car breaking down because of a flat tyre or flat
battery?
What is the probability of a car having a flat tyre? What is the probability of a car having
a flat battery? The probabilities of these events are not fixed. If you live somewhere with
very uneven rocky roads, you are more likely to get a flat tyre than if you always drive
on smooth roads. Batteries don’t work so well in very cold temperatures, so you are
more likely to get a flat battery if you live in a very cold place.
Reflect
This task asks students to look at probabilities in simply mathematical terms. Because a
6 is worth more than a 3 in games which use dice, it can feel that rolling a 6 happened
less often than rolling a 3. But in mathematical terms, both are equally likely. Students
should recognise that the desirability of an outcome is not related to the probability of
the outcome.
Homework

11 Check up
Resources
Test question notes

Calculating properties
Q1 Tests proper understanding of outcomes.
Q5 Tests recall of prime numbers and square numbers as well as knowledge of
probability.
Q6 Tests understanding that the sum of the probabilities of all possible outcomes is 1.
Probability problems
Q10 Students should calculate the probabilities for red, blue and black cars.
Q11 The probabilities can be expressed as fractions, decimals or percentages.
Q12 P(1) = 2 × P(2). P(2) = 2 × P(3), or x + 2x + 2 (2x) = 7
Challenge
Q14 Students’ answers will vary according to the ways they fill in the sections of the
spinners.
2 and 3 must be included at least once on each spinner.

Resources

Lesson 1
Ask various questions about an ordinary six-sided dice in order to consolidate
understanding of probability and its terminology. How many different ways can this dice
land? 6 Which number is most likely to happen? All numbers are equally likely. Is it
possible to roll a 3? Yes. A 7? No.
How likely is it to roll a number less than 7? Certain. How likely is a number less than 5?
Likely. How likely is a six? Unlikely. If you rolled the dice 60 times, how many sixes would
you expect? 10. How many even numbers? 30.
Lesson 2
Display a row of 10 playing cards, including some picture cards. These cards are
shuffled and one taken from the pack. If it is a picture card, I win. If it is a spade, you
win. Is this a fair game? Repeat for other rules. Invite rules from the class.

Calculating properties
Q2 Make sure students compare fractions with common denominators.
Q4 Students must simplify the probabilities they calculate.
Q5 Use a probability scale like the one in Lesson 11.1 Q3.
Q9 Remind students that a fair coin would have equal probability of landing heads or
tails, and that the total probability P(heads) + P(tails) must be equal to 1.
Q11a ii How many 2-digit numbers are on the dice?
Q11c Some students may need to be reminded how to express decimals as percentages.
Probability problems
Q1 Take care with the number of zeroes!
Q3 How many yellow marbles are in the bag?
Q4 Encourage students to be creative and design their spinner with more than three
sides.
Enrichment
Q1 Express the probabilities as fractions and simplify.
1 2
Q2 On a 6-sided dice, an unlikely probability is or .
6 6

Q1b Do all outcomes have equal probabilities?
Q2 Students need to convert the probabilities to fractions, decimals or percentages in
order to make the comparison. Fractions is probably easiest.
Q4 Encourage students to work systematically. Write separate lists of square numbers,
even numbers and multiples of 4. For P(6, 8, 10) to be even, five of the cards must have
one of these numbers.
Q5 First, establish whether the hidden card has a prime number written on it. How do
you know?
Q8 P(black) = 1 – [P(red) + P(blue) + P(green)]
1
Q9 What is the minimum number of counters he needs? If P(green) = , there must be
20
a minimum of 20 counters.
Challenge
Q10 The chances of rain and sunshine are independent of each other, so the prediction
could be valid. For rain, the relative probabilities are P(rain) and P(not rain). For
sunshine, the relative probabilities are P(sunshine) and P(not sunshine), so the two
quoted probabilities do not have to add up to 1.
Reflect: Strengthen
In this task, students are asked to reflect on the different types of questions they have
encountered in these lessons, and to identify those questions they found easier and
those they found harder. This will encourage deeper thinking about the processes
involved in the different types of questions. Writing a sentence about the things they
need more practice on will help crystallise their own understanding of the processes.
Reflect: Extend
This metacognitive task asks students to write down what they have learned in these
lessons, and then aims to raise awareness of how they felt about how they did. Students
are encouraged to think about both their positive and negative reactions, and where
they may still need some additional help.
End of Unit 11 test: Probability

End of term 3 test: Units 9 to 11

Revision
Revision
End of Year test: Units 1 to 11
• Year 7 End of Year test
• Year 7 End of Year test mark scheme

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Maths Progress International 11-14

Scheme of work overview

1.1 Averages and range Y1 Unit 1 1.5

1.2 More averages and range Y1 Unit 1 1

1.3 Two-way tables and bar charts Y1 Unit 1 1.5

1.4 More graphs and tables 1 Y1 Unit 1 1.5

1.5 More graphs and tables 2 Y1 Unit 1 1.5

1 Check up, Strengthen and Extend Y1 Unit 1 2

End of Unit 1 test: Analysing and displaying data Assessment 1

2.1 Rules of divisibility Y1 Unit 2 1

2.2 Factors, multiples and primes Y1 Unit 2 1.5

2.3 Positive and negative numbers Y1 Unit 2 1.5

2.4 Squares and square roots Y1 Unit 2 1

2.5 More powers and roots Y1 Unit 2 1

2.6 Calculations Y1 Unit 2 1.5

2 Check up, Strengthen and Extend Y1 Unit 2 2

End of Unit 2 test: Number Assessment 1

3.1 Simplifying algebraic expressions Y1 Unit 3 1.5

3.2 Writing algebraic expressions Y1 Unit 3 1

3.3 STEM: Using formulae Y1 Unit 3 1

3.4 Writing formulae Y1 Unit 3 1

3.5 Brackets and formulae Y1 Unit 3 1

End of Unit 3 test: Equations, functions and formulae Assessment 1

4.1 Working with fractions Y1 Unit 4 1.5

4.2 Adding and subtracting fractions Y1 Unit 4 1.5

4.3 Fractions, decimals and percentages Y1 Unit 4 1

4.4 Multiplying by a fraction Y1 Unit 4 1.5

4.5 Working with mixed numbers Y1 Unit 4 1

4 Check up, Strengthen and Extend Y1 Unit 4 2

End of Unit 4 test: Fractions Assessment 1

End of Term 1 test: Units 1 to 4 Assessment 1

5.2 Triangles Y1 Unit 5 1.5

5.3 Quadrilaterals Y1 Unit 5 1.5

5.4 Construction Y1 Unit 5 1.5

5 Check up, Strengthen and Extend Y1 Unit 5 2

End of Unit 5 test: Angles and shapes Assessment 1

6.1 Place value and rounding Y1 Unit 6 1

6.3 Adding and subtracting decimals Y1 Unit 6 1

6.4 Multiplying decimals Y1 Unit 6 1.5

6.5 Dividing decimals Y1 Unit 6 1

6.6 Decimals, fractions and percentages Y1 Unit 6 1.5

6.7 Calculating percentages Y1 Unit 6 1.5

6 Check up, Strengthen and Extend Y1 Unit 6 2

End of Unit 6 test: Decimals and percentages Assessment 1

7.1 Writing ratios Y1 Unit 7 1.5

7.2 Sharing in a given ratio Y1 Unit 7 1

7.4 Proportional reasoning Y1 Unit 7 1

7.5 Using the unitary method Y1 Unit 7 1

7 Check up, Strengthen and Extend Y1 Unit 7 2

End of Unit 7 test: Ratio and proportion Assessment 1

8.1 STEM: Metric measures Y1 Unit 8 1

8.2 Perimeter Y1 Unit 8 1.5

8.3 Area Y1 Unit 8 1

8.4 3D solids Y1 Unit 8 1

8 Check up, Strengthen and Extend Y1 Unit 8 2

End of Unit 8 test: Measures and shapes Assessment 1

End of term 2 test: Units 5 to 8 Assessment 1

9.2 The 𝑛th term Y1 Unit 9 1.5